Revista De Psicodidactica最新文献

This study examined the meditative approach of autogenic training in the context of attention state training. The evidence suggests that attention can be improved through attention state training, which includes meditation as a technique to focus and maintain attention. Some studies also indicate that attention state training promotes emotional and behavioral regulation. However, this issue needs further scientific evidence. This study aimed to test the efficacy of autogenic meditation training as a strategy to enhance attention, reduce anxiety, and promote a better mental health profile in children.

Seventy Spanish students (M age = 9.77 years; SD age = 1.08 years) were randomly assigned to three conditions: autogenic meditation training, natural reading training (active control), and waiting list (passive control) conducted over a twelve-week period. Pre-post measures were collected for selective and sustained attention employing the d2 test; state and trait anxiety using the State-Trait Anxiety Inventory for Children; and a mental health screening compose of emotional symptoms, behavioral problems, hyperactivity-inattention, peer relationship problems, total difficulties index, and pro-social behavior with the Strengths and Difficulties Questionnaire.

The results showed that children randomly assigned to autogenic meditation training experienced improved selective and sustained attention, reduced state and trait anxiety, and better general mental health than children randomized to natural reading training or a waitlist.

Findings suggest that autogenic meditation training provides an acceptable approach to improving attention, reducing anxiety, and promoting a better mental health profile in children.

The COVID-19 pandemic has introduced the notion of the ‘new normal’ in daily life through profoundly influencing the way we used to live, study and work. During these unprecedented times, the rapid transition from traditional face-to-face learning to online learning has been viewed as a paradigm shift in higher education. Drawing impetus from the self-determination theoretical framework, the present study aims to examine the impact of the online learning climate on student's engagement. It also hypothesizes the mediating role of basic psychological needs on the nexus between online learning and students’ engagement. Total 689 students taking online classes in ten (five publics and five private) universities of Pakistan responded to the web-based survey. The present study findings do not support the direct influence of the online learning climate on student engagement, nevertheless, this relationship was mediated by students’ perceptions concerning the extent to which their basic psychological needs were satisfied/ dissatisfied. This study theoretically and empirically contributes to both the psychology and higher education literature, pertaining to the developing field of online learning. The practical implications from this study inform policy-makers in academia to reflect on the students’ psychological needs within virtual teaching environment.

The focus of the present study is on two newly-born concepts in educational psychology, i.e., personal best goals (PB) and sustained flow (SF). In other words, the present study delved into English as a foreign language (EFL) students’ PB and SF by finding the most crucial sustained flows, and exploring the dynamic interplay between PB and SF in two quantitative and qualitative phases. To do so, the Persian web-based versions of the Personal Best Questionnaire (Martin, 2006) and the DMC Disposition Scale (Muir, 2016) were utilized to explore the nexus between students’ PB and SF. This is accomplished by Structural Equation Modeling (SEM) in the quantitative phase and analyzing students’ responses on open-ended items of the DMC questionnaire as the qualitative phase of the study. The results demonstrated that students’ PBs predicted their SF. The most significant cases in the qualitative phase as well as pedagogical implications and suggestions are discussed.

The current study was the first to analyze the effectiveness of Positive Attitude Secondary School (PASS) Social and Emotional Learning (SEL) program upon the self-perceptions (social, academic, and emotional self-concept and self-esteem) of secondary school students, with a nationwide sample. The study also compared how different levels of developers’ involvement (defined as “led“, “involved“or “independent“) in program implementation influenced its effectiveness. Nine-hundred-nighty-five participants (7th to 9th grade; M_age = 12.95, SD = 1.70) participated in this study, 789 students (37 classes) received the PASS SEL program and 206 (nine classes) took part in the control groups. The program was implemented by the programs’ developers in the programs’ original setting (Torres Vedras); by another team in another municipality (Cadaval), where the program has been implemented in the last two years (“involved“); and by new teams in six Gulbenkian Academies of Knowledge spread throughout Portugal (“independent“). Self-report questionnaires were administered before and after the intervention. The results from the repeated measures MANOVAs showed that students who participated in the PASS SEL program displayed statistically significant larger gains in social self-concept and self-esteem when compared with students from the control group. However, there were no statistically significant differences in program effectiveness between the different level of developers’ involvement in the implementation of the PASS SEL program. Altogether, the results support the effectiveness of the PASS SEL program in enhancing self-perceptions, even with different levels of developers’ involvement, which indicates the program is ready for further dissemination.

Online parental supervision is considered a protective factor against cybervictimization, but it seems that this relationship is mediated by the practices of children in social networks (RRSS). This work aims to advance in this line of research. First, analyzing the direct relationship between both variables in victims of cyberbullying. Second, considering the extimacy and the use of RRSS as mediating variables. Third, analyzing the possible differences in gender and age groups in this relationship. And finally, knowing whether these variables influence the possibility of being a victim of cyberbullying. The sample is made up of 6,408 (49% girls) students in primary and secondary education, aged between 10 and 16 (M = 12.60, SD = 1.65). After selecting the victims of cyberbullying (n = 817), descriptive and comparative analyses of means between sexes and age groups were carried out. Two structural equation models (SEM) have been calculated with this sub-sample of cybervictims. The first one with the direct relationship between parental supervision and cybervictimization without finding an adjustment, and the second one that confirms this relationship mediated by extimacy and the use of RRSS. This model does not show differences in adjustment between sexes and age groups. Likewise, it has been found that the variables studied are important in the possibility of becoming a cybervictim. Based on these results, it can be concluded that positive parental supervision can reduce cybervictimization if it promotes monitoring of extimacy and the use of RRSS.

The present work presents an intervention proposal for the development of computational thinking in early childhood education, through the use of a ground robot with programmed directional controls. Within the use of observational methodology, an observation system has been designed that allows the analysis and interpretation of the behavior displayed in the performance of the intervention proposal. The reliability of the observation system has been guaranteed in the form of inter-observer agreement, calculated using Cohen's (1960) Kappa coefficient. Within the theory of generalizability, the measurement plan [Categories] [Steps] / [Participants] has allowed to verify a high precision reliability of the generalization of the results. The operability of the observation system has been reflected in the regular behavior structures (T-patterns) detected -through the THEME software-, which have allowed characterizing difficulties in the assimilation of an incipient computational language related to the ability of spatial orientation and the sequencing capacity of children -situations involving turning and number of commands used in the sequence-.

In recent years, the Chilean educational curriculum has reduced significantly the hours dedicated to musical, artistic, and humanities activities. However, research shows consistently that performing them enhances psychological processes relevant to the school context. This work provides the evaluation of intervention in music and humanities (MH) on the general self-efficacy (study 1) and qualifications (study 2) of students from different schools in the Maule Region. The first study shows that the intervention generates changes in the participants’ perception of efficacy, both over time and relative to a control group. The second study occurs after the activities and shows that participation leads to more favorable grades, mediated by self-efficacy. Results are discussed in curricular terms and the context of educational public policy.

In recent years, ample evidence has accumulated indicating the advantage of sexual health programs that incorporate a gender perspective. However, to our knowledge, there are no empirical studies on the influence of sexist attitudes on the effectiveness of sex education programs. This study aims to demonstrate that sexism has a negative impact on the results obtained by sex education programs in the prevention of sexual risks through two studies. Study 1 tests whether a sex education program differs in effectiveness based on the level of Ambivalent Sexism (ASI) and Sexual Double Standard (DSS). The sample was composed by 293 Basque-speaking adolescents from nine secondary schools in the Basque Country (M = 15.56, SD = 0.63, range: 15-17). Study 2 analyses whether introducing training aimed at reducing levels of sexism achieves that the sexual education program obtains similar results in young people with high and low sexism -ASI, DSS and the Inventory of Distorted Thoughts on Women and Violence (IDTWV) -. The sample is made up of 340 Basque-speaking adolescents from eight secondary schools in the Basque Country (M = 15.54, SD = 0.57, range: 15-17). Results point to the relevance of including gender perspective in sexual education programs aimed towards reducing sexism, especially sexual double standards, in order to increase its effectiveness in the prevention of sexual risks.

Academic grit, known as passion and perseverance for long-term academic goals, has been widely studied in the educational context. However, few are the studies that analyze this variable as a specific domain and longitudinally. We used a sample of 4,853 students, assessing their levels of academic grit at two timepoints four years apart: in the fourth year (M = 9.9 years, SD = 0.41), and eighth year (M = 13.87 years, SD = 0.82) of compulsory education. We also evaluated their academic performance via their school grades in Spanish language and mathematics at three timepoints. Latent Class Analysis was used to identify underlying groups, and Latent Transition Analysis to examine the transitions between the latent groups at the different timepoints. We also performed a repeated measure ANOVA to analyse the influence of academic grit on school performance. We identified three groups, differentiated by the level of academic grit: Gritty, Industrious, and Careless group. Over time (between 10 and 14 years old) we saw a clear transition of students towards the groups with lower levels of grit. School performance decreased between the ages of 10 and 14, although not in a straight line, and the change was modulated by the level of academic grit. Promoting academic grit from the primary stage could dampen school failure in later stages.

Mindfulness is the quality of being conscious and aware of the present moment harmonizing mind and body. This study presents a six-week intervention program carried out in four educational establishments in Granada with 5^th and 6^th grade primary school students and 1^st, 2^nd and 3^rd year secondary school students. The aim was to find out whether Mindfulness has positive effects in terms of improving students’ attention and reducing stress. The samples were 320 students; a quasi-experimental design was used. We collected socio-demographic and family data and carried out a pre-test to measure the attention variable by means of the d2 questionnaire and the stress variable with the Inventory Questionnaire of Childhood Stress. Following the intervention, we carried out a post-test using the same instruments. A mixed linear model was used to study the effects of the Mindfulness program. The results show that applying a Mindfulness program improves attention and reduces stress in these students, with differences by sex, school- and ages.