European Journal of Education and Psychology最新文献_第10页

Influencia del rechazo escolar sobre la alta ansiedad ante el castigo escolar en educación primaria 学校拒绝对小学教育中学校惩罚高焦虑的影响

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-12-01 DOI: 10.1016/j.ejeps.2017.08.001

María Isabel Gómez-Núñez, José Manuel García-Fernández, María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, David Aparisi-Sierra, Cándido J. Inglés

{"title":"Influencia del rechazo escolar sobre la alta ansiedad ante el castigo escolar en educación primaria","authors":"María Isabel Gómez-Núñez, José Manuel García-Fernández, María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, David Aparisi-Sierra, Cándido J. Inglés","doi":"10.1016/j.ejeps.2017.08.001","DOIUrl":"10.1016/j.ejeps.2017.08.001","url":null,"abstract":"<div><p>The aim of this study was to analyse the predictive power of school refusal on high levels of anxiety about school punishment (ASP). In order to do this, a study was conducted on a sample of 1003 school children from 8 to 12years of age Primary Education. The measurement tools used were the School Anxiety Inventory for Primary Education (SIPE) and the School Refusal Assessment Scale for Children-Revised (SRAS-R-C). The results of the logistic regression analysis showed that school refusal to avoid stimuli that cause negative emotions acted as a statistically significant predictor of ASP in the total sample, as regards gender samples (boys and girls) and in the academic courses samples (3rd, 4th, 5th, and 6th years of Primary Education). On the other hand, school refusal to avoid social aversion or evaluation situations and school refusal to seek significant others’ attention influenced positively on high levels of ASP in boys sample and in 4th grade of Primary Education, respectively. These results show the importance of assessing the school refusal behaviour because of the influence that it could exert on the appearance of high levels of anxiety about school punishment.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 2","pages":"Pages 68-74"},"PeriodicalIF":1.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2017.08.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44817942","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}

引用次数: 16

Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia 物理治疗专业学生的情绪调节和学业压力概况

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-12-01 DOI: 10.1016/j.ejeps.2017.07.002

Ramón González Cabanach, Antonio Souto-Gestal, Ramón Fernández Cervantes

{"title":"Perfiles de regulación emocional y estrés académico en estudiantes de fisioterapia","authors":"Ramón González Cabanach, Antonio Souto-Gestal, Ramón Fernández Cervantes","doi":"10.1016/j.ejeps.2017.07.002","DOIUrl":"10.1016/j.ejeps.2017.07.002","url":null,"abstract":"<div><p>A study was designed with the aim of identifying different profiles of emotional regulation in a sample of university students, and analysing the differences among the identified profiles in relation to stressors perception and psychophysiological stress responses.</p><p>The participants were 504 Spanish physiotherapy students (74% women), with a mean age of 21.06±3.74 years old, which answered the Difficulty Emotion Regulation Scale (DERS) and the Academic Stress Questionnaire (stressors scale [ECEA] and response scale [RCEA]).</p><p>Based on Cluster analysis, three emotional regulation profiles were identified: students with high emotional regulation profile, students with low emotional regulation profile and students with low emotional regulation but high scores in emotional attention profile.</p><p>The results indicated statistically significant differences between the emotional regulation profiles in stress appraisals and psychophysiological responses. Succinctly, students with high emotional regulation profile perceived academic environment as less threatening and showed lesser scores in stress responses. Students with low emotional regulation profile and low emotional regulation but high emotional attention profile showed similar scores, with the exception of sleep disorders. Briefly, physiotherapy students who had higher scores on emotional control and acceptance, perceived the academic setting in a more adaptive way and reported fewer stress responses.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 2","pages":"Pages 57-67"},"PeriodicalIF":1.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2017.07.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46189648","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}

引用次数: 33

Relaciones entre afrontamiento del estrés cotidiano, autoconcepto, habilidades sociales e inteligencia emocional 日常压力应对、自我概念、社交技能与情绪智力的关系

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-12-01 DOI: 10.1016/j.ejeps.2017.04.001

Francisco Manuel Morales Rodríguez

{"title":"Relaciones entre afrontamiento del estrés cotidiano, autoconcepto, habilidades sociales e inteligencia emocional","authors":"Francisco Manuel Morales Rodríguez","doi":"10.1016/j.ejeps.2017.04.001","DOIUrl":"https://doi.org/10.1016/j.ejeps.2017.04.001","url":null,"abstract":"<div><p>Few studies have been performed on strategies used for coping with daily stress and its associated factors, such as self-concept and emotional intelligence in this context. This study aims to analyse the relationship between strategies used for coping, as well as self-concept, social skills, and emotional intelligence. With this in mind, the study assessed the different strategies used for coping with daily stress, self-concept, social skills, and emotional intelligence. The sample consisted of a mixture of 154secondary school pupils and students on other training courses. The results showed no statistically significant differences between students in secondary school education and those on training courses in relation to any of the variables in the study. Students with a greater use of productive coping strategies (i.e. active solutions, search for information and guidance, and positive attitude) scored higher in the self-concept academic variables, social skills and emotional intelligence. Inverse relationships were observed between academic self-concept and the strategy ‘indifference’, and between emotional intelligence (emotional repair) and aggressive behaviour. There are positive direct effects of social skills and some dimensions of self-concept in relation to the use of productive coping strategies, such as ‘search for information and guidance’. There are negative direct effects of social skills and self-concept in relation to unproductive coping strategies (social skills in aggressive behaviour and physical self-concept on behavioural avoidance).</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 2","pages":"Pages 41-48"},"PeriodicalIF":1.8,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2017.04.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72059145","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}

引用次数: 47

Estructura factorial de las Escalas de Bienestar Psicológico de Ryff en estudiantes universitarios 大学生Ryff心理健康量表的阶乘结构

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-06-01 DOI: 10.1016/j.ejeps.2016.10.001

Carlos Freire , María del Mar Ferradás , José Carlos Núñez , Antonio Valle

引用次数: 27

Concept maps and simulations in a computer system for learning Psychology 心理学学习计算机系统中的概念图和模拟

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-06-01 DOI: 10.1016/j.ejeps.2016.07.002

Javier González Marqués, Carlos Pelta

引用次数: 7

Impacto de la ruptura de los progenitores en el estado de salud física de los hijos 父母破裂对孩子身体健康状况的影响

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-06-01 DOI: 10.1016/j.ejeps.2016.10.002

José María Martinón , Francisca Fariña , Tania Corras , Dolores Seijo , Antonio Souto , Mercedes Novo

{"title":"Impacto de la ruptura de los progenitores en el estado de salud física de los hijos","authors":"José María Martinón , Francisca Fariña , Tania Corras , Dolores Seijo , Antonio Souto , Mercedes Novo","doi":"10.1016/j.ejeps.2016.10.002","DOIUrl":"10.1016/j.ejeps.2016.10.002","url":null,"abstract":"<div><p>The aim of the present study is to assess the risks associated with parental breakup on the children's physical health indicators in relation to adaptive and maladaptive behaviour. A cross-sectional designed study was conducted to assess the physical health indicators of children in relation to the family type (intact homes vs. separated parents). The study was performed in the Primary Healthcare Area of the University Hospital of Santiago de Compostela (Spain). The sample consisted of 467 children and adolescents, of whom 300 (64.2%) were from broken homes, and 167 (35.8%) from intact families. The data on physical health were gathered using a structured interview, the Structured Developmental History of the BASC. Children living with separated parents had approximately double the risk of gastrointestinal, genitourinary, dermatological and neurological disorders than children in intact families. Parental breakup is a risk factor for the children's physical health in terms of genitourinary, gastrointestinal, dermatological, and neurological disorders.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 1","pages":"Pages 9-14"},"PeriodicalIF":1.8,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2016.10.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47680337","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}

引用次数: 15

Relación entre el perfeccionismo socialmente prescrito y la conducta agresiva durante la infancia tardía 社会规定的完美主义与晚期儿童攻击行为的关系

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-06-01 DOI: 10.1016/j.ejeps.2016.10.003

José Manuel García-Fernández , María Vicent , Cándido J. Ingles , Carolina Gonzálvez , Ricardo Sanmartín

{"title":"Relación entre el perfeccionismo socialmente prescrito y la conducta agresiva durante la infancia tardía","authors":"José Manuel García-Fernández , María Vicent , Cándido J. Ingles , Carolina Gonzálvez , Ricardo Sanmartín","doi":"10.1016/j.ejeps.2016.10.003","DOIUrl":"10.1016/j.ejeps.2016.10.003","url":null,"abstract":"<div><p>The aim of this study was to assess the relationship between socially prescribed perfectionism (SPP) and aggressiveness according to their components: physiological-emotional (anger), motor (physical and verbal aggression), and cognitive (hostility). The sample included 776 children from the 3rd to 6th year of Primary School (<em>M</em>  =1.14). The Child and Adolescent Perfectionism Scale and the Aggression Questionnaire were used to assess, respectively, SPP and components of aggressive behaviour: Anger, Hostility, Physical and Verbal Aggression. The mean difference analysis showed that students with high levels of SPP scored significantly higher on all 4 sub-scales of Aggression Questionnaire, compared with their peers with lower levels of SPP. Moderate effect sizes were obtained for all cases, except for Hostility, where the magnitude of the differences was small. Logistic regression analysis revealed that the 4 dimensions of Aggression Questionnaire predicted significantly and positively high scores on SPP, with the OR ranging from 1.07 to 1.12. The results showed that there is a close relationship between the SPP and manifestations of aggression.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 1","pages":"Pages 15-22"},"PeriodicalIF":1.8,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2016.10.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45175133","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}

引用次数: 9

Análisis del efecto san Mateo en un estudio longitudinal sobre el desarrollo lector durante la educación primaria (1.° a 5.°) 圣马特奥效应在小学阅读发展纵向研究中的分析(1。°至5°)

IF 1.8

European Journal of Education and Psychology Pub Date : 2017-06-01 DOI: 10.1016/j.ejeps.2016.07.001

Manuel Aguilar Villagrán, Estíbaliz Aragón Mendizabal, José I. Navarro Guzmán, Cándida Delgado Casas, Esperanza Marchena Consejero

{"title":"Análisis del efecto san Mateo en un estudio longitudinal sobre el desarrollo lector durante la educación primaria (1.° a 5.°)","authors":"Manuel Aguilar Villagrán, Estíbaliz Aragón Mendizabal, José I. Navarro Guzmán, Cándida Delgado Casas, Esperanza Marchena Consejero","doi":"10.1016/j.ejeps.2016.07.001","DOIUrl":"10.1016/j.ejeps.2016.07.001","url":null,"abstract":"<div><p>The Matthew effect on reading refers the contrasted phenomenon on how differences in performance between good and poor readers can increase over time. A longitudinal study was conducted on the presence/absence of Matthew effect in a sample of 1st to 5th year Primary School children. A total of 51 students who started Primary School in 2011 were evaluated five times by several reading measurement tools: Collective Test of Reading Efficacy (TECLE), PROLEC-R (a battery of tests for the evaluation of reading processes, ACL (a Spanish reading comprehension test), and BEL (a standardised Spanish reading test). Assessment was carried out each June between 2011 and 2015. A group of children (n=13) considered at risk of being low performance readers (using a percentile criterion below 25 obtained on the TECLE test at the end of the 1st year). A comparison was then made of the progress over 5 years between this group, and a group of average performance readers (n=26), as well as high-level performance readers (n=12) from the same sample of participants. Tracking the reader profile of students at risk, helps to determine the changes generated in these children through the different assessments over the five years of the study. The overall results showed differences between the groups assessed, but differences between readers at risk and other groups were not increased. Furthermore, the individual monitoring of students at risk showed that some children improvised his/her performance in reading above the average. Educational suggestions from the study are discussed.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"10 1","pages":"Pages 23-32"},"PeriodicalIF":1.8,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2016.07.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47209723","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}

引用次数: 9

Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement) 根据学业成绩低于预期的学生的能力（成就不足）识别和建立他们的动机和态度特征

IF 1.8

European Journal of Education and Psychology Pub Date : 2016-12-01 DOI: 10.1016/j.ejeps.2016.04.001

Juan Luis Castejón, Raquel Gilar, Pablo Miñano, Alejandro Veas

{"title":"Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement)","authors":"Juan Luis Castejón, Raquel Gilar, Pablo Miñano, Alejandro Veas","doi":"10.1016/j.ejeps.2016.04.001","DOIUrl":"https://doi.org/10.1016/j.ejeps.2016.04.001","url":null,"abstract":"<div><p>The term <em>underachievement</em> refers to the discrepancy between students’ potential ability and their observed academic performance. The main objective of this work is to identify students with lower than expected academic performance based on their ability, and to establish the differential factors that characterise them, compared to students whose performance is commensurate with their ability. An in-depth analysis is to be conducted of the conceptual and operational definition of students whose ability is greater than their actual academic performance, and the results obtained using different identification procedures will then be compared. A further objective is to identify the motivational factors that characterise these students and distinguish them from students whose performance is higher than expected, and consistent with expectations. Lastly, the study aims to establish precise educational implications for students, parents and teachers, based on knowledge of these profiles and differential characteristics with the ultimate goal of reversing the lower academic performance of these students.</p></div>","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":"9 2","pages":"Pages 63-71"},"PeriodicalIF":1.8,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.ejeps.2016.04.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72052249","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}

引用次数: 9

Bienestar psicológico en personas con alta capacidad intelectual 高智力人群的心理健康

IF 1.8

European Journal of Education and Psychology Pub Date : 2016-12-01 DOI: 10.1016/j.ejeps.2015.12.001

Pedro Ramiro Olivier, José I. Navarro Guzmán, Inmaculada Menacho Jiménez, M. Mar López Sinoga, Manuel A. García Sedeño

引用次数: 12