Revista De Psicodidactica最新文献

Perceived motor competence (PMC) and physical literacy (PPL), in conjunction with actual motor competence (AMC) are relevant factors for engaging adolescents in active lifestyles. The main purpose of this study is to analyze the mediating role of PMC and PAM in the association between AMC and physical activity (PA) participation. In this study, 222 students (112 girls; 50.5%) aged 12 to 14 years-old participated voluntarily. By using structural equation modeling, the relationship between AMC and PA and the mediating influence of PMC and PPL on this relationship was analyzed. Model one, considering PMC (CFI = .97; RMSEA = .08; SRMR = .04) and model two with PPL (CFI = .99; RMSEA = .05; SRMR = .03) fitted satisfactorily. Therefore, it is not only important to promote AMC, but also to develop psychosocial and emotional factors such as PMC and PPL to promote PA participation among adolescents.

The aim of this study is to clarify the relationship between multidimensional perfectionism and academic self-efficacy in adolescents using a dual approach: variable-oriented and person-oriented. The sample consists of 1.375 students aged between 15 and 18 years (M = 16.36, SD = 1.04). The Child and Adolescent Perfectionism Scale and the Perceived Self-Efficacy in Academic Situations Scale are employed. Four perfectionist profiles as a result of the combination between socially prescribed perfectionism (SPP) and self-oriented perfectionism (SOP) are obtained using the Latent Profile Analysis: very low perfectionism, low perfectionism, high perfectionism, and moderate perfectionism. The high perfectionism group score significantly higher in academic self-efficacy than the others. Moreover, post-hoc comparisons show that there are statistically significant differences in academic self-efficacy between all profiles, with moderate to large effect sizes, except for those with very low and low perfectionism. Logistic regressions demonstrate that SOP and SPP positively and significantly predicted high scores in academic self-efficacy. Analysing ROC curves, it is found that both SOP and SPP have good and similar discriminative ability, correctly classifying 79% and 76% of participants with and without high levels of academic self-efficacy, respectively. Possible explanations and implications for Educational Psychology are discussed.

Active breaks have now been shown to be a tool that helps improve physical health and some executive functions. The objective was to analyse the effects of the interventions carried out through active breaks for the improvement of attention according to the educational stage, duration of the session and duration of the intervention. A systematic search has been conducted until March 2023 including scientific articles reporting on an intervention programme based on active breaks to improve attention and studies using a quasi-experimental or experimental methodological design with pre-test and post-test. The bibliographic search has been carried out in Web of Science, Scopus and Pubmed, specifically in the categories of “Education Educational Research” “Sport Sciences” “Psychology” “Psychology Applied” “Psychology Educational” and “Social Sciences”. The sample of the quantitative synthesis consisted of 15 research studies with 1474 participants. Three moderating variables were established: educational stage, session time and intervention programme time. The average effect size has been ($\overline{X}$= 0.31; CI = [0.21; 0.42]). The moderators’ analysis has shown that high school education is the most effective stage for developing active breaks ($\overline{X}$ = 0.58; CI = [0.42; 0.74]). It has also been observed that intervention programmes with a duration of 5 to 8 weeks ($\overline{X}$= 0.53; CI = [0.37; 0.69]) with a 30-minute duration per session ($\overline{X}$= 0.98; CI = [0.74; 1.22]) were the most effective in improving attention. These results have led to the conclusion that the educational stage, the duration of the intervention and the length of the programme sessions are variables to be taken into account when it comes to active breaks.

Teacher burnout is a phenomenon permeating the education sector. Teachers in developing regions are more likely to experience burnout due to specific school contexts, which may be mediated by teacher self-efficacy. Yet the burnout experiences of high school teachers teaching English as a foreign language (EFL) in developing regions remain under-researched. This study examined the mediating effect of teacher self-efficacy on the relationships between school context variables (supervisory support, relations with colleagues, and time pressure) and teacher burnout. Questionnaire data were collected from 802 high school EFL teachers in China and analyzed using structural equation modeling. The results showed that supervisory support directly predicted personal accomplishment, and relations with colleagues and time pressure directly predicted the three dimensions of burnout. Self-efficacy significantly mediated the effects of the contextual variables on emotional exhaustion and personal accomplishment. Theoretical and practical implications for reducing high school teachers’ burnout for the sake of promoting educational equality in developing regions are finally addressed.

The multi course association of STEM poses an important challenge to the learning background of learners. Once learners do not have sufficient understanding of knowledge association or do not implement the topological order of knowledge advancement, they are prone to burnout in the learning process, forming serious negative emotions, which is not conducive to learning effectiveness, and even premature dropout. This is clearly a psychological teaching problem, that is our research objectives. This study focuses on the STEM learning behaviors in MOOCs, and explores the deep learning routing. We design one novel method to process the context features and content features for knowledge concept recommendation. Multiple entities, features, and courses enable the construction and optimization of knowledge concept relationships. Then, an attention mechanism is used to achieve the knowledge concept propagation between different entities. The extensive experiments have proved this method might accurately capture potential interests of knowledge concepts, achieve the effective deep learning routing, and explore and guide the positive learning state, reduce or avoid the negative psychological outcomes, such as dropout or low pass rate. The entire study aims to enhance learning outcomes, improve learning motivation, optimize learning behaviors, and provide more effective suggestions for STEM education, that is very important for the interdisciplinary learning in higher education. The whole research might provide key support for tracking possible psychological changes in learners, improving learning behavior trends, and enhance learning quality during STEM learning, fully improve and optimize the learning state, construct effective decisions for positive learning interests.

There are increasingly more prevention and intervention programs concerning internet risks. However, most of them do not consider the breadth of the existing risks of both the relational and dysfunctional use of technology. The main objective of this study was to confirm the effectiveness indicators of the multi-risk internet prevention program (Safety.net). This program, consisting of 16 sessions (1 hour/session), promotes general skills for adequate internet use and prevents eight risks: cyberbullying, sexting, online grooming, cyber dating abuse, problematic internet use, nomophobia, internet gaming disorder, and online gambling. It has a networked instructional design to remember the contents already addressed as as the program progresses. The sample comprised 726 adolescents (54% girls) between 11-14 years (M = 12.11, SD = 0.89). For its evaluation, a pre/post-test repeated-measures design was used with an intervention group (n = 450) and a control group (n = 276). The intervention group showed significant improvements compared to the control group in peer cybervictimization, cyber dating victimization, sexual solicitation/interaction with adults, problematic internet use, and nomophobia. These results suggest that the Safety.net program effectively prevents the increase of most internet risks assessed through a reduced number of sessions. This is a potential psychoeducational tool to be integrated into tutorial action plans.

This study investigates the development of reading comprehension in primary school students who took part in a peer tutoring programme. Data were collected from 8,128 students (aged 6–12) from 58 schools that participated in the programme between 2012 and 2022. Adopting a mixed-methods sequential explanatory design, two research aims are addressed: (1) to detect changes in reading comprehension in a pretest-posttest, and (2) to analyse the interaction of a subsample of pairs to explain these changes. Pretest-posttest subgroup analyses show a significant improvement in reading comprehension for all levels, tutoring options, and roles (i.e., same-age tutors and tutees, same-age reciprocal role, cross-age tutors and tutees) (.43 ≤ ES ≤ .97). A linear mixed model shows that grade level and the interaction between this variable and tutoring option may moderate the increase in reading comprehension, after controlling for initial score. Interaction analysis points to key elements that can explain this improvement, mainly students’ explicit use of strategies for reading comprehension, repeated episodes of reading the text aloud, and joint construction of answers. Overall, these findings support the use of peer tutoring for the development of reading comprehension throughout primary education. Limitations of the study as well as implications for research and practice are discussed.

Guided by self-determination theory, this two-wave longitudinal research aims to examine the associations between pre-service teachers’ perceptions of educator-created (dis-)empowering climates and their teaching intention, considering the bright and dark motivational pathways. A total of 1,258 secondary pre-service teachers (55.5% women, M_age = 26.17, SD = 5.66) have participated. The results from path analysis have shown positive associations between educator-created perceived empowering climates and need satisfaction, autonomous motivation, and teaching intention in pre-service teachers, while educator-created perceived disempowering climates have been positively related to pre-service teachers’ need frustration, controlled motivation and amotivation. The conclusions have suggested that pre-service teachers’ perceptions of educator-created (dis-)empowering climates during their initial teacher education program play a determining role in their teaching intention.

The study of the factors contributing to literacy acquisition is expanding, including prosodic factors. In addition, there is evidence that the rhythmic abilities of boys and girls participate in this acquisition process, but some results are inconsistent. The first objective of this work is to determine if non-linguistic rhythmic skills contribute to the prediction of reading once vocabulary, intelligence, and phonological awareness/stress awareness are controlled for. The second objective was to examine whether phonological or stress awareness mediates the relationship between nonlinguistic rhythm and reading, as can be expected from Goswami temporal sampling theory. This study's participants are Spanish children who had started formal learning to read (first grade) and who are asked to perform some phonological, rhythm, and reading tasks. In relation to the first objective, results suggest that the predictive ability of rhythm may depend on the type of non-linguistic rhythm, and that the slower rhythm (1.5 Hz) made a unique contribution predicting word reading (real and non-real) once phonological awareness was controlled for. In relation to the second objective, results show an indirect relationship between the quicker rhythm (2 Hz) and the reading of pseudowords mediated by phonological awareness. In addition, stress awareness mediates the relationship between the slower rhythm and pseudoword reading. These results highlight the role of rhythm in learning to read.

The study of university dropout has significantly advanced following the theoretical proposal of interactionist models. However, it becomes necessary to update these models based on the context and new variables that have gained relevance recently, such as the use of self-regulation strategies (SRL) or academic engagement. Therefore, the aim of this research is to analyze the extent to which academic engagement mediates the relationship between social integration, academic satisfaction, expectations, and the use of SRL. From a sample of 1177 university students (M_age = 19.26, SD = 2.97, 79.7% women), it was observed that academic engagement acts as a total mediator in the relationship between independent variables and the use of SRL in the models of the intention to drop the degree and university. However, for the models of intention to persist, partial mediation was observed in the effect of social integration and satisfaction, with total mediation only for expectations through the vigor component of engagement. These findings contribute to a deeper understanding of the phenomenon of university persistence.