Electronic Journal of Research in Education Psychology最新文献

{"title":"Validation of the Amotivation Inventory in Physical Education: exercise level and physical self-concept","authors":"María Jesús Lirola Manzano, C. Spray","doi":"10.25115/ejrep.v19i54.3596","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3596","url":null,"abstract":"Introduction.  According to Self-Determination Theory, it is known that motivation is an essential factor for the adherence and enjoyment of exercise, generating long-lasting habits. The importance of generating such habits from an early age is a determining factor in the future health of people. The child and youth population invests a great amount of hours per week in their training in Educational Centers. The objective of this investigation was to adapt the Amotivation Inventory-Physical Education to the Spanish context, in addition to examining its psychometric properties.\u0000Method.  Two hundred thirty-two boys and girls from 6th grade of Primary Education participated. Ages ranged from 10 to 12 years old (Mage = 10.99; SD = .47).\u0000Results.  The results of the confirmatory factor analysis showed adequate model fit rates. In addition, the factor structure was shown to be invariant by gender. High levels of internal consistency were obtained and external validity was shown through a linear regression analysis with the variables of physical exercise frequency and physical self-concept as independent to explain amotivation in physical education lessons.\u0000Discussion and Conclusion.  In conclusion, the scale is shown to be a reliable, gender-invariant and valid measure with both boys and girls in Primary Education.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121752774","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":"Enseñando valores inclusivos a través de la disyunción lógica incluyente","authors":"Pablo Herranz-Hernández, María de Riánsares Sánchez-Beato Garrido","doi":"10.25115/ejrep.v19i54.3702","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3702","url":null,"abstract":"Introducción.  El operador lógico de la disyunción admite dos posibilidades, la incluyente y la excluyente, siendo esta última la más arraigada en el pensamiento. El presente estudio trata de analizar si la enseñanza en los dos tipos de disyunción lógica favorece actitudes más incluyentes o inclusivas ante situaciones sociales hipotéticas que se presentan como disyunciones.\u0000Método.  El estudio se ha realizado con niños y niñas de entre 10 y 13 años y se compara una condición en la que se realiza una instrucción en la disyunción lógica incluyente y excluyente con otra condición de control en la que no hay instrucción alguna. Se aplica un cuestionario tipo test en el que aparecen situaciones sociales y académicas sobre cinco aspectos relacionados con la diversidad: orientación sexual; educación en valores éticos/religiosos; apertura religiosa; identidad de género y migración.\u0000Resultados.  Los resultados indican que, salvo en la orientación sexual, los participantes de la condición de instrucción en disyunción lógica eligen en mayor medida la respuesta incluyente que integra ambas alternativas de la disyunción en las respuestas al cuestionario.\u0000Discusión y conclusiones.  Los resultados apuntan hacia la utilidad pedagógica de la enseñanza de la disyunción incluyente a la hora de favorecer en el alumnado actitudes más inclusivas.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121134580","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":"Prácticas de crianza de las familias españolas durante el periodo de confinamiento por coronavirus","authors":"Susana Valverde Montesino, Margarita Martín Martín, Irene Solbes Canales","doi":"10.25115/ejrep.v19i54.4134","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.4134","url":null,"abstract":"Introducción.  La situación de pandemia mundial asociada al coronavirus ha supuesto, entre otras medidas, el confinamiento de las familias españolas en casa durante varias semanas, sin colegio ni contacto con nadie ajeno al núcleo familiar. Los estudios realizados a nivel mundial indican que este tipo de medidas y el contexto de crisis podrían acarrear consecuencias psicológicas negativas para la salud mental de los niños y sus familias, las cuales podrían ser mitigadas con la aplicación de pautas de crianza cercanas a un modelo de parentalidad positiva.  \u0000Método. 336 madres y padres de niños de entre 2 y 8 años de edad respondieron a un cuestionario sobre principios de crianza (Parenting Pentagon Model) durante el confinamiento. Los resultados fueron analizados a nivel descriptivo para toda la muestra, considerando también las variables sociodemográficas familiares que modularon las prácticas parentales aplicadas.\u0000Resultados. Según la opinión de las familias, las prácticas de crianza durante el periodo de confinamiento se acercan mayoritariamente a lo indicado en el modelo de parentalidad positiva. Los principios de crianza más comunes entre las familias son aquellos relacionados con el amor incondicional, seguido de la promoción de independencia y el establecimiento de normas. Se observaron ligeras diferencias relacionadas con el sexo del progenitor, del niño, la edad de los hijos, de los padres y los niveles educativos alcanzados por los progenitores.  \u0000Discusión y conclusiones. Los padres dieron gran importancia al amor incondicional por encima de otros aspectos de la crianza durante el confinamiento, aunque en todos los principios obtuvieron puntuaciones elevadas, lo que podría indicar una percepción positiva sobre sus prácticas parentales durante el confinamiento, cercana a lo recomendado por los expertos. Se sugiere profundizar en el estudio de las prácticas familiares aplicadas en periodos de crisis y estrés como la actual pandemia, con el fin de diseñar estrategias preventivas y de intervención que proporcionen todos los apoyos necesarios y garanticen la salud mental de los niños.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115438583","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":"Funciones Ejecutivas y Rendimiento Académico en Educación Primaria de la Costa Colombiana","authors":"Maria F. Porto Torres, Laura Puerta-Morales, Melissa Gelves-Ospina, Yaneth Urrego-Betancourt","doi":"10.25115/ejrep.v19i54.3433","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3433","url":null,"abstract":"Introducción.  Las Funciones Ejecutivas (FE) son un conjunto de funciones supramodales que favorecen a las habilidades cognitivas, emocionales y sociales. En la primera infancia las FE influyen en el rendimiento de las habiliadades académicas. La presente investigación determinó la relación entre las funciones ejecutivas y el rendimiento académico en un contexto educativo.\u0000Método.  Se realizó un estudio correlacional donde participaron 195 estudiantes entre 6 y 12 años de edad, seleccionados al azar de los grados de básica primaria (de 1° a 5°). Las funciones ejecutivas medidas fueron: fluidez verbal (fonológica y semántica), atención selectiva, flexibilidad cognitiva, planificación e inhibición; para lo cual, se empleó la Evaluación Neuropsicológica de las funciones ejecutivas en niños (ENFEN) y el rendimiento académico se evaluó a partir del promedio académico acumulativo en el año.\u0000Resultados. De acuerdo con el análisis de correlación de Spearman, los resultados arrojados señalan que existe una relación estadísticamente significativa entre rendimiento académico y los componentes de las funciones ejecutivas: fluidez fonológica (p=.01) y flexibilidad cognitiva (p=.01). Por otro lado, la regresión logística arrojó que la fluidez semántica y la inhibición son factores predictivos para el rendimiento académico en un 76.4%.\u0000Discusión y conclusiones.  Se sugiere que las funciones ejecutivas se asocian y a su vez predicen el rendimiento academico en estudiantes de básica primaria, en especial si este es bajo.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130149197","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":"The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator","authors":"M. Elhassan, I. H. A. Tharbe, A. S. Muhamad","doi":"10.25115/ejrep.v19i54.3584","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3584","url":null,"abstract":"Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation.\u0000Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables.\u0000Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students.\u0000Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124387984","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":"Variables que predicen la participación en los dispositivos de apoyos académicos institucionales (AAI)","authors":"Jorge Valenzuela, Jorge Miranda, Alvaro González, Marcelo González, Pablo Cáceres, Carla Muñoz","doi":"10.25115/ejrep.v19i54.4037","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.4037","url":null,"abstract":"Introducción: Ante la necesidad de focalizar los esfuerzos para que los estudiantes que más lo requieran puedan ser parte de los apoyos académicos que brindan las instituciones universitarias, se realizó un estudio para identificar las variables que mejor predicen la participación voluntaria en estos dispositivos.\u0000Método: Participaron en este estudio 803 estudiantes universitarios de ambos sexos de cuatro universidades chilenas. El instrumento midió variables de carácter personal y condicionantes relacionadas con la búsqueda de ayuda académica en la Educación Superior. Los datos fueron analizados por medio de una regresión logística binomial.\u0000Resultados: Los resultados permiten identificar como variables predictoras de la participación en dispositivos de apoyos académicos institucionales (AAI), a la conciencia de necesidad de ayuda, al conocimiento de los procedimientos concretos para acceder a estos AAI, a la experiencia de búsqueda de ayuda en general, así como a la variable costo asociada a la pérdida de alternativas valiosas.\u0000Discusión y conclusiones: Tras la identificación de las variables que predicen la participación en los dispositivos de apoyos académicos ofertados por las instituciones universitarias, se discuten los alcances de estos resultados","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127745313","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":"Empathy and Defender Role in Bullying at School: Student-Teacher Relationship as Mediator","authors":"Charyna Ayu Rizkyanti, Citra Wahyuni, Shofia Alatas","doi":"10.25115/ejrep.v19i54.3564","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3564","url":null,"abstract":"Introduction.  Although much research has shown strong relationship between empathy and defender role, less is known about how student-teacher relationship mediated those variables. Our main hyphotesis was to reveal whether the student-teacher relationship could be mediating the effect of affective and cognitive empathy on the defender role in bullying at school.\u0000Method. A total of 311 participants were selected from 2 secondary schools in south Jakarta. Students refer to grade 7-8 with ranged in age from 13 to 15 years (Mage = 13.64; SD = .713). There were four instruments used: The Basic Empathy Scale to measure affective and cognitive empathy, Behaviors During Aggressive Episodes and Student Bystander Behavior Scale to measure defender role, and Student Per- ception of Affective Relationship with Teacher Scale.\u0000Results.  The results revealed both affective and cognitive empathy were found having a positive effect on defender role in bullying situation among junior high school stu- dents. However, cognitive empathy was found positively stronger on defender role rather than affective empathy. Furthermore, student-teacher relationship only partially mediated the effect both affective and cognitive empathy on defender role.\u0000Discussion and Conclusion.  These findings emphasized the urgency of comprehensive program to create defender by enhancing empathy and positive student-teacher rela- tionship to inhibit bullying behavior at schools. ","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"52 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124298372","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":"Validez de las pruebas de atención para el diagnóstico diferencial de TDAH infantil y Trastornos del Aprendizaje","authors":"Silvia Álava Sordo, Helena Garrido Hernansaiz, María F. Cantero García, Ivan Sánchez Iglesias, J. Gonzalez Moreno, J. Santacreu","doi":"10.25115/ejrep.v19i54.3868","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3868","url":null,"abstract":"Introducción. Existen diferentes pruebas que evalúan la atención y pueden contribuir a realizar un diagnóstico diferencial entre el TDAH y los Trastornos de Aprendizaje (TA), pero se han encontrado pocos estudios sobre la validez convergente y predictiva de dichas pruebas. El objetivo de este estudio es estudiar la validez convergente de las pruebas de atención EMAV, Caras, d2, AGL, CPT-II y CSAT y valorar su utilidad a la hora de identificar a personas diagnosticadas de TDAH frente a personas con TA según los criterios DSM-5.\u0000Método. Se estudió la validez convergente de los instrumentos mediante correlaciones no paramétricas, y su capacidad predictiva mediante regresión logística binaria. Se utilizó una muestra clínica de 437 niños, 234 tenían un diagnóstico de TDAH y 203 niños manifestaron TA en los que se descartó un diagnóstico de TDAH.\u0000Resultados. Los resultados indican que las medidas de atención selectiva mostraron correlaciones débiles entre sí, al igual que ocurrió con las de atención sostenida. Además, las correlaciones entre pruebas de ambos tipos fueron de la misma magnitud, lo que pone en tela de juicio si las pruebas miden lo que dicen medir. Por otro lado, lo que mejor predijo el diagnóstico diferencial de TDAH respecto a TA fue el índice de confianza del CPT-II en todas las edades. Además, en niños de entre 6 y 16 años, también resultó bastante informativo el percentil de aciertos de la prueba Caras y para niños de entre 8 y 16 años, el índice de concentración del d2.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122909859","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":"A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies","authors":"Y. Jiang, Jia Wang, Patricia J. Bonner, Jenny Y. P. Yau","doi":"10.25115/ejrep.v19i54.3896","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3896","url":null,"abstract":"Introduction.  Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents.\u0000Method.  This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from Southern California public middle schools participated in the study. A multiple group path model was employed to analyze the student data.\u0000Results.  We found that certain knowledge, omniscient authority, and innate ability beliefs about the nature of knowledge predict positive relationships with self-efficacy and intrinsic value components of motivation. Quick learning and simple knowledge beliefs predict negative relationships with self-efficacy and intrinsic-value but positive relationship with test-anxiety. Similarly, in the aspect of self-regulatory learning strategies, those who believe in the absolute nature of knowledge and the authorities tend to use cognitive and self-regulatory learning strategies more often, while those who believe in the speed of knowledge acquisition tend to employ those strategies less.\u0000Discussion and Conclusion. Findings from this study inform educators of the need to advance adolescents’ epistemological beliefs for each subject (e.g., science, language arts) as a method to facilitate their motivation and self-regulated learning. We recommend that future research should include assessments of the participants’ cultural orientations or the domain specificity of the epistemological beliefs, which may vary the associations of the beliefs with self-regulated learning. Additionally, future research can further investigate other potential mediators of the relationship between epistemological beliefs and self-regulatory learning.","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132623350","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":"Academic training. A key competence in the transition towards autonomy in supervised youth","authors":"Rosa Goig Martínez, I. Martínez Sánchez","doi":"10.25115/ejrep.v19i54.3590","DOIUrl":"https://doi.org/10.25115/ejrep.v19i54.3590","url":null,"abstract":"Introduction.  This study forms part of a wider investigation about the initiation of a training plan for protected youth in residential care in the community of Madrid: “Preparation Plan for Autonomous Living for 16-21 year olds”. The present article takes place at the time of initiating intervention processes of the Plan for Autonomy within protection centres. This enables relevant information about the initial diagnosis of the situation to be considered alongside future scenarios of young people aged 16 years old.\u0000Method.  To this end, a quantitative, descriptive and correlational analysis was carried out, and two questionnaires were developed: One directed towards young people and, another, towards education providers at the centres. 123 socio-educational professionals and 126 young people from 54 residential care facilities under the jurisdiction of the General Directorate of Family and Children in Madrid took part.\u0000Results.  Results reflect the need to design educational policies which favour educational success of these young people and bring their educational level in line with that of their peers.\u0000Discussion and Conclusion.  Likewise, it is imperative to offer educational support and adapt training programs towards participants so that they become fully trained and committed towards completing their studies.\u0000 ","PeriodicalId":366296,"journal":{"name":"Electronic Journal of Research in Education Psychology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130317277","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}