Carles Rostán Sánchez, Dolors Cañabate Ortiz, M. G. Carrasco, Pilar Albertín Carbó, M. Burriel
Despite academic climate being a key aspect of teaching quality in academic institutions, few studies conducted in the university context have analyzed this construct systematically. Method. Given the absence of specific tools to apply to university, we propose the construction of a tool for assessing college students' perceptions of their class climate based on an adapted questionnaire regarding social climate in the classroom designed for secondary schools. Results. The exploratory and confirmatory factor analyses conducted on a sample of 330 college students from different disciplines and years resulted in a 22-item questionnaire with one second-order factor on academic climate separable into three first-order factors (the professor's performance and relationship with the students, affective atmosphere -sense of belonging- and normative behavior, and relationships between students). Discussion and Conclusion. The Classroom Social Climate Scale for Universities (CSCS-U) has adequate psychometric properties and is a good starting point from which to evaluate classroom climate in the university context
{"title":"A Tool for Assessing Social Climate in University Classrooms.","authors":"Carles Rostán Sánchez, Dolors Cañabate Ortiz, M. G. Carrasco, Pilar Albertín Carbó, M. Burriel","doi":"10.14204/EJREP.36.14075","DOIUrl":"https://doi.org/10.14204/EJREP.36.14075","url":null,"abstract":"Despite academic climate being a key aspect of teaching quality in academic institutions, few studies conducted in the university context have analyzed this construct systematically. Method. Given the absence of specific tools to apply to university, we propose the construction of a tool for assessing college students' perceptions of their class climate based on an adapted questionnaire regarding social climate in the classroom designed for secondary schools. Results. The exploratory and confirmatory factor analyses conducted on a sample of 330 college students from different disciplines and years resulted in a 22-item questionnaire with one second-order factor on academic climate separable into three first-order factors (the professor's performance and relationship with the students, affective atmosphere -sense of belonging- and normative behavior, and relationships between students). Discussion and Conclusion. The Classroom Social Climate Scale for Universities (CSCS-U) has adequate psychometric properties and is a good starting point from which to evaluate classroom climate in the university context","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"10 1","pages":"387-408"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80326060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Resumen en: Evidence suggests that school-age Latino immigrants from low socioeconomic backgrounds are at risk of multiple victimization with serious implications fo...
有证据表明，来自低社会经济背景的学龄拉丁裔移民有多重受害的风险，这对……
{"title":"Latino Immigrant Students in Spain: Potential Poly-Victims and School Underachievers","authors":"Luis F. Cedeño, R. Martínez-Arias, J. A. Bueno","doi":"10.25115/EJREP.34.14029","DOIUrl":"https://doi.org/10.25115/EJREP.34.14029","url":null,"abstract":"Resumen en: Evidence suggests that school-age Latino immigrants from low socioeconomic backgrounds are at risk of multiple victimization with serious implications fo...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"518 1","pages":"803-834"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77154481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Sáiz-Manzanares, Alfredo Bol-Arreba, René Jesús Payo-Hernanz
Abstract Introduction. Recent investigations have emphasized the need for university teachers to de-velop tutorial programs for students at university. Many universities are committed to broad-ening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the teaching-learning process and reduce student drop-out rates. However, it is necessary to step up teacher training in the evaluation of prior knowledge, in procedures for continuous assessment and in teach-ing-learning methodologies for project-based learning. Likewise, instruments with high levels of reliability and validity are needed, to measure the effectiveness of these tutorial-programme-based techniques. The objectives of our study are twofold: to validate a scale for measuring the development of the Tutorial Program and to test whether the department to which the teacher-tutor belongs influences the evaluation of the Tutorial Program.
{"title":"Validation of an Evaluation Tutoring Task Scale at the University.","authors":"M. Sáiz-Manzanares, Alfredo Bol-Arreba, René Jesús Payo-Hernanz","doi":"10.25115/EJREP.34.14027","DOIUrl":"https://doi.org/10.25115/EJREP.34.14027","url":null,"abstract":"Abstract Introduction. Recent investigations have emphasized the need for university teachers to de-velop tutorial programs for students at university. Many universities are committed to broad-ening research on university teaching that will sharpen academic performance and levels of student satisfaction. Tutoring programs improve the development of the teaching-learning process and reduce student drop-out rates. However, it is necessary to step up teacher training in the evaluation of prior knowledge, in procedures for continuous assessment and in teach-ing-learning methodologies for project-based learning. Likewise, instruments with high levels of reliability and validity are needed, to measure the effectiveness of these tutorial-programme-based techniques. The objectives of our study are twofold: to validate a scale for measuring the development of the Tutorial Program and to test whether the department to which the teacher-tutor belongs influences the evaluation of the Tutorial Program.","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"43 1","pages":"835-852"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85145017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction. We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is common...
介绍。我们都相信自己的能力或智力。我们普遍认为能力是可塑的(增长的)或稳定的(固定的)。
{"title":"Pre-Service Teachers' Mindset Beliefs about Student Ability.","authors":"C. A. Gutshall","doi":"10.25115/EJREP.34.14030","DOIUrl":"https://doi.org/10.25115/EJREP.34.14030","url":null,"abstract":"Introduction. We all have beliefs about our ability or intelligence. The extent to which we believe ability is malleable (growth) or stable (fixed) is common...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"183 1","pages":"785-802"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75770316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduccion. El objetivo de la presente investigacion es evaluar experimentalmente los efectos de un programa de videojuego (Spock) para mejorar la inteligencia emocional (IE) como capacidad en una muestra de adolescentes. Metodo. La muestra ha estado compuesta de 92 adolescentes, de 17 a 19 anos, que cursan 2o curso de Bachillerato. El instrumento utilizado ha sido: Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). El estudio utilizo un diseno cuasi-experimental, un diseno de medidas repetidas pretest-postest con grupo de control. Para evaluar el efecto del programa se realizaron analisis descriptivos (medias y desviaciones tipicas) y de varianza (ANOVAs) por los adolescentes asignados a la condicion experimental y control en la fase pretest. En segundo lugar, se llevaron a cabo analisis descriptivos y de covarianza de las puntuaciones postest (ANCOVAs postest covariando el pretest), lo que permite evidenciar el impacto del programa. Ademas, se calculo el tamano del efecto (d de Cohen). Resultados. Los resultados de los ANCOVAs postest (covariando las diferencias pretest) en las variables de inteligencia emocional capacidad objeto de estudio en la condicion experimental y control confirman diferencias estadisticamente significativas en la puntuacion global de inteligencia emocional como capacidad, en la variable percepcion emocional, en la variable facilitacion emocional y en la variable regulacion emocional. Por otro lado, los resultados del ANCOVA postest muestran que el cambio estimulado por el programa en ambos sexos fue similar. Sin embargo, los resultados de los ANCOVAs postest confirman diferencias estadisticamente significativas a favor de los varones en la puntuacion global de inteligencia emocional como capacidad. Discusion y conclusion. El trabajo aporta una herramienta de intervencion eficaz que ha sido validada experimentalmente. Los resultados en su conjunto permiten enfatizar la importancia de implementar, durante la adolescencia, programas para fomentar la IE como capacidad
{"title":"Efectos del videojuego Spock sobre la mejora de la inteligencia emocional en adolescentes","authors":"J. Cejudo, S. Latorre","doi":"10.14204/EJREP.36.15060","DOIUrl":"https://doi.org/10.14204/EJREP.36.15060","url":null,"abstract":"Introduccion. \u0000El objetivo de la presente investigacion es evaluar experimentalmente los efectos de un programa de videojuego (Spock) para mejorar la inteligencia emocional (IE) como \u0000capacidad en una muestra de adolescentes. \u0000Metodo. \u0000La muestra ha estado compuesta de 92 adolescentes, de 17 a 19 anos, que cursan 2o \u0000curso de Bachillerato. El instrumento utilizado ha sido: Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). El estudio utilizo un diseno cuasi-experimental, un diseno de medidas repetidas pretest-postest con grupo de control. Para evaluar el efecto del programa se realizaron analisis descriptivos (medias y desviaciones tipicas) y de varianza (ANOVAs) por los adolescentes asignados a la condicion experimental y control en la fase pretest. En segundo lugar, se llevaron a cabo analisis descriptivos y de covarianza de las puntuaciones postest (ANCOVAs postest covariando el pretest), lo que permite evidenciar el impacto del programa. Ademas, se calculo el tamano del efecto (d de Cohen). \u0000Resultados. \u0000Los resultados de los ANCOVAs postest (covariando las diferencias pretest) en las \u0000variables de inteligencia emocional capacidad objeto de estudio en la condicion experimental y control confirman diferencias estadisticamente significativas en la puntuacion global de inteligencia emocional como capacidad, en la variable percepcion emocional, en la variable facilitacion emocional y en la variable regulacion emocional. \u0000Por otro lado, los resultados del ANCOVA postest muestran que el cambio estimulado \u0000por el programa en ambos sexos fue similar. Sin embargo, los resultados de los ANCOVAs postest confirman diferencias estadisticamente significativas a favor de los varones en la puntuacion global de inteligencia emocional como capacidad. \u0000Discusion y conclusion. \u0000El trabajo aporta una herramienta de intervencion eficaz que ha sido validada experimentalmente. \u0000Los resultados en su conjunto permiten enfatizar la importancia de implementar, durante la adolescencia, programas para fomentar la IE como capacidad","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"21 1","pages":"319-342"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81610395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Ison, C. Greco, Celina Korzeniowski, Gabriela Susana Morelato
Fil: Ison, Mirta Susana. Universidad del Aconcagua. Facultad de Psicologia; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina
{"title":"Selective Attention: A Comparative Study on Argentine Students from Different Socioeconomic Contexts.","authors":"M. Ison, C. Greco, Celina Korzeniowski, Gabriela Susana Morelato","doi":"10.14204/EJREP.36.14092","DOIUrl":"https://doi.org/10.14204/EJREP.36.14092","url":null,"abstract":"Fil: Ison, Mirta Susana. Universidad del Aconcagua. Facultad de Psicologia; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - Mendoza. Instituto de Ciencias Humanas, Sociales y Ambientales; Argentina","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"100 1","pages":"343-368"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75655649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduccion. El desarrollo del conocimiento linguistico del alumnado inmigrante es uno de los principales retos a los que se enfrentan actualmente los profesionales de la educacion. Nuestro trabajo analizo longitudinalmente la evolucion del conocimiento linguistico en lengua catalana y castellana. Metodo. Un total de 72 alumnos inmigrantes (27 hispanohablantes y 45 no hispanohablantes) escolarizados en Educacion Secundaria Obligatoria de Cataluna (Espana). Para ello se aplicaron dos instrumentos diferentes: un cuestionario sociolinguistico y una prueba psicolinguistica paralela en lengua catalana y castellana. Resultados. Los resultados indican que el contexto socio-educativo favorece la evolucion de ambas lenguas y, ademas, tiende a homogeneizar dicho conocimiento. Asimismo, la variable lengua familiar pierde cierta relevancia al descartarse diferencias significativas entre hispanohablantes y no hispanohablantes. Conclusiones. Mas alla de las connotaciones de la evolucion del conocimiento linguistico en el contexto escolar, los resultados nos pueden estar indicando la adaptacion progresiva de este colectivo a la sociedad de acogida. Es mas, los resultados entre hispanohablantes y no hispanohablantes nos permiten hipotetizar que el contexto catalan podria estar disminuyendo el peso que en un principio pudiera tener la lengua familiar de los estudiantes inmigrantes
{"title":"La evolución del conocimiento lingüístico del alumnado inmigrante en Cataluña. El papel de la lengua familiar","authors":"Clara Sansó, J. Navarro, Á. Huguet","doi":"10.14204/EJREP.36.14081","DOIUrl":"https://doi.org/10.14204/EJREP.36.14081","url":null,"abstract":"Introduccion. \u0000El desarrollo del conocimiento linguistico del alumnado inmigrante es uno de los principales retos a los que se enfrentan actualmente los profesionales de la educacion. Nuestro trabajo analizo longitudinalmente la evolucion del conocimiento \u0000linguistico en lengua catalana y castellana. \u0000Metodo. \u0000Un total de 72 alumnos inmigrantes (27 hispanohablantes y 45 no hispanohablantes) \u0000escolarizados en Educacion Secundaria Obligatoria de Cataluna (Espana). Para ello se aplicaron dos instrumentos diferentes: un cuestionario sociolinguistico y una prueba psicolinguistica paralela en lengua catalana y castellana. \u0000Resultados. \u0000Los resultados indican que el contexto socio-educativo favorece la evolucion de ambas lenguas y, ademas, tiende a homogeneizar dicho conocimiento. Asimismo, la variable \u0000lengua familiar pierde cierta relevancia al descartarse diferencias significativas entre hispanohablantes y no hispanohablantes. \u0000Conclusiones. \u0000Mas alla de las connotaciones de la evolucion del conocimiento linguistico en el contexto escolar, los resultados nos pueden estar indicando la adaptacion progresiva de este colectivo a la sociedad de acogida. Es mas, los resultados entre hispanohablantes y \u0000no hispanohablantes nos permiten hipotetizar que el contexto catalan podria estar \u0000disminuyendo el peso que en un principio pudiera tener la lengua familiar de los estudiantes inmigrantes","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"1 1","pages":"409-430"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72540077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction . The purpose of this paper is to provide a framework of analysis to interpret, from the perspective of the participants, th...
介绍。本文的目的是提供一个分析框架，从参与者的角度来解释…
{"title":"Los videojuegos, herramientas para el cambio. Un estudio desde la teoría de la actividad.","authors":"Laura Méndez, Pilar Lacasa","doi":"10.14204/EJREP.36.14099","DOIUrl":"https://doi.org/10.14204/EJREP.36.14099","url":null,"abstract":"Introduction . The purpose of this paper is to provide a framework of analysis to interpret, from the perspective of the participants, th...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"106 1","pages":"271-300"},"PeriodicalIF":0.7,"publicationDate":"2017-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88081223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction. Affective strategies for coping with affective states linked to the learning process may be oriented toward controlling emotions or toward cont...
介绍。应对与学习过程相关的情感状态的情感策略可能倾向于控制情绪或控制情绪。
{"title":"Psychometric Characteristics of the EEAA (Scale of Affective Strategies in the Learning Process)","authors":"L. Villardón-Gallego, Concepción Yániz","doi":"10.25115/EJREP.34.14095","DOIUrl":"https://doi.org/10.25115/EJREP.34.14095","url":null,"abstract":"Introduction. Affective strategies for coping with affective states linked to the learning process may be oriented toward controlling emotions or toward cont...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"69 1","pages":"693-716"},"PeriodicalIF":0.7,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80943385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paola-Verónica Paoloni, Arabela Beatriz Vaja, V. Muñoz
Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Rio Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educacion; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina
{"title":"Confiabilidad y validez del Achievement Emotions Questionnaire un estudio con universitarios argentinos","authors":"Paola-Verónica Paoloni, Arabela Beatriz Vaja, V. Muñoz","doi":"10.25115/EJREP.34.14088","DOIUrl":"https://doi.org/10.25115/EJREP.34.14088","url":null,"abstract":"Fil: Paoloni, Paola Veronica Rita. Universidad Nacional de Rio Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educacion; Argentina. Consejo Nacional de Investigaciones Cientificas y Tecnicas; Argentina","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"13 1","pages":"671-692"},"PeriodicalIF":0.7,"publicationDate":"2017-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72533104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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