Revista De Psicodidactica最新文献

There are numerous studies whose results support the benefits of mindfulness-based interventions (MBIs) in children and adolescents. Recent meta-analyses on the efficacy of these interventions in educational settings find significant improvements in cognitive and behavioral measures with effect sizes ranging from small to moderate. However, there are no meta-analyses evaluating the efficacy of MBIs in the Spanish educational setting. In this study, a systematic search of published articles and doctoral theses up to March 2022 was performed, including randomized controlled trials (RCTs) as an eligibility criterion. Eighteen studies with a total of 1471 participants were included in the three-level meta-analysis. The overall average effect size was significant (g = 0.62), and significant effect sizes were obtained for all dimensions except for the mindfulness skills dimension: personal and social development (g = 0.84); mood states (g = 0.44); cognitive functions (g = 0.67); emotional intelligence (g = 0.61); emotional and behavioral adjustment (g = 0.54); mindfulness skills (g = 0.51). The analysis of moderating variables has shown that all types of MBIs analyzed have significant effects, especially among older participants, and that doing home practice and increasing the duration in minutes of the sessions improves their effectiveness. The results are relevant for research and for the implementation of mindfulness-based intervention programs in educational centers.

In predicting academic success and adopting a broader view of the factors involved, personality and, recently, academic engagement have emerged as relevant constructs. This study examined the predictive ability of the Five-Factor Model (domains and facets; Big Five Questionnaire) for academic achievement and engagement (Spanish Version Student Utrecht Work Engagement Scale) and the mediating role of engagement in the relationship between personality and achievement. Results obtained in a sample of 611 Spanish adolescents show that (1) Conscientiousness (domains and facets) have positive direct and indirect effects on academic achievement through engagement and (2) Openness shows only indirect effects; its facets display a pattern of opposing, unequal effects. These results do not vary by sex and underline the importance of examining more specific personality traits than those defined by the basic dimensions to increase the understanding of the relationships between personality and academic achievement and, with it, the ability to design strategies to improve it.

The aim of this study was twofold: (1) to analyse the extent to which a training program in Self-Regulated Learning (SRL) and Reading Comprehension (RC) strategies would lead to improvements in these competencies in elementary school students, and (2) the extent to which the improvements in these competencies would be associated with improvements in academic achievement. An experimental study with an experimental group and a control group was conducted in an authentic environment with pre, post, and follow-up measures. A total of 915 elementary school students participated in the study, 486 from the third year, 429 from the fourth year (405 in the experimental group and 510 in the control group). The results revealed that (1) the strategic activity mediated the effect of the intervention on academic achievement. In fact, (a) the intervention produced significant improvements in the reported use of SRL and on RC strategies and (b) the increase in such strategies was associated with higher academic achievement. In addition, (2) we found that, together with this indirect effect, the intervention influenced academic achievement through variables or conditions other than the strategic activity displayed. Likewise, (3) we were able to verify that the indirect effects through RC strategies were greater than those of SRL strategies. Finally, the analysis results showed that the total effect of the intervention explained 30% of the academic achievement variance. These results are discussed in relation to those reported by previous similar studies.

Despite the fact that teaching has been construed as a profoundly emotional activity, scant information is revealed regarding the adverse emotional demands encountered by teachers or how these affect teachers’ well-being. The present study aimed to examine the relationship among teacher burnout, psychological reactance, and the mediating role of spiritual intelligence in a sample of 270 English as a Foreign Language (EFL) teachers. Three scales were employed to measure the aforementioned constructs. It was revealed that there was a positive association at the individual level between burnout and reactance, and negative associations between spiritual intelligence with burnout and reactance. Further, results of bootstrapping resampling procedure revealed that spiritual intelligence mediated the relationship between burnout and reactance. It seems that paying attention to the areas of spirituality is of particular significance; perchance, there is a sense of requirement for teachers to enhance spiritual intelligence for abstaining burnout. Findings accentuate the need for teacher training courses to raise awareness of emotional demands and implement strategies to promote emotion regulation skills in both experienced and recently qualified teachers.

The present study aims to evaluate the effectiveness of an educational gamification program in the reading processes of secondary school students. A quasi-experimental design of comparison between groups with pretest and posttest measurements was carried out with a sample of 271 students (M = 14.42, SD = 0.72). The evaluation battery of the PROLEC-SE reading processes is used. The intervention program consists of 7 or 15 sessions of one hour, and the results of two experimental groups and a control group are compared. The results indicate that, compared to the control group, the experimental groups significantly improve their score in reading processes. The implications of the results obtained, the limitations of the study and some recommendations for future research are discussed and analyzed.

Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals and objective measures of school engagement. Drawing from the broaden-and-build theory of positive emotions, this study examines the reciprocal associations of positive emotions with mastery-approach goals and teacher-reported academic engagement (using a two-wave longitudinal design. A survey comprising measures to assess students’ positive emotions (i.e., Modified Differential Emotions Scale) and mastery-approach goals (i.e., Achievement Goal Questionnaire – Revised) was administered to 411 Filipino high school students at two separate time points (i.e., 1-month interval). Ten classroom advisers also filled in a teacher-reported measure of academic engagement to provide a more objective estimate of each student's involvement in academic activities. Results of cross-lagged panel structural equation modeling via maximum likelihood estimation approach showed that positive emotions had positive concurrent relationships to mastery-approach goals and all engagement dimensions. Contradicting previous research, positive emotions did not predict subsequent mastery-approach goals and engagement after controlling for auto-regressor effects. Mastery approach goals positively predicted subsequent positive emotions, behavioral engagement, and cognitive engagement. Engagement dimensions did not relate to succeeding positive emotions and mastery approach goals. Results of this investigation highlight the emotional and academic benefits associated with students’ intrinsic drive to learn in school contexts.

Reading is crucial for learning, in general. Starting right with reading in primary grades is, therefore, vital for school achievement. The present study aims to test whether students’ factors best predict reading performance than school factors and determine what student and school factors predict reading performance. The study sample includes 4,118 fourth-grade students participating in IEA PIRLS 2016. Three questionnaires were used to collect data: one for school principals, one for students, and one for parents. Hierarchical linear modeling was used to study the relation of school and student-level variables to students’ reading performance. Students’ confidence in reading and home resources for learning are the best predictors of reading performance at the student level. At the school level, school emphasis on academic success is the best predictor of reading performance. The results provide clues as to what schools might do to improve reading results.

Previous studies have shown that teacher messages are related with many school-related outcomes, such as students’ engagement and performance. However, it is still unknown how the combination of different elements within teacher messages relate with these outcomes. Based on the message framing theory and the self-determination theory, the present study examined how teachers’ engaging messages link to student's motivation to learn and academic performance. A total of 1209 students between grades 8 and 12 drawn from 63 classes participated in the study. Participants completed self-report measures of teachers’ engaging messages and motivation to learn Multilevel structural equation models were performed (ML-SEM) to test the hypothesized relations among variables. ML-SEMs results confirmed our hypothesis and showed that teacher engaging messages indirectly predicted student's academic performance via motivation to learn. Specifically, the autonomous forms of motivation to learn positively predicted performance and the controlled forms of motivation to learn where negatively related to performance. The present findings highlight a resource teachers can rely on to motivate students and improve their academic outcomes. These results set the basis for future educational interventions targeting teaching practices.. Academic performance was measured using students’ grades obtained from school records.

Multiple health-risk behaviors such as physical inactivity, sedentary behaviors or unhealthy diet represent a public health problem among adolescents. The aim of this study is to examine the effects of a school-based intervention on 24-hour movement behaviors (i.e., physical activity, screen-based behaviors, and sleep), Mediterranean diet, and self-rated health status. A quasi-experimental design has been carried out for two months and a half in a sample of 121 children, aged 8-9 years (M = 9.01 ± .09 years old; 47.11% girls), from two elementary schools. Sixty-six students from one of the schools has been assigned to the control group and 55 students from the other school has been included in the experimental group. In the experimental group, ten one-hour weekly sessions about knowledge, awareness, and practices of health-related behaviors have been implemented by a research group member through the tutorial action plan. 24-hour movement behaviors, Mediterranean diet, and self-rated health status has been measured before and after the school-based intervention using self-reported questionnaires. Experimental group children show a significant increase in adherence to the Mediterranean diet and being physically active during the weekdays compared to their baseline values. Moreover, the greater baseline values in the adherence to the Mediterranean diet, as well as being physically active during weekend days in the control group, disappear between both groups after the intervention. Ten one-hour sessions of a school-based intervention conducted through the tutorial action plan seem effective in improving children's adherence to the Mediterranean diet and the proportion of active children, but not other health-related behaviors.

The present study aimed: (a) to examine the effect of the Sport Education-based teaching unit on students’ sociometric status and quantitative relationship indices from a macro-analysis perspective (classroom-group level); and (b) to study the effect of the program on students’ relationships using a quantitative and visual analysis from a micro-analysis perspective (within the Sport Education subgroup teams level) in the Physical Education setting. One hundred and sixty-five high school students (46.7% females; M_age = 14.0 ±  1.1 years old) from six pre-established classes were cluster-randomly assigned into the experimental (n = 108) or control groups (n = 57). Both groups carried out a six-week intervention program (two Physical Education lessons a week). The experimental group followed the Sport Education model, while the control group methodology was based on direct instruction. Results of the Multilevel Linear Model showed that there were no significant differences in students’ sociometric indices nor sociometric status from a macro-analysis perspective. However, the results of the McNemar's test and the visual analysis of social networks within-teams in the experimental group showed that the students’ relationships changed favorably within-team after the Sport Education program increased positive nominations and reduced negative nominations. In conclusion, these results suggest that the Sport Education model facilitates initiating new positive social relationships and removing negative relationships in within-team students.