Revista de Psicodidáctica (English ed.)最新文献

{"title":"Effects of a mindfulness-based intervention on study and learning processes in a sample of university students","authors":"Clemente Franco,&nbsp;Alberto Amutio,&nbsp;Rubén Trigueros,&nbsp;José Manuel Aguilar-Parra,&nbsp;Laura C. Sánchez-Sánchez","doi":"10.1016/j.psicoe.2026.500186","DOIUrl":"10.1016/j.psicoe.2026.500186","url":null,"abstract":"<div><div>This study analysed the effects of a mindfulness-based intervention (MBI) on motivation, learning strategies and approaches, procrastination, and mindfulness in university students. Forty-two students (22 in the experimental group and 20 in the control group) participated in an experimental design with pre-test, post-test, and four-month follow-up measures. The results showed that the intervention was associated with a significant increase in deep motivation, deep learning strategies and approaches, and mindfulness levels, as well as an observed decrease in superficial motivation and strategies, and academic procrastination. The effects were maintained at the follow-up measurement, evidencing the stability of the changes. These findings indicate that mindfulness training appears to favour a more autonomous and self-regulated motivational profile, may promote deep learning, and tends to contribute to the reduction of maladaptive behaviours associated with studying, such as procrastination.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500186"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of motivational climate (dis-)empowering on self-esteem in Physical Education: Mediating role of basic psychological needs","authors":"Antonio Granero-Gallegos,&nbsp;Luis M. Salmerón-Hinojosa,&nbsp;Ginés D. López-García","doi":"10.1016/j.psicoe.2026.500184","DOIUrl":"10.1016/j.psicoe.2026.500184","url":null,"abstract":"<div><div>Grounded in <em>Self-Determination Theory</em> and <em>Achievement-Goal Theory</em>, and applying a hierarchical and multidimensional approach to motivational climates, this research explored how students' perceptions of teacher-induced (dis)empowering climates in Physical Education relate to their basic psychological needs satisfaction and self-esteem. A total of 2,438 students (1,178 boys; <em>M</em>_age = 16.15, <em>SD</em> = 2.01) took part in this cross-sectional investigation. The results from structural equation modelling indicated that empowering climates fostered the satisfaction of autonomy, competence, and relatedness, which were, in turn, linked to self-esteem. Mediation analyses revealed that the effects of empowering climates on self-esteem were mainly driven by satisfaction of competence and autonomy. These findings underscore the relevance of fostering motivational climates in physical education that support psychological needs, as a way to strengthen students’ self-worth and mitigate the risk of developing negative self-perceptions.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500184"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575439","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}

{"title":"Intervention on ambivalent sexism in initial teacher education: Experimental evaluation and moderation by sex","authors":"Raúl Carretero Bermejo,&nbsp;Alberto Nolasco Hernández,&nbsp;Laura Gracia Sánchez","doi":"10.1016/j.psicoe.2026.500192","DOIUrl":"10.1016/j.psicoe.2026.500192","url":null,"abstract":"<div><div>Ambivalent sexism persists in initial teacher education and affects educational practice, underscoring the need for brief, curriculum-integrated interventions supported by experimental evidence and follow-up assessment. This study evaluated the efficacy of a psychoeducational intervention to reduce sexism among students enrolled in Bachelor’s degree programs in Primary and Early Childhood Education and explored moderation by sex. We conducted an individually randomized trial with 1:1 allocation to either an experimental group, which received eight weekly 1 -h sessions, or a control group, with three assessments: baseline (T0), post-intervention (T1), and an approximately 6-month follow-up (T2). The analytic sample comprised <em>N</em> = 216 participants (mean age = 18.76 years, <em>SD</em> = 0.70; 56% women). At follow-up, group sizes were <em>n</em> = 92 in the control group and <em>n</em> = 124 in the experimental group. Hostile and benevolent sexism were measured using the Ambivalent Sexism Inventory. Analyses included mixed ANOVA and T0-adjusted ANCOVA, with estimated marginal means and 95% confidence intervals, assumption checks (Levene’s test and Mauchly’s test with Greenhouse–Geisser correction), and bootstrap contrasts. A significant Time × Group interaction was observed for both dimensions: the experimental group decreased from T0 to T1 and maintained these effects at T2, whereas the control group remained stable or slightly worsened. The effect was moderated by sex. The findings suggest that a brief, structured, curriculum-integrated intervention can produce sustained reductions in ambivalent sexism and support its incorporation into teacher education curricula.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500192"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575441","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}

{"title":"Neuroscience literacy, growth mindset, and epistemological beliefs among Chinese preservice teachers: A two-study investigation of status and intervention effectiveness","authors":"Zhiwei Cao,&nbsp;Xiaoming Guo,&nbsp;Qun Ye","doi":"10.1016/j.psicoe.2026.500185","DOIUrl":"10.1016/j.psicoe.2026.500185","url":null,"abstract":"<div><div>Educational neuroscience offers valuable insights for teaching, yet preservice teachers’ understanding is often impeded by misconceptions or “neuromyths.” This two-study research investigated neuroscience literacy, growth mindset, and epistemological beliefs among Chinese preservice teachers, and the effectiveness of a targeted educational neuroscience intervention designed to enhance these attributes. Study 1 assessed baseline levels of these constructs, their interrelationships, and demographic correlates among 388 preservice teachers (31.2% male, 68.8% female; aged 18–24 years). Study 2 evaluated the efficacy of a six-week educational neuroscience intervention using a quasi-experimental pretest-posttest design with an experimental group (<em>n</em> = 28), a blank control group (<em>n</em> = 40), and a positive control group (<em>n</em> = 33). Results from Study 1 indicated moderate general brain knowledge (66.61% correct) but poor neuromyth identification (43.19% correct). Latent variable structural equation modeling (SEM) revealed patterns consistent with growth mindset serving as a mediating mechanism linking general brain knowledge and the two dimensions of epistemological beliefs. Study 2 demonstrated that the intervention significantly improved neuroscience literacy, fostered a stronger growth mindset compared to the blank control group, and cultivated more sophisticated epistemological beliefs compared to both control groups. These findings highlight the prevalence of neuromyths and the malleability of these psychological attributes through targeted education, underscoring the critical need to integrate comprehensive neuroscience training into teacher preparation programs.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500185"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575440","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}

{"title":"Understanding students’ mathematical achievement through feature selection and machine learning: Evidence from PISA 2018","authors":"Ulku Hilal Yildirim,&nbsp;Yasemin Kayhan Atilgan,&nbsp;Derya Turfan","doi":"10.1016/j.psicoe.2026.500187","DOIUrl":"10.1016/j.psicoe.2026.500187","url":null,"abstract":"<div><div>The Programme for International Student Assessment (PISA) provides a framework for examining academic achievement. Using the Turkish sample of PISA 2018, this study investigates mathematics achievement, focusing on students performing below and above the baseline proficiency level (Level 2). To address this objective, a machine learning classification approach is adopted, integrating feature selection, supervised algorithms, and model interpretation techniques. The analysis includes 6,863 students from 186 schools and 62 student- and school-level variables derived from the PISA questionnaires. Three feature selection methods–Boruta, Mutual Information, and ReliefF–are used to identify subsets of variables that serve as inputs for five classification models: Decision Tree, Bagging, Random Forest, AdaBoost, and Support Vector Machine. Model performance is evaluated using repeated stratified cross-validation across plausible values and multiple classification metrics. The results indicate that models built on substantially reduced feature sets can achieve predictive performance comparable to models using all variables. Among the evaluated configurations, the combination of Mutual Information feature selection with the top 20 variable subset and the Random Forest classifier provides a stable and practical useful balance between prediction performance and model parsimony. Model predictions are examined using conditional SHAP values, partial dependence plots, individual conditional expectation plots, and accumulated local effects plots. Results show that socio-economic background, perceived test difficulty, occupational expectations, school stratum type and behaviors hindering learning are among the variables most strongly associated with model predictions. These analyses capture predominantly non-linear associations between predictors and model predictions, and these relationships vary across students, indicating heterogeneous model responses.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500187"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575492","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}

{"title":"Is chasing happiness next to academic wellness? Caring for bliss, academic self-efficacy, and academic procrastination in American undergraduate students","authors":"Jesus Alfonso D. Datu,&nbsp;Zhang Jiahong,&nbsp;Frank D. Fincham","doi":"10.1016/j.psicoe.2026.500188","DOIUrl":"10.1016/j.psicoe.2026.500188","url":null,"abstract":"<div><div>This research explores the indirect associations of caring for bliss to academic procrastination via the mediating effects of academic self-efficacy. College students (<em>N</em> = 373) from the United States participated in this three-wave longitudinal study. Surveys were administered with roughly five weeks of interval. Structural equation modeling shows that caring for bliss has been linked to later decreased levels of academic procrastination via its association with higher academic self-efficacy, which in turn, relates to less procrastination. These findings underscore the protective role of deliberately caring for well-being against maladaptive academic behaviors.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500188"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are school strategies based on information useful to increase adolescents risk perception about alcohol? Moderated mediation analyses of individual, peers and parental drinking","authors":"Joaquín Rodríguez-Ruiz,&nbsp;Raquel Espejo-Siles","doi":"10.1016/j.psicoe.2026.500190","DOIUrl":"10.1016/j.psicoe.2026.500190","url":null,"abstract":"<div><div>Following McLeroy’s <em>socio-ecological model</em>, the present study tested whether school strategies based on information about substance use moderated the mediational effect of adolescent risk perception of alcohol use in the association between peers/parental alcohol use and adolescent drinking. Data were analyzed from a national representative survey that included 35,369 participants aged 14-18 (50.1% female). Data were weighted and standardized. Moderated mediation models were conducted. Across four models tested, school information had a significative effect increasing risk perception. Mediation models were significant at the two levels of the moderator, confirming the protective effect of high risk perception of alcohol use in the relation between peers/parental alcohol use and adolescent drinking. School information about substance use did not buffer the impact of parental alcohol use on adolescent risk perception. In contrast, school information about substance use potentiates the protective effect of risk perception in the relationship between peers drinking and adolescent alcohol use. School information about substance use moderates the impact of peer alcohol use on adolescent drinking by increasing the risk perception of alcohol consumption. Therefore, educational strategies are needed to weaken peer influences. The attenuation of parental influences might require intervention in other settings or including elements other than just giving information.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500190"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of psycho-socio-educational programs applied in juvenile justice: An international umbrella review meta-analysis","authors":"Mery Estefanía Buestán-Játiva,&nbsp;Elena Ortega-Campos,&nbsp;Leticia de la Fuente Sánchez,&nbsp;Juan García-García","doi":"10.1016/j.psicoe.2026.500191","DOIUrl":"10.1016/j.psicoe.2026.500191","url":null,"abstract":"<div><div>The approach to adjudicated antisocial behavior in adolescence has a strong socio-educational influence, aiming to reduce the reoffense of antisocial behavior, promote educational development and foster competencies through specific programs. An umbrella review of the efficacy of psycho-socio-educational programs is presented. The PRISMA recommendations were followed for the preparation of this study. The search of studies was conducted in the Proquest, PubMed, Scopus, and Web of Science resources to identify quantitative systematic reviews and/or meta-analyses that evaluate the efficacy of psycho-socio-educational intervention programs applied to youth under judicial measures. An overall effect size (Log Odds Ratio) was estimated using random effects model and meta-regression analysis for the moderating variables. Twenty-eight meta-analyses with 38 independent effect sizes were included. The overall effect size was a Log Odds Ratio of .34. The meta-regression analysis indicates statistically significant values for the variable “regime of the judicial measure” (<em>R</em>² = .136). These results indicate a positive and statistically significant association between intervention and the reduction of reoffense of adjudicated antisocial behavior in youth offenders, with a moderating effect of the variables “regime of the judicial measure.” When implementing psycho-socio-educational intervention programs in juvenile justice, it is advisable to consider the regimen under which the adolescent is being held, with the aim of integrating the characteristics of each group and maximize the results of the interventions.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500191"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575435","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}

{"title":"Longitudinal associations between dispositional envy, need for popularity, and bullying and cyberbullying in adolescence","authors":"Cindy López,&nbsp;Xavier Oriol,&nbsp;Rafael Miranda,&nbsp;Jorge Varela","doi":"10.1016/j.psicoe.2026.500189","DOIUrl":"10.1016/j.psicoe.2026.500189","url":null,"abstract":"<div><div>From a social comparison perspective, emotions and motivations related to social status may play an important role in understanding aggressive behavior during adolescence. In particular, <em>dispositional envy</em> may motivate adolescents to pursue higher popularity within peer hierarchies, potentially increasing their involvement in aggressive behaviors such as bullying. However, longitudinal evidence examining the processes linking envy, status-related motivations, and aggression remains limited. The present study investigated the longitudinal associations among <em>dispositional envy</em>, <em>need for popularity</em>, and both <em>bullying behavior</em> and <em>cyberbullying behavior</em> in a sample of 707 adolescents (ages 11-17 years; <em>M<!--> <!-->=</em> <!-->13.35, <em>SD</em> <!-->=<!--> <!-->0.93) assessed across three waves. Cross-lagged structural equation modeling was used to examine the temporal relationships among these variables. Results showed that <em>dispositional envy</em> at Time 1 positively predicted <em>need for popularity</em> at Time 2. In turn, <em>need for popularity</em> was associated with higher levels of <em>bullying behavior</em> at Time 3, but not with <em>cyberbullying behavior</em>. The indirect effect linking envy to bullying through need for popularity was small and should therefore be interpreted with caution, and no mediation effect was observed for cyberbullying. Multi-group analyses indicated that the structural relations among the variables were similar for boys and girls. Overall, the findings suggest that <em>dispositional envy</em> may contribute indirectly to <em>bullying behavior</em> through adolescents’ motivation to achieve social status. These results highlight the relevance of status-related motivations in the development of bullying during adolescence and underscore the importance of addressing such socio-motivational dynamics in prevention efforts.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500189"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The hidden cost of controlling teaching in Physical Education: A systematic review and meta-analysis of students’ Physical activity intention and levels","authors":"Miguel Ángel Tapia-Serrano,&nbsp;Luis García-González,&nbsp;José Luis Pérez-Lasierra,&nbsp;Javier Sevil-Serrano","doi":"10.1016/j.psicoe.2026.500193","DOIUrl":"10.1016/j.psicoe.2026.500193","url":null,"abstract":"<div><div>Despite the benefits of physical activity (PA), most young people fail to meet the World Health Organization’s recommendations. Grounded in <em>Self-Determination Theory</em> (SDT), Physical Education (PE) teachers play a pivotal role in promoting PA through their motivational teaching style. While need-supportive behaviors show clear benefits, the effects of controlling teaching behaviors on PA-related outcomes remain unclear. This systematic review and meta-analysis examined the associations between students’ perceptions of controlling teaching in PE and their PA intention and PA levels, and explored whether these associations differ by age or sex. The review was registered in PROSPERO (CRD42022362459) and conducted following PRISMA 2020 guidelines. Searches were performed in PubMed, Scopus, Web of Science, and APA PsycNet up to 2025. Eligible studies included participants aged 5–18 years, assessed controlling teaching behaviors in PE based on SDT, and reported PA intention and/or PA levels. Random-effects meta-analyses were conducted, along with subgroup analyses by sex and a meta-regression on age. Study quality was assessed using the NIH <em>Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies</em>. Of 3,819 records, 16 studies (<em>n</em> = 9,925; ages 11–19 years) were included. Controlling teaching style was negatively associated with PA intention (<em>r</em> = –0.14; 95%CI: –0.22, –0.06) and PA levels (<em>r</em> = –0.18; 95%CI: –0.31, –0.06), with high between-study heterogeneity (PA intention: <em>I²</em> = 90.05%; PA levels: <em>I²</em> = 95.79%), based exclusively on cross-sectional studies. Subgroup analyses showed similar trends for boys and girls. Neither sex nor age moderated these associations. Controlling behaviors in PE were associated with students’ PA intention and PA levels, highlighting the importance of minimizing such practices in PE contexts.</div></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"31 2","pages":"Article 500193"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148575438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}