Revista de Psicodidáctica (English ed.)最新文献_第8页

The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement 掌握型学生的学术参与生活：积极情绪、掌握方法目标和学术参与之间的因果排序

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.02.001

Jesus Alfonso D. Datu , Jana Patricia M. Valdez , Weipeng Yang

{"title":"The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement","authors":"Jesus Alfonso D. Datu , Jana Patricia M. Valdez , Weipeng Yang","doi":"10.1016/j.psicoe.2021.02.001","DOIUrl":"10.1016/j.psicoe.2021.02.001","url":null,"abstract":"<div><p>Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals<span> 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.</span></p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 1-8"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicoe.2021.02.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44652040","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: 6

Interplay of psychological reactance, burnout, and spiritual intelligence: A case of Iranian EFL teachers 心理抗拒、倦怠和精神智力的相互作用:以伊朗英语教师为例

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.06.002

Reza Pishghadam , Nouroddin Yousofi , Asieh Amini , Maryam Sadat Tabatabayeeyan

{"title":"Interplay of psychological reactance, burnout, and spiritual intelligence: A case of Iranian EFL teachers","authors":"Reza Pishghadam , Nouroddin Yousofi , Asieh Amini , Maryam Sadat Tabatabayeeyan","doi":"10.1016/j.psicoe.2021.06.002","DOIUrl":"https://doi.org/10.1016/j.psicoe.2021.06.002","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 76-85"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicoe.2021.06.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71869375","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: 8

Improving the prediction and understanding of academic success: The role of personality facets and academic engagement 提高对学业成功的预测和理解:个性方面和学业投入的作用

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.11.002

Cristina Serrano, Sergio Murgui, Yolanda Andreu

{"title":"Improving the prediction and understanding of academic success: The role of personality facets and academic engagement","authors":"Cristina Serrano, Sergio Murgui, Yolanda Andreu","doi":"10.1016/j.psicoe.2021.11.002","DOIUrl":"https://doi.org/10.1016/j.psicoe.2021.11.002","url":null,"abstract":"<div><p>In predicting academic success and adopting a broader view of the factors involved, personality and, recently, <em>academic engagement</em> have emerged as relevant constructs. This study examined the predictive ability of the <em>Five-Factor Model</em><span> (domains and facets; Big Five Questionnaire) for </span><em>academic achievement</em> and <em>engagement</em> (Spanish Version Student Utrecht Work Engagement Scale) and the mediating role of <em>engagement</em> in the relationship between personality and <em>achievement</em>. Results obtained in a sample of 611 Spanish adolescents show that (1) <em>Conscientiousness</em> (domains and facets) have positive direct and indirect effects on <em>academic achievement</em> through <em>engagement</em> and (2) <em>Openness</em> 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 <em>traits</em> than those defined by the basic dimensions to increase the understanding of the relationships between personality and <em>academic achievement</em> and, with it, the ability to design strategies to improve it.</p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 21-28"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71869379","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: 2

Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students 游戏与学习:游戏化与游戏学习对中学生阅读过程的影响

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.08.001

Ana Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez

引用次数: 10

Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children 学校干预对儿童身体活动、睡眠时间、屏幕时间和饮食的影响

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.06.001

Miguel Angel Tapia-Serrano , Javier Sevil-Serrano , David Sánchez-Oliva , Mikel Vaquero-Solís , Pedro Antonio Sánchez-Miguel

{"title":"Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children","authors":"Miguel Angel Tapia-Serrano , Javier Sevil-Serrano , David Sánchez-Oliva , Mikel Vaquero-Solís , Pedro Antonio Sánchez-Miguel","doi":"10.1016/j.psicoe.2021.06.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2021.06.001","url":null,"abstract":"<div><p><span>Multiple health-risk behaviors such as physical inactivity, sedentary behaviors<span><span> 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., </span>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 (</span></span><em>M</em> = 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.</p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 56-65"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicoe.2021.06.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71869376","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: 2

Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of self-regulatory activity 自我调节策略干预对小学生学业成绩的影响:自我调节活动的中介效应研究

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.09.001

José Carlos Núñez , Ellián Tuero , Estrella Fernández , Francisco Javier Añón , Emmanuel Manalo , Pedro Rosário

{"title":"Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of self-regulatory activity","authors":"José Carlos Núñez , Ellián Tuero , Estrella Fernández , Francisco Javier Añón , Emmanuel Manalo , Pedro Rosário","doi":"10.1016/j.psicoe.2021.09.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2021.09.001","url":null,"abstract":"<div><p>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 758 elementary school students participated in the study, (403 in the experimental group and 355 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.</p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 9-20"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71869378","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: 8

Effect of a Sport Education-based teaching unit in Physical Education on high school students’ social networks and quantitative sociometry scores: A cluster randomized control trial 体育教育教学单元对高中生社会网络和定量社会计量成绩的影响:一项聚类随机对照试验

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.10.001

Carolina Casado-Robles , Daniel Mayorga-Vega , Santiago Guijarro-Romero , Jesús Viciana

{"title":"Effect of a Sport Education-based teaching unit in Physical Education on high school students’ social networks and quantitative sociometry scores: A cluster randomized control trial","authors":"Carolina Casado-Robles , Daniel Mayorga-Vega , Santiago Guijarro-Romero , Jesús Viciana","doi":"10.1016/j.psicoe.2021.10.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2021.10.001","url":null,"abstract":"<div><p>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; <em>M<sub>age</sub></em> = 14.0 ± 1.1 years old) from six pre-established classes were cluster-randomly assigned into the experimental (<em>n</em> = 108) or control groups (<em>n</em><span><span> = 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 </span>social relationships and removing negative relationships in within-team students.</span></p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 66-75"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71869374","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: 3

Autogenic meditation training in a randomized controlled trial: A framework for promoting mental health and attention regulation in children 随机对照试验中的自体冥想训练:促进儿童心理健康和注意力调节的框架

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.10.002

Juan M. Guiote , Vanessa Lozano , Miguel Ángel Vallejo , Blanca Mas

{"title":"Autogenic meditation training in a randomized controlled trial: A framework for promoting mental health and attention regulation in children","authors":"Juan M. Guiote , Vanessa Lozano , Miguel Ángel Vallejo , Blanca Mas","doi":"10.1016/j.psicoe.2021.10.002","DOIUrl":"https://doi.org/10.1016/j.psicoe.2021.10.002","url":null,"abstract":"<div><p><span>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 (</span><em>M<sub>age</sub></em> = 9.77, <em>SD</em> = 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.</p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 47-55"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71869381","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

Do teachers’ engaging messages predict motivation to learn and performance? 教师的参与信息能预测学习动机和表现吗?

Revista de Psicodidáctica (English ed.) Pub Date : 2022-01-01 DOI: 10.1016/j.psicoe.2021.11.001

Elisa Santana-Monagas , David W. Putwain , Juan L. Núñez , Juan F. Loro , Jaime León

{"title":"Do teachers’ engaging messages predict motivation to learn and performance?","authors":"Elisa Santana-Monagas , David W. Putwain , Juan L. Núñez , Juan F. Loro , Jaime León","doi":"10.1016/j.psicoe.2021.11.001","DOIUrl":"https://doi.org/10.1016/j.psicoe.2021.11.001","url":null,"abstract":"<div><p>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. Academic performance was measured using students’ grades obtained from school records. 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.</p></div>","PeriodicalId":101103,"journal":{"name":"Revista de Psicodidáctica (English ed.)","volume":"27 1","pages":"Pages 86-95"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71869377","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: 7

Do teachers’ engaging messages predict motivation to learn and performance? 教师的参与信息能预测学习动机和表现吗?

Revista de Psicodidáctica (English ed.) Pub Date : 2021-12-01 DOI: 10.1016/j.psicoe.2021.11.001

Elisa Santana-Monagas, D. Putwain, J. Núñez, J. Loro, J. Léon

引用次数: 6