Psicologia Educativa最新文献

The Relationship between Learning Potential in Preschool Children and their Cognitive Abilities 学龄前儿童学习潜能与认知能力的关系

3区心理学

Psicologia Educativa Pub Date : 2023-01-01 DOI: 10.5093/psed2023a16

Francisca Barba-Colmenero, María A. Robles-Bello, Nieves Valencia-Naranjo

引用次数: 0

Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic 新冠肺炎疫情期间西班牙职前教师的学业拖延

3区心理学

Psicologia Educativa Pub Date : 2023-01-01 DOI: 10.5093/psed2023a17

Luis J. Martín-Antón, María C. Saiz-Manzanares, Paula Molinero-González, Wendy L. Arteaga-Cedeño, Alberto Soto-Sánchez, Miguel A. Carbonero

{"title":"Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic","authors":"Luis J. Martín-Antón, María C. Saiz-Manzanares, Paula Molinero-González, Wendy L. Arteaga-Cedeño, Alberto Soto-Sánchez, Miguel A. Carbonero","doi":"10.5093/psed2023a17","DOIUrl":"https://doi.org/10.5093/psed2023a17","url":null,"abstract":"The present study seeks to ascertain whether the academic procrastination of university pre-service teachers varied during the COVID-19 pandemic when compared to data collected from another sample (n = 794) taken before the pandemic, and the reasons that might explain this. 910 pre-service teachers responded to the PASS scale, Academic Procrastination Scale, Unintentional Procrastination Scale, Active Procrastination Scale, and the New General Self-Efficacy Scale during the pandemic. The results reflect greater procrastination than for the pre-pandemic sample; 37.8&percnt; felt that their procrastination had increased due to the pandemic, which was more evident amongst women, whereas 8.7&percnt; reported having procrastinated less, displaying the highest level of self-efficacy. In both instances, the most commonly alleged reasons were greater time management, together with changes they were forced to make in their study habits. We discuss the implications that might need to be considered when planning and organizing teaching, should a similar situation occur again.","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135699141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Executive Functioning and Technological Anxiety (FOMO) in College Course Performance as Mediated by Technology Usage and Multitasking Habits. 技术使用和多任务处理习惯对执行功能和技术焦虑在大学课程成绩中的作用

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2018-01-01 Epub Date: 2017-05-25 DOI: 10.5093/psed2018a3

Larry D Rosen, L Mark Carrier, Jonathan A Pedroza, Stephanie Elias, Kaitlin M O'Brien, Joshua Lozano, Karina Kim, Nancy A Cheever, Jonathan Bentley, Abraham Ruiz

{"title":"The Role of Executive Functioning and Technological Anxiety (FOMO) in College Course Performance as Mediated by Technology Usage and Multitasking Habits.","authors":"Larry D Rosen, L Mark Carrier, Jonathan A Pedroza, Stephanie Elias, Kaitlin M O'Brien, Joshua Lozano, Karina Kim, Nancy A Cheever, Jonathan Bentley, Abraham Ruiz","doi":"10.5093/psed2018a3","DOIUrl":"https://doi.org/10.5093/psed2018a3","url":null,"abstract":"<p><p>This study investigated how technology use impacts academic performance. A proposed model postulated that academic performance could be predicted by a cognitive independent variable-executive functioning problems-and an affective independent variable-technological anxiety or FOMO (fear of missing out)-mediated by how students choose to use technology. An unobtrusive smartphone application called \"Instant Quantified Self\" monitored daily smartphone un-locks and daily minutes of use. Other mediators included self-reported smartphone use, self-observed studying attention, self-reported multitasking preference, and a classroom digital metacognition tool that assessed the student's ability to understand the ramifications of technology use in the classroom that is not relevant to the learning process. Two hundred sixteen participants collected an average of 56 days of \"Instant\" application data, demonstrating that their smartphone was unlocked more than 60 times a day for three to four minutes each time for a total of 220 daily minutes of use. Results indicated that executive functioning problems predicted academic course performance mediated by studying attention and a single classroom digital metacognition subscale concerning availability of strategies of when to use mobile phones during lectures. FOMO predicted performance directly as well as mediated by a second classroom digital metacognition concerning attitudes toward mobile phone use during lectures. Implications for college students and professors include increasing metacognition about technology use in the classroom and taking \"tech breaks\" to reduce technology anxiety.</p>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/6e/1d/nihms-1058029.PMC8048369.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38804977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 31

An integrated computer system for teaching Psychology 心理学教学综合计算机系统

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.002

Javier González Marqués, Carlos Pelta

引用次数: 0

“Explora”: atender a los alumnos con más curiosidad, motivación o capacidad sin excluir a nadie “探索”:以更大的好奇心、动力或能力照顾学生，不排除任何人

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.004

Julio Fernández-Díez , Rosario Cencerrado-de-Aller , Javier Rodríguez-Fernández , Ángela Hierro-Berceo , Eva Sánchez-Fernández , Javier Pérez-Sáenz

{"title":"“Explora”: atender a los alumnos con más curiosidad, motivación o capacidad sin excluir a nadie","authors":"Julio Fernández-Díez , Rosario Cencerrado-de-Aller , Javier Rodríguez-Fernández , Ángela Hierro-Berceo , Eva Sánchez-Fernández , Javier Pérez-Sáenz","doi":"10.1016/j.pse.2017.05.004","DOIUrl":"10.1016/j.pse.2017.05.004","url":null,"abstract":"<div><p>In the academic year 2014/2015, the Education Department of the Government of La Rioja launched in eight schools in this region, on an experimental basis, the program “Explora” for the attention to students with high intellectual capacity. Both face-to-face and online workshops were planned. The implementation of face-to-face workshops (goals, contents, activities, student selection, sessions, etc.) was designed by the own educational centers in a traditional way. However, the four online workshops (maths, language, computing, and emotional intelligence) were developed following the Sports Approach by Joan Freeman. This paper shows the foundation, development, and evaluation of these online workshops. A qualitative and quantitative evaluation was carried out, with very encouraging results: big acceptance of the program by participants was confirmed along with the program appropriateness for the selection of students with high intellectual capacity.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2017.05.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123109805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Validación de la escala de autoadscripción inclusiva en docentes secundarios de Chile 智利中学教师包容性自我认同量表的验证

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.003

Fancy Castro-Rubilar, María Teresa Castañeda-Díaz, Carlos Ossa-Cornejo, Enrique Blanco-Hadi, Nancy Castillo-Valenzuela

引用次数: 7

Revisión de la neuropsicología del maltrato infantil: la neurobiología y el perfil neuropsicológico de las víctimas de abusos en la infancia 儿童虐待神经心理学综述:儿童虐待受害者的神经生物学和神经心理学概况

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.006

Alejandro Amores-Villalba, Rocío Mateos-Mateos

引用次数: 11

Los videojuegos: una afición con implicaciones neuropsiquiátricas 电子游戏:一种具有神经精神意义的爱好

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.001

Carlos Buiza-Aguado , Alfonso García-Calero , Araceli Alonso-Cánovas , Paloma Ortiz-Soto , Miguel Guerrero-Díaz , Manuel González-Molinier , Ignacio Hernández-Medrano

引用次数: 10

Cybergossip and cyberbullying during primary school years 小学时期的网络八卦和网络欺凌

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.007

Inés C. López-Pradas, Eva M. Romera, José A. Casas, Rosario Ortega-Ruiz

{"title":"Cybergossip and cyberbullying during primary school years","authors":"Inés C. López-Pradas, Eva M. Romera, José A. Casas, Rosario Ortega-Ruiz","doi":"10.1016/j.pse.2017.05.007","DOIUrl":"10.1016/j.pse.2017.05.007","url":null,"abstract":"<div><p>The use of social networking sites and instant messaging apps, despite playing a key role in building social relations, poses a risk, such as cybergossip. This research focused on the study and measurement of the cybergossip phenomenon and the psychometric properties of the Cybergossip-Q-Primary instrument. Cybergossip involvement in the development of cyberbehaviours performed in cyberbullying was analyzed. The European Cyberbullying Intervention Project Questionnaire (ECIPQ) was adapted to primary school-age children. The sample comprised 866 students (52.9% girls) with ages ranging from 10 to 13years (<em>M</em>  =0.90). Using both exploratory and confirmatory factor analyses, the fit of a one-dimensional structure for the cybergossip instrument and a two-dimensional structure for cyberbullying (cyberaggression and cybervictimization) were contrasted. A structural equations analysis revealed a significant relationship between cybergossip and cyberbullying. The results in relation to cybergossip, cyberaggression, cybervictimization, and the consequences of misinterpreting information are discussed.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2017.05.007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55003310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 22

Estudio sobre la utilización de estrategias de automotivación en estudiantes universitarios 大学生自我激励策略运用研究

IF 1.9 3区心理学

Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2016.08.001

Ana Navea-Martín , José Manuel Suárez-Riveiro

引用次数: 12