Revista De Psicodidactica最新文献

Adolescents who show a tendency to refuse school could also be experiencing poor motivation towards learning. The present work aimed to identify profiles of adolescents with school refusal behavior (SRB) and to examine whether these possible groups differed in academic self-attributions. Participants were 1183 Spanish students (53.7% girls) from 14 to 17 years old (M = 15.58, SD = 1.08). They answered to the Spanish versions of the School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS). Four SRB profiles were found by the Latent Profile Analysis technique: non-SRB, moderately high SRB, anxious SRB, and high SRB. Statistically significant differences were identified among the four groups in all the academic self-attributions examined. The anxious and high SRB profiles showed a greater tendency to attribute their academic failures to ability, while they tended to attribute their successes less to internal causes. Intervention strategies are suggested to attend these risk SRB profiles.

The direct and inferential mediation model proposes that reading comprehension is the result of relationships between prior knowledge, decoding, strategies, vocabulary, and inferential ability. The original model includes causal relationships, established when evidence of the direct effect of one of the components on another is found, and correlational relationships, proposed between some components when no causal evidence is found. The objective of this study is to adapt the model for Spanish speakers based on a systematic review. The causal relationships and the proposed correlations are supported by a single study or a meta-analysis, in both cases the effect size is significant. Causal relationships are also established when the effect size is not significant, but substantially important. Forty-three intervention studies are selected that support five causal relationships: from strategies, vocabulary and inferential ability to reading comprehension; and from prior knowledge and strategies to inferential ability. Seventy-four correlational studies that support seven correlations are also selected: between prior knowledge and reading comprehension; decoding and reading comprehension; strategies and prior knowledge; vocabulary and inferential ability; decoding and vocabulary; decoding and prior knowledge; and decoding and inferential ability. The effect sizes of the causal relationships are between g = 0.47 and g = 1.16, and the effect sizes of the correlations between r = .2 and r = .47.

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers’ professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students’ perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students’ (n = 1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers’ commitment to participation in professional development may have a sustained influence on student affective learning outcomes.

Although previous research has indicated that emotional abilities substantially affect teacher work-related well-being and motivation, studies examining the potential paths in which emotional intelligence relates to job satisfaction and intention to quit are limited. The current study examined a serial mediation model including a personal resource, i.e., emotional intelligence, as a predictor of job resources (i.e., perceived support from colleagues and supervisors), job satisfaction, and intention to quit. A total of 1,079 teaching professionals (651 female, M_age = 44.07 years) took part in this study. The teaching levels include: preschool, primary and secondary schools. A serial mediation model was tested with the SPSS macro PROCESS (model 80). Results supported a model showing that higher emotional intelligence was associated with lower teachers’ intention to quit via two indirect pathways: (a) higher job satisfaction and (b) higher perceived support from supervisors followed by higher job satisfaction. This study adds to our understanding of how personal and contextual resources may allow teachers to feel satisfied at work and less likely to consider withdrawal from work.

Bullying is a form of repeated aggression towards a person with the intent to harm and is based on situations of abuse of power. The main goal of this study was to analyze the association between school bullying and the socioemotional and behavioral adjustment of adolescents involved in these situations as victims or aggressors. To identify the groups under study, the European Bullying Intervention Project Questionnaire (EBIP-Q) was administered. A sample was selected using the stratified random cluster sampling technique and consisted of 1777 (54,1% women, M = 15.71 years, SD = 1.26). The dimensional model of two interrelated factors (victimization and aggression) showed a good fit to the data, as well as measurement invariance by gender. The omega coefficient of the victimization and aggression subscales was .81 and .80, respectively. Statistically significant differences were found between victim and non-victim groups, and between victims and aggressors in self-esteem, symptoms of depression, and emotional and behavioral difficulties. The victims obtained lower scores in self-esteem and higher scores in depression and emotional and behavioral difficulties than the non-victims or aggressors. Bullies reported more conduct problems than non-bullies and less prosocial behavior than bullied students. These findings corroborate the negative implications in the socioemotional and behavioral adjustment of bullying in adolescent victims and aggressors, and the adequate psychometric quality of the EBIP-Q scores as a tool for its evaluation.

This meta-analysis study aimed to examine the effects of 51 social and emotional learning (SEL) interventions conducted in Turkey between 1997 and 2021. The results were discussed under three categories: social-emotional skills, externalizing problems, and internalizing problems. The effects of the interventions were investigated in terms of eight moderator variables: intervention format, types of measurement, experimental design, educational level, average age, percentage of females, number of sessions, and duration of sessions. The findings showed that SEL interventions in Turkey improved students’ social-emotional skills [ES(SE) = 0.81(.10), 95% CI (0.60 - 1.03)] and significantly reduced their externalizing [ES(SE) = 0.78(.18), 95% CI (0.41 - 1.14)] and internalizing problems [ES(SE) = 0.95(.19), 95% CI (0.57 - 1.32)].

Students’ perceptions of teachers’ behavior in the classroom affect the teaching-learning process, impacting on various variables such as academic motivation, considered one of the most relevant factors in student learning. Student motivation is a relevant link between teacher behavior and student learning, so it is important to analyze students’ perceptions of teacher behavior and its relationship with academic motivation. In this sense, students’ perceptions of teacher credibility constitute one of the most relevant elements in the teaching-learning process. The objective of the study was to predict student motivation based on their perceptions of teacher credibility, mediated by their engagement and satisfaction. 487 students from the University of Cádiz participated and were administered the Credibility Scale, the Classroom Engagement Scale, the Academic Satisfaction Scale and the State Motivation Scale. The data were analyzed using a partial least squares structural equation modeling (PLS-SEM). The results show positive relationships between teacher credibility and engagement, satisfaction and motivation; between engagement and satisfaction and motivation and between satisfaction and motivation. Likewise, engagement has a mediating effect on the relationship between teaching credibility and motivation; satisfaction has a mediating effect on the relationship between teaching credibility and motivation; engagement has a mediating effect on the relationship between teacher credibility and satisfaction and satisfaction has a mediating effect on the relationship between engagement and motivation. Finally, through the predictive validity of the model, it is determined that teacher credibility, engagement and satisfaction predict motivation. The practical implications of the study involve enriching teaching by managing the credibility of teachers so that students are engaged, satisfied and motivated in the classroom.

Normative adjustment stimulates the development of attitudes and behaviours that promote school climate. Previous research has shown that it is a relevant factor in preventing involvement in risk behaviours that affect the quality of peer relationships in classrooms and schools. Previous the development of behaviour adjusted to the norms which promotes interaction processes fostering a positive atmosphere in the classroom and in the school. The aim of this study is to analyse the prospective influence of normative adjustment on bullying perpetration over four time periods spaced six months apart (18 months). A total of 3017 adolescents between 11 and 16 years (49.5% girls; M_AgeT1 = 13.15, SD = 1.09) are involved in the present study. The Random Intercept Cross-Lagged Model results indicate an influential bidirectional association between normative adjustment and bullying perpetration over time. When the adolescents’ normative adjustment increases, their involvement in bullying perpetration decreases six months later. On the other hand, when the adolescents’ bullying perpetration increases over time, a decrease in normative adjustment is evident later. The unconditional univariate growth results report that normative adjustment increases, while bullying perpetration decreases. These findings are discussed in terms of the need to consider contextual factors and how they interact in our understanding and prevention of bullying in schools.

The use of cooperative learning as a pedagogical framework in teacher-training colleges and universities has gained special relevance in the last decade. What do we know about the impact of cooperative learning-based interventions on future teachers so far? The purpose was to provide a contemporary picture on cooperative learning interventions in teacher education students conducting a systematic review. More specifically, this paper aimed to answer the following research questions: (1) What was the focus of studies investigating the benefits of cooperative learning in future teachers? (2) Which learning outcomes have been observed? (3) What were the main effects in student-teachers? Several electronic literature databases were involved in the process (Web of Science, EBSCO host, Scopus, ERIC, PsycINFO, SciELO). Quantitative, qualitative or mixed intervention studies were assessed. Nineteen eligible articles, involving 1944 teacher education students, were included to evaluate, organize and produce a high-level synthesis of evidence of this methodological approach. A comprehensive literature review is presented on its effects and learning outcomes. Findings showed that this teaching strategy can be useful for teacher education students’ global development: content knowledge, pedagogical content knowledge, personal, inter-personal and transversal skills, and professional skills and competencies. Unfortunately, these improvements are not linear and they need time and high-structured experiences. Cooperative learning has been found a positive framework in teacher education programs worldwide to train future teachers. Formative implications and future research are discussed.

Teacher training is directly related to the quality of the educational process. In recent years, the contributions of neuroeducation have begun to be valued as an important element to improve teachers’ skills. The current study has the objective of measuring the effectiveness of a teacher training program in neuroeducation through the improvement of three key competencies, reading, mathematical, social, emotional and moral competencies in secondary school students. This quasi-experimental study was carried out over two years, in which there have been two experimental and one control group, with 209 participants from all three schools in the same town of Spain (53.2% girls and 46.8% boys). The subjects are from all the classes of 1^st grade of Secondary Education in the pre-test (M = 12.18 years old, SD = .45). After carrying out a repeated-measures ANOVA, the results show a significant effect of the intervention on reading competence, mathematical competence and empathy (social and emotional area) between the experimental groups and the control one. These findings invite us to think about the potential of neuroeducation in schools and have implications for educational policies, teacher training and school practice.