Revista De Psicodidactica最新文献

The entrepreneurial initiative is considered a key competence to be developed in secondary education. However, research on the effectiveness of entrepreneurial exposure activities in adolescence still being scarce. The results can be misinterpreted if hidden effects such as sorting and alignment are not considered. The aim of this study is twofold. First, to test for the effectiveness of an entrepreneurial exposure activity developed in a Spanish secondary school. Second, to study the presence of sorting and alignment effects on adolescent population. A quasi-experimental design with a control group is conducted on 225 participant students, 158 were randomly assigned according to a cluster sampling to the intervention group (M = 13.19 ± 0.91 years old, ranging between 11 and 15; 57.6% boys) and 67 to the control (M = 13.33 ± 0.88 years old, ranging between 11 to 15; 59.7% boys). Relevant variables such as entrepreneurial intention, entrepreneurial self-efficacy, attitude towards entrepreneurship, subjective norm, psychological capital, prosocial behavior, and certainty about future studies choices were assessed pre and post-intervention. The entrepreneurship exposure activity involved six sessions where the students in teams were asked to develop an entrepreneurial idea that helps to solve a social problem. The results considering the group means only show statistically significant differences in attitudes towards entrepreneurship. The intervention acts as a buffer for the decline in this variable in the intervention group. Additionally, the analysis verified the generalizability of alignment and sorting effects while assessing entrepreneurial intention in entrepreneurship exposure activities with adolescents. Implications for other vocational orientation activities are discussed.

The existing research results on gender differences in academic engagement are confusing, coupled with the lack of research focusing on gender differences in music academic engagement, this leads to a lack of strong evidence for music teachers when designing specific academic engagement improvement strategies. Therefore, the purpose of this study is to explore the gender differences in music academic engagement. In order to achieve this purpose, this study used network analysis to estimate the network of male and female music academic engagement, and on this basis, determined the core features and differences of male and female music academic engagement. A total of 515 students majoring in music from Chinese universities participated in this study (38.4% were female, 61.6% were male, the mean age was 19.16 years old, and the standard deviation was 1.55). The results showed that low persistence and look forward to music class were the core features unique to men, while avoidance of difficult work was the core feature unique to women. Feel good in music class was a core feature shared by both men and women. The academic engagement of male and female in the field of music were both the same and different. This study is one of the first attempts to examine gender differences in academic engagement in the field of music. Music teachers should grasp the unique core features of male and female, and design academic engagement promotion strategies in a targeted manner.

The objective of this study has been to discover the mediating and moderating effect of peer support, family support and teacher support in the relationship between emotional intelligence and suicidal ideation in adolescents. For this purpose, a total of 898 adolescents have participated (M_Age = 13.55, SD = 1.66), responding to the WLEIS Scale, the Perceived Social Support Scale, the adaptation of the School Climate Scale, and the Suicide Risk Inventory. The results indicate how: (1) teacher support and family support mediate the relationship between emotional intelligence and suicidal ideation; (2) regardless of gender and age, family support moderates the relationship between emotional intelligence and suicidal ideation, with emotional intelligence helping to reduce suicidal ideation only when there is medium or high family support; (3) peer support and age moderate the relationship between emotional intelligence and suicidal ideation, with peer support helping emotional intelligence reduce suicidal ideation only with older adolescents. These results showed how, in addition to working emotional intelligence in adolescents, introducing the participation of families in the learning process as far as possible, as well as encouraging quality relationships between peers, could have special effects in reducing one of the main causes of adolescent death, such as suicidal behaviour.

Adolescence presents many challenges and changes, making the prevention of mental disorders significant. Resilience is considered a key factor in understanding the emotional development of adolescents, as it allows them to overcome adversity and learn to generate personal resources that promote their psychological well-being. Emotional awareness and emotional regulation are highlighted as protective factors against adversity. Emotional awareness refers to the ability to recognize, understand, and accept own and others’ emotions. In contrast, emotional regulation involves controlling emotions and modifying behavior to achieve goals, adapt to the context, or promote well-being. Although it is known that these factors have an important effect on the resilience capacities of adolescents, few empirical studies analyze this relationship. This study aims to examine the effect of emotional awareness on resilience, as well as the possible mediation of emotional regulation strategies (cognitive reappraisal and suppression), and to consider possible sex differences in a sample of 376 Spanish adolescents. Statistical techniques such as T-Test, Pearson correlation, confirmatory factor analysis, and structural equation modeling were applied. Factorial invariance between groups was also examined, and a structural invariance analysis was performed. The results indicate that emotional awareness itself does not have a direct effect on the resilience of adolescents. In addition, there are sex differences in the impact of emotional awareness on regulation strategies. Therefore, it is necessary to consider Emotional awareness as a necessary condition for developing adaptive emotional regulation strategies as cognitive restructuring in the design of programs that contemplate the promotion of resilience in adolescents.

The educational sector can be enriched by the incorporation of artificial intelligence (AI) in various aspects. The field of artificial intelligence and its applications in the education sector give rise to a multidisciplinary field that brings together computer science, statistics, psychology and, of course, education. Within this context, this review aimed to synthesise existing research focused on provide improvements on primary/secondary student assessment using some AI tool. Thus, nine original research studies (641 participants), published between 2010 and 2023, met the inclusion criteria defined in this systematic literature review. The main contributions of the application of AI in the assessment of students at these lower educational levels focus on predicting their performance, automating and making evaluations more objective by means of neural networks or natural language processing, the use of educational robots to analyse their learning process, and the detection of specific factors that make classes more attractive. This review shows the possibilities and already existing uses that AI can bring to education, specifically in the evaluation of student performance at the primary and secondary levels.

The efficacy of the Assessing Neuromotor Readiness for Learning program (Blythe, 2012) on inhibition of primitive reflexes is presented. The sample is made up of 25 girls and 21 boys aged four to seven years old (M = 4.84, SD = 1.10). The Developmental Screening of the Institute of Neurophysiological Psychology of Chester, INPP (Blythe, 2012) has been used to evaluate the efficacy of the intervention through a pretest-postest design with control group. ANCOVA and Factorial ANOVA have been used for statistical analysis, depending on the fulfillment of assumptions. The main findings of this study refers to the existence of active primitive reflexes in a sample of schoolchildren and how these primitive reflexes are sensitive to psychoeducational intervention on reflex inhibition through a movement program. In addition, the involvement of inhibition of primitive reflexes in improving motor development has been highlighted but except for visual perception skills.

As mathematics is the most difficult subject for students from an early age, it is necessary to understand the underlying processes. Thus, the aim of this study was to analyze the relationship between calculation and mathematical problem-solving (MPR) skills with Executive Functions (EF), Emotional Intelligence (EI), and Study Habits and Techniques (SHT) in children aged 9-12 years. The study was carried out with 70 students (40 girls) from five schools in the Autonomous Community of the Basque Country of Spain. The results showed that MPR was significantly related to EF, SHT, and EI, while calculation was only related to EF and SHT, all this controlling the effect of IQ. Furthermore, MPR has correlated with a greater number of EF, EI, and SHT subscales than calculation. Along with this, significant differences have been observed in EF and EI depending on the level of performance in MPR, while in calculation the significant differences have been found in EF and SHT. Therefore, different neuropsychological processes underlie each mathematical skill, which implies the need for differential intervention with each of them. All of this through programs that encourage the mathematical learning of all students indiscriminately or that promote the development of mathematical skills according to the specific difficulty of the student.

The educational system is an important socializing agent. It is often regarded as solution to the social problems that society suffers. Nevertheless, at the same time the school setting is where trans people suffer a high discrimination, even knowing the implications that this entails in the mental health of these people. Therefore, with the intention of moving away from the clinical view of the trans reality, this updated systematic review focus on trans minors within the educational system. ProQuest, Scopus and Web of Science databases were used to research the literature, and 39 articles were selected. Results indicate that in order to overcome the bad school climate perceived by trans students, laws, educational policies and school regulations that address this reality are necessary. A lack of teacher training is highlighted despite the fact that the attitude of teachers towards trans students can make a difference in their lives. Consequently, teachers should be provided with the tools to deal with different trans realities they encounter in their classrooms.

Most studies about personal bullying and ethnic-cultural bullying have been carried out in Western countries without analysing if adolescents are involved only in personal bullying, ethnic-cultural bullying, or both. This study is based in Peruvian Amazonia, a multi-cultural context where not much research has been done, with the aim to understand the overlap of personal and ethnic-cultural bullying as well as their predictors. The sample is made up of 607 students (48.3% girls and 51.7% boys) between the ages of 12 and 19 (Mage = 14.5, SD = 1.69) from a region in Peruvian Amazonia which completed a self-report questionnaire. Ethnic-cultural bullying and personal bullying are prevalent and overlapped phenomena, being the ethnic-cultural group of the Native Americans the most implicated in victimization and/or aggression. Regarding the overlapping roles resulting from personal bullying and ethnic-cultural bullying (mixed roles), personal victimization is predicted by low assertiveness, and it is related to older age. The mixed role of personal and ethnic-cultural victim is related to a high affective empathy, an indigenous ethnic-cultural group and low conflict resolution skills. The role of personal bully-victim and ethnic-cultural victim is related to being older. Personal and ethnic-cultural bully-victims are older males with lower self-esteem and assertiveness. The results are discussed in relation to education programs about prevention and mitigation of bullying and ethnic-cultural bullying.

Despite the importance of school climate for positive student health outcomes, there is still little research addressing its potential effects on substance use. The aim of this study was to examine whether dimensions of school climate: respectful treatment, discrimination, rules, safety and harassment relate to alcohol, tobacco and marijuana use in a sample of Chilean students. The sample comprised 182.066 year 10 students in 2.907 schools, who completed the Questionnaire of Quality and Context of Education as part of the SIMCE evaluation in 2017. Statistical analyses included Confirmatory Factor Analysis (CFA), multilevel logistic regression and the estimation of predicted probabilities. Models were adjusted for sex and school socioeconomic status. The results showed that school climate was associated with adolescent alcohol, tobacco and marijuana use. Negative treatment of students, discrimination, poorly-defined school rules, inadequate security, and perceived bullying were associated with an increased risk of substance use. School interventions addressing adolescent substance use should consider the influence of school climate on risk behaviors.