Revista de Psicodidáctica (English ed.)最新文献

Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes 测量西班牙学生对教师情商行为的感知：与学术和个人成果的关系

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500167

Natalio Extremera , Manuel Pulido-Martos , Sergio Mérida-López , Lourdes Rey , Zorana Ivcevic

{"title":"Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes","authors":"Natalio Extremera , Manuel Pulido-Martos , Sergio Mérida-López , Lourdes Rey , Zorana Ivcevic","doi":"10.1016/j.psicoe.2025.500167","DOIUrl":"10.1016/j.psicoe.2025.500167","url":null,"abstract":"<div><div>The aim of the present investigation was to analyze the psychometric properties of the Spanish version of the <em>Teacher Emotionally Intelligent Behavior Scale</em> (TEIBS-S) in two independent studies with secondary students. In Study 1, a cross-sectional design was used and 1850 secondary students (52.3% girls; <em>M<sub>age</sub></em> = 14.2 years) completed the TEIBS-S and other self-report measures of theoretically relevant constructs, including life satisfaction, negative emotional states, the quality of teacher-student relationships, and support in the classroom. In Study 2, a prospective design was used in which 409 secondary school students (60% girls; <em>M<sub>age</sub></em> <sub>=</sub> 13.4 years) completed the TEIBS-S at time 1 and different self-report measures of academic engagement, satisfaction with life, positive and negative emotional states, anxiety and depression symptomatology, and somatic symptoms over on average five-month prospective interval. The results revealed preliminary evidence of adequate internal consistency. Also, the factor analyses supported a one–factor solution as original English version and was invariant across gender and expected significant relationships with the well-being and academic variables analyzed. Finally, Study 2 indicated that the TEIBS-S was positively related to academic engagement dimensions, positive affect and life satisfaction and negatively linked to somatic symptoms five months later. Our findings provide preliminary evidence that the TEIBS-S is a useful and valid instrument to assess teacher emotional intelligence-related behaviors that are linked to students’ affective and academic outcomes. Finally, practical recommendations and future lines of research using the TEIBS-S in school context are suggested.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500167"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739493","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}

引用次数: 0

Knowing and understanding cultural heritage in digital environments: An approach using MIMIC and network models 认识和理解数字环境中的文化遗产：一种使用MIMIC和网络模型的方法

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500169

Olaia Fontal , Alex Ibañez-Etxeberria , Víctor E. Gil-Biraud , Benito Arias

{"title":"Knowing and understanding cultural heritage in digital environments: An approach using MIMIC and network models","authors":"Olaia Fontal , Alex Ibañez-Etxeberria , Víctor E. Gil-Biraud , Benito Arias","doi":"10.1016/j.psicoe.2025.500169","DOIUrl":"10.1016/j.psicoe.2025.500169","url":null,"abstract":"<div><div>Knowing and understanding cultural heritage is essential for proper value-attribution, since without historical, social, political, economic or artistic contexts, we cannot attribute value to it. Knowledge, which is the first phase of the Heritage Learning Sequence (HLS), enables us to identify the causes and justifications that explain its nature and state, and provides a sound grounding for heritage valuation. The dimensions <em>knowing</em> and <em>understanding</em>, as measured by the <em>Q-Herilearn</em> scale (<span><span>Fontal, Ibañez-Etxeberria, et al., 2024b</span></span>) in digital environments have been analysed according to the answers given by a sample of 2362 participants aged 18 to 70. Comparative analyses between groups (frequentist and Bayesian) have been carried out, the validity of both the measurement models and the structural model (MIMIC) has been determined, and the analyses were complemented by means of network analysis. Both the measurement model and the final structural model (MIMIC with DIF) have provided sufficient guarantees in terms of validity and reliability, and results have been endorsed by network analysis. The dimensions analysed (knowledge and understanding of heritage) are strongly interconnected, so that the understanding of heritage depends largely on the degree of prior knowledge. However, we have found no evidence (or very weak, given the small effect size) of the influence of socio-demographic variables on either the dimensions or the indicators that measure them. We believe that the most relevant contribution of this research is the combination of structural equation-based models with network analysis-based models to study the knowledge and understanding of cultural heritage in digital contexts.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500169"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739378","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}

引用次数: 0

Analysis of cognitively loaded physical tasks and active breaks for the improvement of executive functions in the school context. A systematic review and meta-analysis 学校环境下认知负荷体力任务和主动休息对执行功能改善的分析。系统回顾和荟萃分析

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500163

Félix Zurita-Ortega, Gabriel González-Valero, José Luis Ubago-Jiménez, Eduardo Melguizo-Ibáñez

{"title":"Analysis of cognitively loaded physical tasks and active breaks for the improvement of executive functions in the school context. A systematic review and meta-analysis","authors":"Félix Zurita-Ortega, Gabriel González-Valero, José Luis Ubago-Jiménez, Eduardo Melguizo-Ibáñez","doi":"10.1016/j.psicoe.2025.500163","DOIUrl":"10.1016/j.psicoe.2025.500163","url":null,"abstract":"<div><div>In the school environment, young people show a high level of sedentary behaviour. Physical activity has been shown to be beneficial in improving students' quality of life. Moreover, physical activity with cognitive challenges and the implementation of active breaks are effective tools to work on the cognitive development of students in the school environment. The overall aim of this study was to analyse and compare the effect of interventions based on active breaks and cognitively challenging physical tasks to improve executive functions. The search for research was carried out in Web of Science, ERIC, Scopus, PsycINFO, Pubmed and Cochrane Library from May to August 2024. It has been considered studies that applied a physical activity programme with cognitive demands or application of active breaks and that used a randomised controlled trial or controlled trial design. The quantitative synthesis consisted of 22 studies. Two moderating variables were established: physical activities with cognitive demands and the use of active breaks. The application of physical activities with cognitive demands was more effective for working on cognitive flexibility (<em>g</em> = 1.47, <em>CI</em> = [0.70, 2.25]), fluency (<em>g</em> = 1.71, <em>CI</em> = [1.16, 2.27]) and updating (<em>g</em> = 1.05, <em>CI</em> = [-0.96, 3.06]). <em>The application of active breaks</em> was more efficient for attention work (<em>g</em> = 0.74, <em>CI</em> = [0.01, 1.47]), inhibition (<em>g</em> = 1.24, <em>CI</em> = [0.56, 1.92]) and working memory (<em>g</em> = 1.00, <em>CI</em> = [-0.54, 2.55]). It has been concluded that the presence of cognitive load in school physical activities condition the work of different executive functions.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500163"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739379","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}

引用次数: 0

The influence of the educational platform Rain Classroom on emotional intelligence, creativity, academic independence, and concentration of Chinese students: An empirical study 雨课堂教育平台对中国学生情商、创造力、学术独立性和注意力的影响：一项实证研究

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500170

Weiwei Jiang

{"title":"The influence of the educational platform Rain Classroom on emotional intelligence, creativity, academic independence, and concentration of Chinese students: An empirical study","authors":"Weiwei Jiang","doi":"10.1016/j.psicoe.2025.500170","DOIUrl":"10.1016/j.psicoe.2025.500170","url":null,"abstract":"<div><div>The aim of this study is to evaluate the impact of an educational model based on the theory of embodied interaction on the development of <em>emotional intelligence</em>, <em>creativity</em>, <em>academic independence</em>, and <em>attention concentration</em> among students. The study involved 300 students from a Chinese university who were divided into experimental and control groups. In the experimental group, the Rain Classroom platform, which integrates digital technologies into the traditional educational process, was utilized, while the control group continued their studies under the standard curriculum. The results revealed that students in the experimental group exhibited significant improvements across all measured parameters—<em>emotional intelligence</em>, <em>creativity, academic independence</em>, and <em>attention concentration</em>—whereas no such changes were observed in the control group. The scientific novelty of the research lies in its comprehensive approach to examining the influence of the embodied approach and digital educational platforms on the development of students' cognitive and emotional competencies. The study's practical significance is reflected in the proposal of a new approach for educators and educational administrators aimed at enhancing the effectiveness of teaching through the use of digital educational platforms.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500170"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739376","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}

引用次数: 0

Anxiety, emotional regulation and academic performance in early primary students: impact of an intervention 小学早期学生焦虑、情绪调节与学业表现：干预的影响

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500166

Raquel Gomis, Núria Garcia-Blanc, Agnès Ros-Morente, Gemma Filella

{"title":"Anxiety, emotional regulation and academic performance in early primary students: impact of an intervention","authors":"Raquel Gomis, Núria Garcia-Blanc, Agnès Ros-Morente, Gemma Filella","doi":"10.1016/j.psicoe.2025.500166","DOIUrl":"10.1016/j.psicoe.2025.500166","url":null,"abstract":"<div><div>This study explores the relationship between anxiety, emotional regulation, and academic performance in early Primary Education, examining the effects of an intervention targeting emotional skills. A quasi-experimental design with pre- and posttests was implemented, involving 430 first- and second-grade students. Through a linear mixed model, the interactions between different time points (pretest–posttest) and groups (control and experimental) are analyzed. Additionally, a Structural Equation Model (SEM) is conducted to analyze the relationships between anxiety, emotional regulation, and academic performance before and after the intervention. Intervention, based on an emotional competencies model, enhances emotional regulation. Regarding the SEM model, the results indicate a negative relationship between anxiety and academic performance and a positive relationship between emotional regulation and performance. Emotional regulation acts as a mediator in this relationship, but only after the intervention. These findings highlight the importance of developing emotional competencies in primary education to improve well-being and academic performance, although more specific interventions are needed to reduce anxiety. This study provides new perspectives on how emotional regulation and anxiety influence academic performance in the early school years.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500166"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739494","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}

引用次数: 0

Reciprocal relations between teacher engaging messages and student motivation 教师参与信息与学生动机的相互关系

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500165

Jaime León , Fernando Núñez-Regueiro , Elisa Santana-Monagas

{"title":"Reciprocal relations between teacher engaging messages and student motivation","authors":"Jaime León , Fernando Núñez-Regueiro , Elisa Santana-Monagas","doi":"10.1016/j.psicoe.2025.500165","DOIUrl":"10.1016/j.psicoe.2025.500165","url":null,"abstract":"<div><div>Effective teaching practices are crucial for student success and the quality of education. One such practice that has recently gained attention is the use of engaging teacher messages, which have shown promising results. This study investigates the reciprocal relationship between teacher engaging messages and student motivation using a random intercept cross-lagged panel model. Participants were 1048 (<em>Mean age</em> = 16.33, <em>SD</em> = 1.25) high school students from 16 different secondary schools, 949 of whom participated in at least one measurement wave and were accounted for in the analyses participated in the study. Rooted in self-determination theory, the study found that messages highlighting the benefits of studying had a positive impact on changes in student motivation to learn, and that teacher engaging messages were not impacted by changes in student motivation. These findings suggest that effective teacher engaging messages, such as gain-framed autonomous messages, are partly independent from students’ motivation and can therefore be promoted to enhance student outcomes and the overall quality of education.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500165"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739492","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}

引用次数: 0

Bullying victimization and bystander behavior in bullying: Examining the mediating roles of social anxiety and social-emotional competence 欺凌受害与欺凌中的旁观者行为：社会焦虑和社会情绪能力的中介作用

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500168

Ruoxin Gao , Xiaowei Chu

{"title":"Bullying victimization and bystander behavior in bullying: Examining the mediating roles of social anxiety and social-emotional competence","authors":"Ruoxin Gao , Xiaowei Chu","doi":"10.1016/j.psicoe.2025.500168","DOIUrl":"10.1016/j.psicoe.2025.500168","url":null,"abstract":"<div><div>Bullying victimization has been widely recognized as a robust predictor of adverse psychosocial outcomes, yet the relationship between bullying victimization to bystanders’ behaviors toward bullying incidents remains poorly understood. Besides, the mediating roles of emotional-cognitive factors such as social anxiety and social-emotional competence in shaping these dynamics have not been systematically examined through a longitudinal lens. The present study investigated the bidirectional relationships between bullying victimization and three types of bystander behaviors (i.e., defending, passive bystanding, and pro-bullying), with a focus on the chain-mediating roles of social anxiety and social-emotional competence. A longitudinal survey was conducted across three waves with six-month intervals, involving 1,022 Chinese adolescents (52.1% female; <em>M</em><sub>age</sub> = 14.69, <em>SD</em><sub>age</sub> = 1.15). Results indicated that bullying victimization unidirectionally and longitudinally predicted bystanders’ pro-bullying behavior. Social anxiety and social-emotional competence independently mediated the cross-sectional relationship between bullying victimization and bystander behavior in bullying. These findings advance theoretical understanding of the emotional-cognitive mechanisms underlying the dynamics between bullying victimization and bystander behavior, providing valuable insights for developing targeted interventions to break the vicious cycle of their influence.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500168"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739489","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}

引用次数: 0

Students’ perceived social support in the transition from primary to secondary education: Grade-related trends and association with cybervictimization 中小学生对社会支持的感知：与年级相关的趋势及其与网络受害的关系

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500172

Mónica Rodríguez-Enríquez , David Álvarez-García , Sarai Rodríguez-Alvarado , Martina Ares-Ferreirós

{"title":"Students’ perceived social support in the transition from primary to secondary education: Grade-related trends and association with cybervictimization","authors":"Mónica Rodríguez-Enríquez , David Álvarez-García , Sarai Rodríguez-Alvarado , Martina Ares-Ferreirós","doi":"10.1016/j.psicoe.2025.500172","DOIUrl":"10.1016/j.psicoe.2025.500172","url":null,"abstract":"<div><div>This study examines the role of perceived social support in cybervictimization and differences according to educational level in a sample of 654 students from 5<sup>th</sup> grade of primary education to 4<sup>th</sup> grade of secondary education (<em>M</em><sub>age</sub>  =1.64) in Galicia, Spain. Participants aged 9 to 17 years, identified as girls (48.8%), boys (50%), and non-binary (1.2%) and came from public schools (60.7%) and government-dependent private schools (39.3%) in rural (43.2%) and urban areas (56.8%). The data analysis included ANOVA to explore differences in social support by grade, multiple regression analysis to evaluate the relationship between sources of support (family, peers, close friends, and teachers) and cybervictimization, and mediation analyses to examine indirect and interaction effects. The results show that family support is the primary source of support in the earlier grades, but its influence decreases during adolescence, while peer support remains stable. All sources of support were negatively associated with cybervictimization, although the effects varied by grade: the effect of perceived family support diminished in higher grades, while the effect of perceived peer support increased. It is crucial to develop preventive strategies that strengthen different sources of social support, prioritizing family support during childhood and promoting peer support in adolescence while maintaining the continuous facilitative role of teachers.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500172"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739490","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}

引用次数: 0

The influence of information and social overload on academic performance: The role of social media fatigue, cognitive depletion, and self-control 信息和社交超载对学业成绩的影响：社交媒体疲劳、认知耗竭和自我控制的作用

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500164

Xin Wang , Xuanzhu Zhao , Changsheng Yu

{"title":"The influence of information and social overload on academic performance: The role of social media fatigue, cognitive depletion, and self-control","authors":"Xin Wang , Xuanzhu Zhao , Changsheng Yu","doi":"10.1016/j.psicoe.2025.500164","DOIUrl":"10.1016/j.psicoe.2025.500164","url":null,"abstract":"<div><div>The growing reliance on social media and unlimited access to information have raised concerns about their impact on mental health and academic performance. This study examines how information and social overload influence fatigue, cognition, and the academic performance of university students, with a particular focus on the moderating role of self-control. The sample consisted of 320 university students from China (<em>M</em> = 20.51, <em>SD</em> = 1.52), of which 73.4% were women and 26.6% were men. Through a structural model based on the stress-outcome framework and the ego depletion theory, the relationships between these variables are explored. The findings reveal that information overload significantly contributes to social media fatigue, indicating that excessive use of information leads to mental exhaustion in students. This fatigue increases cognitive depletion, reducing students' ability to concentrate and process information. As a result, this depletion negatively impacts their academic performance. Furthermore, self-control is identified as a significant moderator in the relationship between information overload and fatigue, highlighting its importance in managing the negative effects associated with intensive social media use. This study provides valuable insights into the interaction between information use, self-control, fatigue and academic performance, offering relevant implications for the well-being and academic success of university students.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500164"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739491","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}

引用次数: 0

The impact of a service-learning program based on social and emotional learning to prevent internet gaming addiction among adolescents 基于社交和情感学习的服务学习计划对预防青少年网络游戏成瘾的影响

Revista de Psicodidáctica (English ed.) Pub Date : 2025-07-01 DOI: 10.1016/j.psicoe.2025.500171

Francisco D. Fernández-Martín , Patricia Ayllón-Salas , Santiago Alonso-García , Francisco-Javier Hinojo-Lucena

{"title":"The impact of a service-learning program based on social and emotional learning to prevent internet gaming addiction among adolescents","authors":"Francisco D. Fernández-Martín , Patricia Ayllón-Salas , Santiago Alonso-García , Francisco-Javier Hinojo-Lucena","doi":"10.1016/j.psicoe.2025.500171","DOIUrl":"10.1016/j.psicoe.2025.500171","url":null,"abstract":"<div><div>In recent years, a substantial rise in the prevalence of internet gaming disorder has been observed, predominantly among adolescents. In this regard, social and emotional competencies have been shown to be protective factors against the development of internet gaming disorder. Nevertheless, research on social and emotional learning is limited regarding their impact on the prevention of internet gaming disorder. In light of the significance of integrating social and emotional learning into school instruction, this study utilized a service-learning approach to facilitate this integration. The objective was to estimate the impact of a service-learning program based on social and emotional learning on the levels of social and emotional competencies and the prevention of internet gaming disorder among Spanish adolescents. The study adopted a quasi-experimental design, with the sample divided into two groups: the intervention group (<em>n</em> = 54) and the control group (<em>n</em> = 54). The intervention group implemented a service-learning program on prevention measures against internet gaming addiction at their high school, receiving training in social and emotional competencies at the same time. The results indicate that the intervention group obtained a statistically significant improvement in social and emotional competencies and symptoms related to internet gaming disorder in comparison to the control group following the completion of the program. The obtained effect size indicates a large impact of the program. The present study proposes an innovative intervention that integrates service-learning and social and emotional learning to prevent video game addiction problems in high school students.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"30 2","pages":"Article 500171"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739377","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}

引用次数: 0