European Journal of Education and Psychology最新文献_第2页

Internet Gaming Disorder Test (IGDT-10): un meta-análisis de generalización de la fiabilidad 网络游戏障碍测试（IGDT-10）：归纳可靠性荟萃分析

IF 1.8

European Journal of Education and Psychology Pub Date : 2023-12-18 DOI: 10.32457/ejep.v16i2.2188

Sergio Hidalgo-Fuentes

{"title":"Internet Gaming Disorder Test (IGDT-10): un meta-análisis de generalización de la fiabilidad","authors":"Sergio Hidalgo-Fuentes","doi":"10.32457/ejep.v16i2.2188","DOIUrl":"https://doi.org/10.32457/ejep.v16i2.2188","url":null,"abstract":"A pesar de que el uso de videojuegos no es intrínsecamente negativo, un pequeño porcentaje de jugadores puede desarrollar un uso patológico de los videojuegos con características similares a otros tipos de comportamientos adictivos. El trastorno de juego por Internet ha despertado un interés creciente durante la última década. Desde su inclusión en la 5ª Edición del Manual Diagnóstico y Estadístico de Trastornos Mentales (DSM-5), numerosas medidas han sido desarrolladas utilizando los criterios del DSM-5, incluido el Internet Gaming Disorder Test (IGDT-10). El objetivo de este trabajo es realizar un meta-análisis de generalización de la fiabilidad del IGDT10 mediante el que estimar la fiabilidad de este instrumento. Se realizó una búsqueda en PsycINFO, PubMed, Web of Science y Scopus y un total de 29 artículos fueron incluidos en este meta-análisis. La fiabilidad combinada del IGDT-10 es de α =.81 para la versión tipo Likert y de α =.72 para la versión con puntuaciones dicotomizadas. Los análisis de riesgo de sesgo de publicación fueron no significativos. El presente trabajo muestra como el IGDT-10 presenta una adecuada fiabilidad para su uso con propósitos de investigación. Se presentan las limitaciones del estudio.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965161","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

Aprovechando el Potencial de la Inteligencia Artificial en la Educación: Equilibrando Beneficios y Riesgos 利用人工智能在教育中的潜力:平衡利益与风险

IF 1.8

European Journal of Education and Psychology Pub Date : 2023-06-02 DOI: 10.32457/ejep.v16i1.2205

José Jesús Gázquez Linares, María del Carmen Pérez Fuentes, Iván Suazo Galdames

引用次数: 1

La gamificación mejora la motivación extrínseca pero no la intrínseca hacia el aprendizaje en estudiantes universitarios: un estudio reequilibrado 游戏化改善了大学生的外在学习动机，但不是内在学习动机：一项重新平衡的研究

IF 1.8

European Journal of Education and Psychology Pub Date : 2023-06-02 DOI: 10.32457/ejep.v16i1.2007

Emilio Emilio López-Navarro, Daniel Giorgetti, Carme Isern-Mas, Pamela Barone

{"title":"La gamificación mejora la motivación extrínseca pero no la intrínseca hacia el aprendizaje en estudiantes universitarios: un estudio reequilibrado","authors":"Emilio Emilio López-Navarro, Daniel Giorgetti, Carme Isern-Mas, Pamela Barone","doi":"10.32457/ejep.v16i1.2007","DOIUrl":"https://doi.org/10.32457/ejep.v16i1.2007","url":null,"abstract":"La motivación hacia el aprendizaje puede ser intrínseca o extrínseca y en estudiantes universitarios se relacionan con el rendimiento académico. Éste puede ser mejorado en estudiantes universitarios mediante la gamificación, pero sus efectos sobre la motivación han mostrado resultados divergentes. El objetivo fue evaluar el efecto de la gamificación sobre la motivación de estudiantes universitarios. 120 estudiantes del primer curso del grado de Psicología fueron reclutados. La gamificación consistió en 6 quiz-games sobre los pilares básicos de la Psicología científica. Diseñamos un estudio reequilibrado con dos grupos y tres momentos de evaluación. Los instrumentos fueron un cuestionario sobre aspectos sociodemográficos y la escala CEAP-48 para evaluar motivación hacia el aprendizaje. Los datos se analizaron mediante un ANOVA mixto. El Grupo 1 mejoró sus puntuaciones en motivación extrínseca después de la gamificación (t = -4.46, p <.001, d = -0.58) siendo superiores al Grupo 2 (t = 3.02, p =.034, d = 0.55). El Grupo 2 también mejoró sus puntuaciones en motivación extrínseca (t = -7.68, p <.001, d =-0.66) equiparando éstas a las del Grupo 1 en la tercera evaluación (t = -0.46, p =.997, d = -0.08). La gamificación incrementa la motivación orientada a la recompensa, pero no la motivación intrínseca de estudiantes universitarios.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45256810","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

La alianza terapéutica en tensión: una aproximación a partir de la práctica clínica del trabajo social 紧张中的治疗联盟:一种来自社会工作临床实践的方法

IF 1.8

European Journal of Education and Psychology Pub Date : 2023-06-02 DOI: 10.32457/ejep.v16i1.2133

Ximena de toro, D. Sharim

{"title":"La alianza terapéutica en tensión: una aproximación a partir de la práctica clínica del trabajo social","authors":"Ximena de toro, D. Sharim","doi":"10.32457/ejep.v16i1.2133","DOIUrl":"https://doi.org/10.32457/ejep.v16i1.2133","url":null,"abstract":"La evidencia ha demostrado que las alianzas terapéuticas y la reparación de rupturas están relacionadas con resultados psicoterapéuticos positivos. Sin embargo, dichos procesos han sido menos estudiados en otras relaciones de ayuda, en intervenciones familiares y en aquellas de carácter obligatorio. intervenciones obligatorias. Este artículo tiene como objetivo analizar las tensiones dentro de la alianza terapéutica entre cuidadores/familiares y trabajadores sociales del sistema de protección a la infancia en Chile. Se trata de un estudio longitudinal que siguió a seis diadas de trabajadores sociales y cuidadores durante 10 meses con técnicas como la observación, entrevistas en profundidad y entrevistas sesión a sesión, seguidas de un análisis de contenido. Los principales resultados son los siguientes: la alianza terapéutica está sujeta a tensiones cuando hay un cuestionamiento de las capacidades parentales; una asimetría de poder y la amenaza de que los niños puedan ser sacados de la casa. El manejo y comprensión de las tensiones permiten fortalecer la relación. Las estrategias para manejar las tensiones incluyen reforzar el espacio clínico como un espacio seguro y desarrollar una dinámica colaborativa. Este artículo discute cómo las tensiones se asocian con factores vinculados a la familia, el trabajador social, la metodología y el sistema de protección. Se proponen futuras líneas de investigación para desarrollar más herramientas para observar, analizar y fortalecer la alianza terapéutica.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47225555","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

Smartphone Application-Based Addiction Scale: un meta-análisis de generalización de la fiabilidad 基于应用的智能手机成瘾量表:泛化可靠性的元分析

IF 1.8

European Journal of Education and Psychology Pub Date : 2023-06-02 DOI: 10.32457/ejep.v16i1.1954

Sergio Hidalgo-Fuentes

{"title":"Smartphone Application-Based Addiction Scale: un meta-análisis de generalización de la fiabilidad","authors":"Sergio Hidalgo-Fuentes","doi":"10.32457/ejep.v16i1.1954","DOIUrl":"https://doi.org/10.32457/ejep.v16i1.1954","url":null,"abstract":"El uso problemático del smartphone es un problema de salud asociado a numerosas variables negativas cuya prevalencia se está incrementando en los últimos años. El propósito de este trabajo es realizar un meta-análisis de generalización de la fiabilidad de la Smartphone Application-Based Addiction Scale (SABAS) mediante el que estimar la fiabilidad de esta escala. Se realizó una búsqueda sistemática en PsycINFO, Pubmed y Scopus y se recuperaron 31 estudios que habían aplicado la SABAS e informaban del alfa de Cronbach. Se realizó un meta-análisis de efectos aleatorios para estimar la fiabilidad de la prueba. La heterogeneidad se evaluó mediante los estadísticos Q de Cochran e I2. Se examinaron posibles variables moderadoras mediante metaregresión y análisis de subgrupos. La fiabilidad combinada de la SABAS es de α =.81, no presentando riesgo de sesgo de publicación. El país de realización de los estudios resultó ser una variable moderadora de la fiabilidad de los estudios analizados. El presente meta-análisis muestra como la SABAS presenta una buena consistencia interna y es adecuada para su uso con propósitos de investigación. Se presentan las limitaciones del estudio.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47874413","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

Effects of parental separation in offspring individual adjustment 父母分离对后代个体适应的影响

IF 1.8

European Journal of Education and Psychology Pub Date : 2022-12-20 DOI: 10.32457/ejep.v15i3.2014

Francisca Fariña, M. Novo, Bárbara Castro, Dolores Seijo

{"title":"Effects of parental separation in offspring individual adjustment","authors":"Francisca Fariña, M. Novo, Bárbara Castro, Dolores Seijo","doi":"10.32457/ejep.v15i3.2014","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2014","url":null,"abstract":"Background/Objective: In the European Union it is estimated that there are about 800,000 separations per year that involves approximately 500,000 children. The literature has found that parental divorce causes problems for children in academic performance, behavior, social competence, psychological adjustment, self-esteem, but the effects on family adjustment are unknown. Hence, a field study in order to know the effects of parental separation on the family adjustment of the children was designed. Method: 393 children and adolescents, 125 from parents separated in non-contentious proceedings, 122 from parents separated in contentious proceedings and 146 from cohabiting families, responded to a measure of family adjustment. Results: The results exhibited that the children of families in contentious separation reported a greater personal maladjustment than those of cohabiting families, an increase of 15.8%. In addition, the children of couples in contentious and non-contentious separation warned of greater family maladjustment than those of cohabiting families, a quantified increase of 55.9% and 45.1%, respectively. Furthermore, the children of families in the process of contentious separation exhibited greater family maladjustment than those of families in non-contentious separation, an estimated increase of 16.3%. Conclusions: The implications of the results for good professional practices, prevention and intervention are discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48617535","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

Pre-post changes in a child-to-parent violence psychoeducational intervention program 儿童对父母暴力心理教育干预项目的前后变化

IF 1.8

European Journal of Education and Psychology Pub Date : 2022-12-20 DOI: 10.32457/ejep.v15i3.2012

Ismael Loinaz, Jesús Villanueva, José Luis Sancho

{"title":"Pre-post changes in a child-to-parent violence psychoeducational intervention program","authors":"Ismael Loinaz, Jesús Villanueva, José Luis Sancho","doi":"10.32457/ejep.v15i3.2012","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2012","url":null,"abstract":"Child-to-parent violence assessment has raised much concern in the last decade. The Child-to-Parent Violence Risk (CPVR) assessment tool is a recently developed guide, designed to anticipate violence recidivism, that can be used during therapy, pretrial assessment, and other circumstances were professionals need support to determinate needs and risks of cases. This study aimed to provide empirical data on the use of the CPVR in a therapeutic context, describing the prevalence of risk factors of youth attending a cognitive-behavioral program, comparing scores on CPVR in a pre-post assessment, and analyzing its ability to predict treatment results. A total of 118 youths were assessed using the CPVR before treatment, and 66 also had a post-treatment assessment. Significant changes in risk (reduction) and protective (increase) factors after program participation (due to the program or due to the professional’s consideration in post-treatment assessment) were observed, but the CPVR was not able to predict the success coded by clinicians. Future research should include recidivism data to confirm the real success after the treatment program (regardless of the professional’s opinion) and the predictive validity of the CPVR for recidivism.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46803049","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

Teachers’ Explanations of Adolescent to Parent Violence in Relation to Sexism and Belief in the Just World 教师对青少年父母暴力的解释与性别歧视和对公正世界的信仰

IF 1.8

European Journal of Education and Psychology Pub Date : 2022-12-20 DOI: 10.32457/ejep.v15i3.2013

Helena Cortina, Claudia Iribarren, A. M. Martín

{"title":"Teachers’ Explanations of Adolescent to Parent Violence in Relation to Sexism and Belief in the Just World","authors":"Helena Cortina, Claudia Iribarren, A. M. Martín","doi":"10.32457/ejep.v15i3.2013","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2013","url":null,"abstract":"Introduction: Adolescent-to-Parent Violence (APV) is a social problem with serious family and social repercussions. Research on the subject has so far focused mainly on parents and children, ignoring the socializing role played by teachers in the development of children and adolescents. The aim of the study is to analyze the explanations given by teachers at different levels of education about VFP and its relationship with sexist attitudes and belief in a just world. Method: A total of 127 kindergarden, primary and secondary school teachers, aged between 20 and 61 years, participated in this study. 77.8% were women. They answered a questionnaire that included the Spanish versions of the Marlowe and Crowne Scale (1960), the Glick and Fiske Ambivalent Sexism Scale (1996), and the Lipkus Belief in the Just World Scale (1991), as well as the Causal Explanations Scale of Cortina and Martín (2021). Results: The results indicate that, regardless of age, level of education and gender, the participants considered the emotional reaction of the son or daughter as the main cause of the VFP, followed by inadequate parenting, defensive behavior of the son or daughter, an inadequate environment, being an adolescent and, finally, due to traits of evil or madness of the perpetrator of the violence. As expected, there were differences in the explanations chosen by the teachers who scored higher in the two forms of sexism and in the belief in a just world, with those chosen by the teachers who scored lower. Discussion: Results are discussed in the context of the culture of parental blaming and the role of the teacher as a link between families and family intervention professionals in APV cases.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46778087","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

Assessing and detecting response bias in self and referenced attitude towards conflict in family cases 评估和检测家庭案例中对冲突的自我和参考态度的反应偏差

IF 1.8

European Journal of Education and Psychology Pub Date : 2022-12-16 DOI: 10.32457/ejep.v15i3.2015

R. Arce, Verónica Marcos, Jéssica Sanmarco, Bárbara Castro

{"title":"Assessing and detecting response bias in self and referenced attitude towards conflict in family cases","authors":"R. Arce, Verónica Marcos, Jéssica Sanmarco, Bárbara Castro","doi":"10.32457/ejep.v15i3.2015","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2015","url":null,"abstract":"Background/Objective: Contentious couple breakup is associated to adverse outcomes for couple members and offspring. Parental attitudes towards conflict resolution are a robust predictor of the litigiousness of the breakup. Nonetheless, response bias should be strongly suspected in parental attitude reported in this setting. Thus, a field study with the aim of knowing the prevalence and magnitude of the response bias and of ascertaining empirically valid criteria to classify the suspect of response bias was designed. Method: A total of 2,797 adults, 50.9 % men, with underage children aged from 21 to 68 years (M = 40.41), 2,488 married (without previous breakups), 204 involved in a mutual agreement separation and 105 in a contentious separation, answered to a measure of self-reported and referenced attitude towards conflict resolution. Results: The results exhibited that parents of the contentious and mutual agreement separation groups biased their answers. Likewise, the results provided empirical criteria for response bias classification. Epidemiologically, the observed probability of response bias was of .629[.537, .721] in the group of parents of contentious separation and of .377[.310, .444] in the group of parents of mutual agreement separation. Conclusions: The implications of the results for the design and implementation of mediation and intervention programs are discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48543951","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

Table of contents: Vol. 15 Núm. 2 (2022): Social anxiety disorder, social phobia, and psychoeducational 目录:第15卷Núm。2(2022):社交焦虑障碍、社交恐惧症和心理教育

IF 1.8

European Journal of Education and Psychology Pub Date : 2022-11-24 DOI: 10.32457/ejep.v15i2.1972

Annette M. Annette M. La Greca, Candido J. Candido J. Ingles

引用次数: 0