Revista De Psicodidactica最新文献

Diferencias entre España y Marruecos en el desajuste escolar, clínico y personal durante la adolescencia

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500160

Paola Bully , Joana Jaureguizar , Elena Bernaras

Schools play a fundamental role in promoting psychological and academic adjustment during adolescence. Given that the majority of students in the classrooms are of Spanish and Moroccan origin, the main objective of this study was to conduct a cross-cultural Spain-Morocco analysis of scholar, clinical, and personal maladjustment, taking into account both sex and age. In order to ensure a valid assessment, a preliminary objective was set to adapt and evaluate the psychometric properties of the Behavioural Assessment System for Children and Adolescents (BASC-S3) in the Moroccan context. A total of 1,707 students participated, 941 residing in Spain and 766 in Morocco, aged between 11 and 19 years. The results demonstrated adequate psychometric properties for both the Spanish and Moroccan versions of the questionnaire, along with sex and age invariance within each country and between the two countries. Comparisons within each country revealed few differences based on sex and age. However, comparisons between countries have revealed lower levels of scholar, clinical, and personal maladjustment in Spain than in Morocco. Considering these cultural differences may help to design more effective preventive interventions and improve psychological assessment and care.

{"title":"Diferencias entre España y Marruecos en el desajuste escolar, clínico y personal durante la adolescencia","authors":"Paola Bully , Joana Jaureguizar , Elena Bernaras","doi":"10.1016/j.psicod.2024.500160","DOIUrl":"10.1016/j.psicod.2024.500160","url":null,"abstract":"<div><div>Schools play a fundamental role in promoting psychological and academic adjustment during adolescence. Given that the majority of students in the classrooms are of Spanish and Moroccan origin, the main objective of this study was to conduct a cross-cultural Spain-Morocco analysis of scholar, clinical, and personal maladjustment, taking into account both sex and age. In order to ensure a valid assessment, a preliminary objective was set to adapt and evaluate the psychometric properties of the Behavioural Assessment System for Children and Adolescents (BASC-S3) in the Moroccan context. A total of 1,707 students participated, 941 residing in Spain and 766 in Morocco, aged between 11 and 19 years. The results demonstrated adequate psychometric properties for both the Spanish and Moroccan versions of the questionnaire, along with sex and age invariance within each country and between the two countries. Comparisons within each country revealed few differences based on sex and age. However, comparisons between countries have revealed lower levels of scholar, clinical, and personal maladjustment in Spain than in Morocco. Considering these cultural differences may help to design more effective preventive interventions and improve psychological assessment and care.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500160"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143161102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

El papel mediador de la satisfacción con la vida en la relación entre esperanza y satisfacción académica entre estudiantes universitarios ecuatorianos

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500154

Nazury Santillán-García , Kati Rueda-Espinoza , Zaida Orozco-Moreno , Rodrigo Moreta-Herrera , José A. Rodas

The aim is to identify the effect that hope has on academic satisfaction at a direct and indirect level through satisfaction with life in a sample of university students from Ecuador. The method used is based on a descriptive, explanatory mediation and cross-sectional study with SEM techniques. The Sample is formed by 879 participants, 79.6% are women and 20.4% are men. With ages between 18 and 67 years (M = 29.71, SD = 7.92). The students are from 10 public universities in Ecuador, divided into 22 undergraduate courses. The results are that the levels of hope, life satisfaction and academic satisfaction are moderate and high. Hope and satisfaction with life explain 24.6% of the changes in the variance of academic satisfaction. Satisfaction with life plays a mediating role and explains 58.6% of the total effect of the relationship between hope and academic satisfaction. It is concluded that hope exerts both a direct and indirect effect through life satisfaction on the academic satisfaction of university students in Ecuador.

{"title":"El papel mediador de la satisfacción con la vida en la relación entre esperanza y satisfacción académica entre estudiantes universitarios ecuatorianos","authors":"Nazury Santillán-García , Kati Rueda-Espinoza , Zaida Orozco-Moreno , Rodrigo Moreta-Herrera , José A. Rodas","doi":"10.1016/j.psicod.2024.500154","DOIUrl":"10.1016/j.psicod.2024.500154","url":null,"abstract":"<div><div>The aim is to identify the effect that hope has on academic satisfaction at a direct and indirect level through satisfaction with life in a sample of university students from Ecuador. The method used is based on a descriptive, explanatory mediation and cross-sectional study with SEM techniques. The Sample is formed by 879 participants, 79.6% are women and 20.4% are men. With ages between 18 and 67 years (<em>M</em>  =7.92). The students are from 10 public universities in Ecuador, divided into 22 undergraduate courses. The results are that the levels of hope, life satisfaction and academic satisfaction are moderate and high. Hope and satisfaction with life explain 24.6% of the changes in the variance of academic satisfaction. Satisfaction with life plays a mediating role and explains 58.6% of the total effect of the relationship between hope and academic satisfaction. It is concluded that hope exerts both a direct and indirect effect through life satisfaction on the academic satisfaction of university students in Ecuador.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500154"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Efecto del aprendizaje basado en juegos en las habilidades de pensamiento de orden superior en matemáticas de los estudiantes: un metanálisis

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500158

Bambang Sri Anggoro , Andi Harpeni Dewantara , Suherman Suherman , Rosida Rakhmawati Muhammad , Sari Saraswati

Educational research trends demonstrate a growing interest in understanding the impact of games on mathematics achievement. However, only a limited number of studies have synthesized previous quantitative studies to investigate how game-based learning (GBL) influences the enhancement of students’ high-order thinking skills (HOTS) in mathematics. To address this gap, this meta-analysis study aims to investigate the effectiveness of GBL on students’ mathematics HOTS. The study analyzed 40 effect sizes from 13 empirical studies published from 2010 to 2024, gathered from electronic databases such as Scopus, Eric, and Pro-Quest. R software was employed for analyzing effect sizes, detecting publication bias, and conducting subgroup analyses. Using the k-means algorithm, two studies identified as outliers were excluded. After removing these outliers, the findings revealed a positive effect of GBL on students’ mathematics HOTS, with an overall effect falling within the small category (g = .134, p < .001). Additionally, moderator variables, including educational level, measured thinking skills, continent, control treatment, and intervention duration, significantly influenced the improvement of HOTS using GBL, while the sample size factor showed no significant impact. All findings, limitations, and implications are discussed in this article.

{"title":"Efecto del aprendizaje basado en juegos en las habilidades de pensamiento de orden superior en matemáticas de los estudiantes: un metanálisis","authors":"Bambang Sri Anggoro , Andi Harpeni Dewantara , Suherman Suherman , Rosida Rakhmawati Muhammad , Sari Saraswati","doi":"10.1016/j.psicod.2024.500158","DOIUrl":"10.1016/j.psicod.2024.500158","url":null,"abstract":"<div><div>Educational research trends demonstrate a growing interest in understanding the impact of games on mathematics achievement. However, only a limited number of studies have synthesized previous quantitative studies to investigate how game-based learning (GBL) influences the enhancement of students’ high-order thinking skills (HOTS) in mathematics. To address this gap, this meta-analysis study aims to investigate the effectiveness of GBL on students’ mathematics HOTS. The study analyzed 40 effect sizes from 13 empirical studies published from 2010 to 2024, gathered from electronic databases such as Scopus, Eric, and Pro-Quest. R software was employed for analyzing effect sizes, detecting publication bias, and conducting subgroup analyses. Using the k-means algorithm, two studies identified as outliers were excluded. After removing these outliers, the findings revealed a positive effect of GBL on students’ mathematics HOTS, with an overall effect falling within the small category (<em>g</em>  <.001). Additionally, moderator variables, including educational level, measured thinking skills, continent, control treatment, and intervention duration, significantly influenced the improvement of HOTS using GBL, while the sample size factor showed no significant impact. All findings, limitations, and implications are discussed in this article.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500158"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Efecto de una unidad didáctica intermitente gamificada en Educación Física sobre la actividad física semanal de los escolares medida con acelerómetros: Un ensayo controlado y aleatorizado por grupos naturales. Estudio School-Fit

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500156

Santiago Guijarro-Romero , Daniel Mayorga-Vega , Carolina Casado-Robles , Jesús Viciana

The main objective of the present study was to analyze the effect of a gamified-based intermittent teaching unit using behavior modification strategies in the Physical Education setting on schoolchildren's accelerometer-measured weekly physical activity levels. A total of 203 primary schoolchildren (39.8% females; 9-12 years) from two public schools were cluster-randomly assigned into the experimental (n = 121) and control (n = 82) groups. The experimental group performed a gamified-based intermittent teaching unit (using the first 15 minutes of each session) three times per week for five weeks. Behavior modification strategies such as activity wristbands, goal setting, and educational counseling were also applied to promote habitual physical activity. Before and during the last intervention week, schoolchildren's physical activity levels were objectively measured through ActiGraph wGT3X+/BT accelerometers. The Multilevel Linear Model results showed that the experimental group schoolchildren statistically significantly improved weekly moderate-to-vigorous physical activity (p < .05, d = 0.42). Moreover, the intervention statistically significantly improved the percentage of schoolchildren achieving, on average, at least 60 minutes of moderate-to-vigorous physical activity and 10.000 steps per day (p < .05, Cramer's V = .521-.549). A gamified-based intermittent teaching unit using behavior modification strategies seems effective for improving schoolchildren's physical activity levels.

{"title":"Efecto de una unidad didáctica intermitente gamificada en Educación Física sobre la actividad física semanal de los escolares medida con acelerómetros: Un ensayo controlado y aleatorizado por grupos naturales. Estudio School-Fit","authors":"Santiago Guijarro-Romero , Daniel Mayorga-Vega , Carolina Casado-Robles , Jesús Viciana","doi":"10.1016/j.psicod.2024.500156","DOIUrl":"10.1016/j.psicod.2024.500156","url":null,"abstract":"<div><div>The main objective of the present study was to analyze the effect of a gamified-based intermittent teaching unit using behavior modification strategies in the Physical Education setting on schoolchildren's accelerometer-measured weekly physical activity levels. A total of 203 primary schoolchildren (39.8% females; 9-12 years) from two public schools were cluster-randomly assigned into the experimental (<em>n</em>  =82) groups. The experimental group performed a gamified-based intermittent teaching unit (using the first 15minutes of each session) three times per week for five weeks. Behavior modification strategies such as activity wristbands, goal setting, and educational counseling were also applied to promote habitual physical activity. Before and during the last intervention week, schoolchildren's physical activity levels were objectively measured through ActiGraph wGT3X+/BT accelerometers. The Multilevel Linear Model results showed that the experimental group schoolchildren statistically significantly improved weekly moderate-to-vigorous physical activity (<em>p</em>  =0.42). Moreover, the intervention statistically significantly improved the percentage of schoolchildren achieving, on average, at least 60minutes of moderate-to-vigorous physical activity and 10.000 steps per day (<em>p</em>    <!-->.521-.549). A gamified-based intermittent teaching unit using behavior modification strategies seems effective for improving schoolchildren's physical activity levels.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500156"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143161103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Capacidad predictiva de la influencia de la familia, el profesorado y los pares sobre el compromiso escolar afectivo, cognitivo y conductual en estudiantes de educación primaria y secundaria

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500159

Laura Lara , Edgardo Miranda-Zapata , Mahia Saracostti , Ximena de-Toro

School engagement has been proven to be a crucial factor in the development of a successful educational trajectory. It is a multidimensional concept encompassing affective, cognitive, and behavioral aspects, all of which are influenced by the social support students receive from the contexts in which they grow, with the most significant being family, teachers, and peers. The primary objective of this study is to analyze the impact of family, teacher, and peer support on students’ levels of affective, cognitive, and behavioral school engagement in the subsequent year while also examining variations between primary and secondary school students. This study involved 927 elementary and secondary school students who were assessed over two consecutive years. The results of the multigroup structural equation analysis revealed that family, teacher, and peer support levels had distinct predictive capabilities on different components of school engagement at both educational levels. Specifically, family support predicted levels of cognitive engagement, while peer support predicted levels of affective engagement. Furthermore, for elementary school students, teacher support emerged as a predictor of behavioral engagement, while for secondary students, it was identified as a predictor of cognitive and affective engagement. This study highlights how important family, teacher, and peer support are for shaping different aspects of school engagement. By understanding these distinct influences, educators and families can work together to create supportive environments that help students thrive academically and emotionally.

{"title":"Capacidad predictiva de la influencia de la familia, el profesorado y los pares sobre el compromiso escolar afectivo, cognitivo y conductual en estudiantes de educación primaria y secundaria","authors":"Laura Lara , Edgardo Miranda-Zapata , Mahia Saracostti , Ximena de-Toro","doi":"10.1016/j.psicod.2024.500159","DOIUrl":"10.1016/j.psicod.2024.500159","url":null,"abstract":"<div><div>School engagement has been proven to be a crucial factor in the development of a successful educational trajectory. It is a multidimensional concept encompassing affective, cognitive, and behavioral aspects, all of which are influenced by the social support students receive from the contexts in which they grow, with the most significant being family, teachers, and peers. The primary objective of this study is to analyze the impact of family, teacher, and peer support on students’ levels of affective, cognitive, and behavioral school engagement in the subsequent year while also examining variations between primary and secondary school students. This study involved 927 elementary and secondary school students who were assessed over two consecutive years. The results of the multigroup structural equation analysis revealed that family, teacher, and peer support levels had distinct predictive capabilities on different components of school engagement at both educational levels. Specifically, family support predicted levels of cognitive engagement, while peer support predicted levels of affective engagement. Furthermore, for elementary school students, teacher support emerged as a predictor of behavioral engagement, while for secondary students, it was identified as a predictor of cognitive and affective engagement. This study highlights how important family, teacher, and peer support are for shaping different aspects of school engagement. By understanding these distinct influences, educators and families can work together to create supportive environments that help students thrive academically and emotionally.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500159"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

PISA 2022. Predictores de la competencia matemática de los estudiantes españoles de Educación Secundaria

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500152

Pablo Javier Ortega-Rodríguez

Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1 = Students, Level 2 = School and Level 3 = Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.

{"title":"PISA 2022. Predictores de la competencia matemática de los estudiantes españoles de Educación Secundaria","authors":"Pablo Javier Ortega-Rodríguez","doi":"10.1016/j.psicod.2024.500152","DOIUrl":"10.1016/j.psicod.2024.500152","url":null,"abstract":"<div><div>Mathematical competence is fundamental for active, participatory and engaged participation in the 21st century, and for facing the challenges of a globalised society. This study aims to analyse the simultaneous effect of a set of predictors on the mathematical competence of Spanish students who have participated in PISA 2022. The sample consists of 28,792 Spanish students (14,465 boys, 50.24%; 14,327 girls, 49.76%), from 935 schools. Two questionnaires are used to collect data: one for students and one for school principals. A hierarchical linear model is used according to the three levels presented by the data (Level 1=Students, Level 2=School and Level 3=Autonomous Community). At the first level, sex, socio-economic background, family cultural level, mathematics anxiety and self-efficacy is included; at the second level, the socio-economic background of the school; and at the third level, GDP per capita. The results show that girls experience more anxiety and less self-efficacy in mathematics than boys. The socio-economic background of the students, the cultural level of the family, mathematics anxiety and mathematics self-efficacy are significant predictors of mathematical competence. At school level, socio-economic background has an impact on achievement. These findings suggest the need to strengthen collaboration between school and family, as well as to provide specific training for teachers on how to address socio-affective feelings towards mathematics.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500152"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143161060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Efectos de una intervención integral en escuelas de primaria para proteger a la infancia frente a la violencia: un estudio cuasi-experimental

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500155

Ana M. Greco, Patricia Hernández-Hidalgo, Marc Balcells, Antonia Linde-García, Irene Montiel

Considering that one in two children is estimated to have experienced violence in the last year according to the World Health Organization, the school has an undeniable and unique protective and preventive role. #EscuelaSinViolencias is the first programme to comprehensively target violence against children in the context of primary school in Spain through the solid theoretical approach of Developmental Victimology. The objective of this study was to assess its impact on the children's psychological, family and school well-being and their knowledge of Children's Rights and violence in 971 girls and boys from third to sixth grade. It also tests school staff's knowledge, preparedness to detect and respond to possible cases of violence and perception of the family and school environment as protective in 110 participants. A pre-post design with a control group was used. Repeated measures analysis of variance (ANOVA) and generalized linear mixed models (GLMM) were conducted. A significant increase in school well-being among students in experimental schools compared to control schools was found, as well as increased knowledge of Children's Rights and access to report. School staff from experimental schools reported significant increases in knowledge of violence against children and in preparedness to deal with potential cases. At the same time, their perception of the family and school environments as protective decreased slightly but significantly. This programme is the first to address violence in a comprehensive manner with an empirical study that validates its positive impact for the integral protection of children.

{"title":"Efectos de una intervención integral en escuelas de primaria para proteger a la infancia frente a la violencia: un estudio cuasi-experimental","authors":"Ana M. Greco, Patricia Hernández-Hidalgo, Marc Balcells, Antonia Linde-García, Irene Montiel","doi":"10.1016/j.psicod.2024.500155","DOIUrl":"10.1016/j.psicod.2024.500155","url":null,"abstract":"<div><div>Considering that one in two children is estimated to have experienced violence in the last year according to the World Health Organization, the school has an undeniable and unique protective and preventive role. #EscuelaSinViolencias is the first programme to comprehensively target violence against children in the context of primary school in Spain through the solid theoretical approach of Developmental Victimology. The objective of this study was to assess its impact on the children's psychological, family and school well-being and their knowledge of Children's Rights and violence in 971 girls and boys from third to sixth grade. It also tests school staff's knowledge, preparedness to detect and respond to possible cases of violence and perception of the family and school environment as protective in 110 participants. A pre-post design with a control group was used. Repeated measures analysis of variance (ANOVA) and generalized linear mixed models (GLMM) were conducted. A significant increase in school well-being among students in experimental schools compared to control schools was found, as well as increased knowledge of Children's Rights and access to report. School staff from experimental schools reported significant increases in knowledge of violence against children and in preparedness to deal with potential cases. At the same time, their perception of the family and school environments as protective decreased slightly but significantly. This programme is the first to address violence in a comprehensive manner with an empirical study that validates its positive impact for the integral protection of children.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500155"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cómo la adicción al teléfono inteligente altera la relación positiva entre la autorregulación, la autoeficacia y el compromiso del alumnado en un entorno de educación a distancia

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500151

Memnüne Kokoç , Yüksel Göktaş

Given that students maintain a continuous connection with their smartphones in their daily lives and rely on them for participating in distance education, it becomes imperative to explore the factors associated with student engagement, considering the mediating role of smartphone addiction in distance education programs. Although extensive research has been carried out on smartphone addiction, very little is known about it in the context of distance education. This study aims to explore the relationship between student engagement, smartphone addiction, self-regulation, and self-efficacy among distance education students in online learning environments. This cross-sectional study was conducted in Türkiye. Data were collected via an online questionnaire from 1514 university students (n = 842 females, n = 672 males; M_age = 33.11, SD = 10.09) enrolled in various distance education programs in Turkey, specifically those undertaking synchronous online courses, through an online questionnaire distributed via e-mail. Path analysis modelling was used to test the hypothesised model. Maximum Likelihood Estimation was used as a method for estimating parameters in path analysis. The findings of this study indicate that self-regulation had a positive impact on student engagement, while smartphone addiction had a negative influence. Importantly, smartphone addiction acted as a mediating factor, weakening the relationship between self-regulation and student engagement. No significant correlation was found between general self-efficacy and smartphone addiction. These results highlight the significance of interventions focusing on self-regulation skills and promoting healthy digital habits to enhance student engagement and addressing smartphone addiction is crucial for enhancing student engagement in distance learning environments.

{"title":"Cómo la adicción al teléfono inteligente altera la relación positiva entre la autorregulación, la autoeficacia y el compromiso del alumnado en un entorno de educación a distancia","authors":"Memnüne Kokoç , Yüksel Göktaş","doi":"10.1016/j.psicod.2024.500151","DOIUrl":"10.1016/j.psicod.2024.500151","url":null,"abstract":"<div><div>Given that students maintain a continuous connection with their smartphones in their daily lives and rely on them for participating in distance education, it becomes imperative to explore the factors associated with student engagement, considering the mediating role of smartphone addiction in distance education programs. Although extensive research has been carried out on smartphone addiction, very little is known about it in the context of distance education. This study aims to explore the relationship between student engagement, smartphone addiction, self-regulation, and self-efficacy among distance education students in online learning environments. This cross-sectional study was conducted in Türkiye. Data were collected via an online questionnaire from 1514 university students (<em>n</em>  =672 males; <em>M</em><sub><em>age</em></sub>  =10.09) enrolled in various distance education programs in Turkey, specifically those undertaking synchronous online courses, through an online questionnaire distributed via e-mail. Path analysis modelling was used to test the hypothesised model. Maximum Likelihood Estimation was used as a method for estimating parameters in path analysis. The findings of this study indicate that self-regulation had a positive impact on student engagement, while smartphone addiction had a negative influence. Importantly, smartphone addiction acted as a mediating factor, weakening the relationship between self-regulation and student engagement. No significant correlation was found between general self-efficacy and smartphone addiction. These results highlight the significance of interventions focusing on self-regulation skills and promoting healthy digital habits to enhance student engagement and addressing smartphone addiction is crucial for enhancing student engagement in distance learning environments.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 1","pages":"Article 500151"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143160093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comportamientos emocionalmente inteligentes docentes y su papel en la relación entre la cibervictimización y los factores de riesgo de suicidio en adolescentes

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500157

Sergio Mérida-López , Cirenia Quintana-Orts , Jorge Gómez-Hombrados , Natalio Extremera

Psychological distress is an increasing concern among adolescents worldwide. Cybervictimization is considered one of the stressors that adolescents may face, and it significantly impacts various indicators of suicide risk (i.e., symptoms of depression, anxiety, and stress, and suicidal ideation). However, teacher emotionally intelligent behaviors (TEIB) might mitigate the links between cybervictimization experiences and suicide risk factors. This study aimed to examine the relationships between cybervictimization and several suicide risk indicators, as well as the potential moderating role of TEIB in these links. A sample of 1,866 (996 girls) adolescents (M_age = 13.99, SD = 1.44) participated in this study and completed widely validated measures. Moderation analyses revealed that TEIB moderated the positive associations between cybervictimization and symptoms of depression, anxiety, and stress, even after controlling for the effects of sociodemographic factors (i.e., age and gender) and emotional intelligence. However, TEIB did not moderate the link between cybervictimization and suicidal ideation. These novel findings both underscore the significance of students’ perceptions of TEIB in shaping their psychological well-being and highlight potential avenues for research aimed at mitigating the consequences of cybervictimization.

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引用次数: 0

Evaluación del conocimiento emocional en un contexto bilingüe y su relación con la conducta adaptativa en Educación Infantil

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica

Pub Date : 2025-01-01 DOI: 10.1016/j.psicod.2024.500153

Natalia Alonso-Alberca, Ana I. Vergara

Multiple education organizations and experts, including the recent education law in Spain, emphasize the significance of nurturing emotional skills from childhood to prevent the development of emotional and behavioral disorders. One of these skills is emotion knowledge (EK), which is closely linked to personal and social adjustment from early years, and later psychosocial adaptation. The present study aims to provide an assessment tool for EK in the bilingual context of the Basque Country and to provide evidence about the relationship between EK and various behavioral outcomes in early childhood education. The research involved 455 children between 3 and 6 years of old. The Emotion Matching Task, which measures the EK, was adapted to the bilingual context of the Basque Country has shown good psychometric properties and appropriate factor fit. The study also revealed the factor invariance of the Spanish and Basque versions, as well as invariance by sex. The results demonstrated that girls have higher EK than boys. Additionally, EK was associated with fewer externalizing, internalizing, and attention problems, as well as with lower atypicality and withdrawal, while higher EK was linked to greater adaptive skills. These findings support the need for interventions focused on the development of emotional skills and the suitable tools to assess their effectiveness.

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引用次数: 0