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Psicologia Educativa最新文献

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El autoconcepto y el bienestar subjetivo en función del sexo y del nivel educativo en la adolescencia 青少年性别和教育水平的自我概念和主观幸福感
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-07-01 DOI: 10.1016/j.pse.2017.05.005
Estibaliz Ramos-Díaz, Arantzazu Rodríguez-Fernández, Iratxe Antonio-Agirre
{"title":"El autoconcepto y el bienestar subjetivo en función del sexo y del nivel educativo en la adolescencia","authors":"Estibaliz Ramos-Díaz,&nbsp;Arantzazu Rodríguez-Fernández,&nbsp;Iratxe Antonio-Agirre","doi":"10.1016/j.pse.2017.05.005","DOIUrl":"10.1016/j.pse.2017.05.005","url":null,"abstract":"<div><p>This study analyzes the relationships between self-concept and subjective well-being (satisfaction with life, positive affect, and negative affect). Participants were 1,250 students of secondary education (mean age<!--> <!-->=<!--> <!-->13.72, <em>SD</em> <!-->=<!--> <!-->1.09) randomly selected. Three assessment instruments were administered: the Dimensional Self-concept Questionnaire (AUDIM), the Satisfaction With Life Scale (SWL), and the Affect-Balance Scale (ABS). The results indicated that adolescents with high self-concept showed significantly higher scores in satisfaction with life and positive affect and lower scores in negative affect. This pattern of results was the same for the total sample and for gender and educational level groups.</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.2017.05.005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133001411","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: 18
The impact of perseverance and passion for long term goals (GRIT) on educational achievements of migrant children: Evidence from Tatarstan, Russia 长期目标毅力和热情对流动儿童教育成就的影响:来自俄罗斯鞑靼斯坦的证据
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2017.02.003
Edgar Demetrio Tovar-García
{"title":"The impact of perseverance and passion for long term goals (GRIT) on educational achievements of migrant children: Evidence from Tatarstan, Russia","authors":"Edgar Demetrio Tovar-García","doi":"10.1016/j.pse.2017.02.003","DOIUrl":"10.1016/j.pse.2017.02.003","url":null,"abstract":"<div><p>This article empirically studies the impact of perseverance and passion for long term goals (GRIT) on educational achievements. Specifically, the study compares GRIT levels between migrants and native school students, and tests the role of GRIT in explaining school achievements of migrants. Based on regression analysis and using a sample of 2,003 ninth graders, including 178 migrants from the Republic of Tatarstan, Russia, the results did not suggest an educational gap between native students and first generation migrants, ethnic Tatar migrants, and those from Central Asia. In addition, GRIT has significant effects in explaining the educational achievements of these migrant groups. On the contrary, the findings suggest that native students outperform their ethnic Russian migrant peers.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2017.02.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128046168","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: 18
Extracurricular activities and group belonging as a protective factor in adolescence 课外活动和群体归属是青少年的保护因素
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2016.09.001
Norma A. Ruvalcaba , Julia Gallegos , Africa Borges , Noe Gonzalez
{"title":"Extracurricular activities and group belonging as a protective factor in adolescence","authors":"Norma A. Ruvalcaba ,&nbsp;Julia Gallegos ,&nbsp;Africa Borges ,&nbsp;Noe Gonzalez","doi":"10.1016/j.pse.2016.09.001","DOIUrl":"10.1016/j.pse.2016.09.001","url":null,"abstract":"<div><p>In the transition into adulthood, family and school play a critical role protecting the adolescent from engaging in behaviors that could cause mental health problems. Nevertheless, there are other social groups and structured activities that have shown to act as an educational activity and as a protective factor as well. The aim of this study was to investigate the relationship between belonging to different types of social groups and the positive and negative mental health indicators of Mexican adolescents. Participants were 840 Mexican adolescents ranging between 12 and 17 years old. Results indicated that belonging to artistic and scout groups reported a statistically significant correlation with higher levels of emotional intelligence. Belonging to sport and artistic groups reported a statistically significant correlation with higher levels of resilience. No statistically significant results were found on anxiety, depression, and/or disruptive behaviors. Further research is needed, especially investigating possible predictive and moderating variables.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.09.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121349064","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: 27
La evaluación multi-informante de la regulación emocional en edad preescolar: un estudio longitudinal 学龄前情绪调节的多信息评估:纵向研究
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2017.01.001
Renata Sarmento-Henrique , Beatriz Lucas-Molina , Laura Quintanilla-Cobián , Marta Giménez-Dasí
{"title":"La evaluación multi-informante de la regulación emocional en edad preescolar: un estudio longitudinal","authors":"Renata Sarmento-Henrique ,&nbsp;Beatriz Lucas-Molina ,&nbsp;Laura Quintanilla-Cobián ,&nbsp;Marta Giménez-Dasí","doi":"10.1016/j.pse.2017.01.001","DOIUrl":"10.1016/j.pse.2017.01.001","url":null,"abstract":"<div><p>There is a broad consensus today about the need to use multi-informant assessment, especially when dealing with young children. However, there have been no studies conducted to compare different informants assessing emotion regulation at an early age. The aim of this study was to inquire about the coincidence of parents and teachers in assessing children's emotion self-regulation and to assess the stability of this assessment over time. We assessed emotion self-regulation by parents (<em>n</em> <!-->=<!--> <!-->34) and teachers (<em>n</em> <!-->=<!--> <!-->87) in a group of 108 3-year-old children that we followed over three school years. The Emotion Regulation Checklist was used. The results show that both parents and teachers perceive a decrease in the levels of lability/negativity in children over time, with major changes identified by teachers. Regarding the emotion regulation dimension, only teachers observed changes. These findings have implications for both the assessment and the intervention on emotional self-regulation processes in childhood.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2017.01.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125521640","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: 7
Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros 情商在教学实践中的重要性:教师研究
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2016.11.001
Javier Cejudo, Ma Luz López-Delgado
{"title":"Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros","authors":"Javier Cejudo,&nbsp;Ma Luz López-Delgado","doi":"10.1016/j.pse.2016.11.001","DOIUrl":"10.1016/j.pse.2016.11.001","url":null,"abstract":"<div><p>The present study is aimed at knowing the opinion of Primary Education teachers about the importance of some of the dimensions that make up the sample domain of EI in order to be a highly-competent teacher. The sample consisted of 196 teachers of Pre-school and Primary Education. The importance of some of the dimensions that make up the sample domain of EI in order to be a highly-competent teacher was assessed. The level of EI of teachers was also assessed. Pre-school Education teachers conferred a higher assessment in terms of importance to the dimensions of EI than Primary Education teachers. Teachers with a high EI showed a greater recognition of the importance of the dimensions that make up the sample domain of EI in order to be a highly-competent teacher than their colleagues with low levels of EI.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.11.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123535102","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: 61
Estudio comparativo de la autoestima en escolares de diferente nivel socioeconómico 不同社会经济地位学生自尊的比较研究
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2017.02.001
Carmen Tabernero , Antonio Serrano , Rosario Mérida
{"title":"Estudio comparativo de la autoestima en escolares de diferente nivel socioeconómico","authors":"Carmen Tabernero ,&nbsp;Antonio Serrano ,&nbsp;Rosario Mérida","doi":"10.1016/j.pse.2017.02.001","DOIUrl":"10.1016/j.pse.2017.02.001","url":null,"abstract":"<div><p>This research aims to analyze whether the different socioeconomic status has an effect on the personal self-assessment carried out by school children pertaining to the second cycle of pre-school education and the first cycle of primary education. The study has involved 1,757 school children aged between 3 and 7, of whom 889 were boys and 868 girls belonging to low, lower-middle and upper-middle socioeconomic levels. Self-esteem was assessed by means of a questionnaire, EDINA, with a reliability index of .80. The socioeconomic status was assessed from the sociodemographic characteristics of the participating schools. Different univariate and multivariate analyses showed the existence of significant differences between self-esteem and socioeconomic status in the samples studied. The results are discussed so as to generate school intervention programs that can improve self-esteem in the most disadvantaged groups.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2017.02.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132753507","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: 17
La técnica de la rejilla en la evaluación de las aspiraciones y constructos vocacionales 网格技术在职业抱负和结构评估中的应用
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2017.02.002
María Teresa Fernández Nistal , Ana María Tuset Bertran , Marisol Cuervo Rodríguez
{"title":"La técnica de la rejilla en la evaluación de las aspiraciones y constructos vocacionales","authors":"María Teresa Fernández Nistal ,&nbsp;Ana María Tuset Bertran ,&nbsp;Marisol Cuervo Rodríguez","doi":"10.1016/j.pse.2017.02.002","DOIUrl":"10.1016/j.pse.2017.02.002","url":null,"abstract":"<div><p>The aim of the study was to identify the occupational aspirations and thematic content of vocational constructs of 112 secondary school students belonging to the Yaqui Indian community (Sonora, Mexico), through the application of an ideographic version of the Vocational Grid (VG). We performed a qualitative content analysis of the elements and constructs of the VG to identify categories of occupational aspirations and to develop a classification system of vocational constructs. Most students mentioned the aspiration to exercise jobs requiring higher education; the most common constructs were “social contribution” and “intellectual development”. Gender differences and vocational guidance needs were identified. It is concluded that VG is useful to evaluate the system of vocational constructs of this group of students. The VG provides information and identify idiosyncratic specific needs, useful in designing relevant programs of vocational guidance.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2017.02.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127332665","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
Autoeficacia para el aprendizaje de la investigación en estudiantes universitarios 大学生学习的自我效能感研究
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2016.09.002
Marco Criollo , Marcos Romero , Tomás Fontaines-Ruiz
{"title":"Autoeficacia para el aprendizaje de la investigación en estudiantes universitarios","authors":"Marco Criollo ,&nbsp;Marcos Romero ,&nbsp;Tomás Fontaines-Ruiz","doi":"10.1016/j.pse.2016.09.002","DOIUrl":"10.1016/j.pse.2016.09.002","url":null,"abstract":"<div><p>The aim of this study was to analyze the university students’ self-efficacy for learning how to conduct research and how these ideas interact with their conceptions about research. The sample was made up of 1,304 students from Universidad Técnica de Machala, Ecuador. A questionnaire about self-efficacy for learning how to conduct research was applied to these students. The results of this study show that the ideas of self-efficacy are being formed. Students see research as a requirement for continuing their professional career; therefore, it is from that idea that research is conceived more as product than as a process. There exists a relative interest and confidence in conducting research. As a result, it has been determined that ideas of efficacy in the linear model do not change the research notions that university students have. It was also found that university social representations determine the strength and direction of personal beliefs in the ability to learn how to conduct research.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.09.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129038613","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: 26
Protective factors and resilience in adolescents: The mediating role of self-regulation 青少年保护因素与心理弹性:自我调节的中介作用
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2017-06-01 DOI: 10.1016/j.pse.2016.09.003
Paulo César Dias , Irene Cadime
{"title":"Protective factors and resilience in adolescents: The mediating role of self-regulation","authors":"Paulo César Dias ,&nbsp;Irene Cadime","doi":"10.1016/j.pse.2016.09.003","DOIUrl":"10.1016/j.pse.2016.09.003","url":null,"abstract":"<div><p>The main goal of this study was to explore the mediating role of self-regulation in the relationship between protective factors and resilience. The sample was composed of 393 adolescents who attended secondary education. Participants were assessed using the Healthy Kids Resilience Assessment to collect information about four protective factors–school, home, community and peer environment–and resilience. Two dimensions of self-regulation–goal setting and impulse control–were assessed using the Short Self-Regulation Questionnaire. The results indicated that home, community and peer environment predicted significantly the levels of resilience of the students. Home environment was the main resilience predictor. Goal setting and impulse control abilities were also predictors of resilience but no evidence was found for a mediating effect of the self-regulation dimensions on the relationship between protective factors and resilience. Results are discussed and implications for prevention from a developmental perspective are presented.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2016.09.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130000266","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: 60
Popularidad y relaciones entre iguales en el aula: un estudio prospectivo 课堂上受欢迎程度与同龄人关系:一项前瞻性研究
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2016-12-01 DOI: 10.1016/j.pse.2015.12.001
Ignacio Ramos-Vidal
{"title":"Popularidad y relaciones entre iguales en el aula: un estudio prospectivo","authors":"Ignacio Ramos-Vidal","doi":"10.1016/j.pse.2015.12.001","DOIUrl":"10.1016/j.pse.2015.12.001","url":null,"abstract":"<div><p>This paper analyzes in depth the network of popularity among classmates and the connections that this phenomenon maintains with different kinds of relationships (i.e., positive, neutral, and negative) that take place within the classroom. We use Social Network Analysis (SNA) to identify interaction contexts in the classroom. Different kinds of relationships in 20 classrooms from two secondary schools located in the suburban area of Mexico City were assessed. The research data was provided by 660 students (67% girls; 33% boys). Cohesion measures were calculated for positive, neutral, negative, and popularity networks. Cluster analysis shows two profiles based on structural properties of the networks that we have called “Neutral Symmetric” and “Positive Asymmetric”. The first one presents low homophily relative to sex, predominance of positive and neutral relationships, and a significant level of negative links. The second profile presents a heterogeneous distribution according to sex, high homophily and high rates of cohesion in positive relationships. Regression analysis shows that the number of students per class is negatively related to the positive network density, and positively related to the negative network density. The simultaneous comparison of multiple networks shows that popularity is associated with being immersed in positive relationships. By contrast, the data suggest certain incompatibility between being popular and being immersed in negative relationships. The findings are discussed in order to improve school life and public policies in education.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2015.12.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126165333","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: 13
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