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Psicologia Educativa最新文献

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Academic stress as a predictor of chronic stress in university students 学业压力对大学生慢性压力的预测作用
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2014-06-01 DOI: 10.1016/j.pse.2014.05.006
Blanca Elizabeth Pozos-Radillo , María de Lourdes Preciado-Serrano , Martín Acosta-Fernández , María de los Ángeles Aguilera-Velasco , Diemen Darwin Delgado-García
{"title":"Academic stress as a predictor of chronic stress in university students","authors":"Blanca Elizabeth Pozos-Radillo ,&nbsp;María de Lourdes Preciado-Serrano ,&nbsp;Martín Acosta-Fernández ,&nbsp;María de los Ángeles Aguilera-Velasco ,&nbsp;Diemen Darwin Delgado-García","doi":"10.1016/j.pse.2014.05.006","DOIUrl":"10.1016/j.pse.2014.05.006","url":null,"abstract":"<div><p>The aim of this study was to examine the correlation and predictive value between the Academic Stress Inventory (ASI) and the Stress Symptom Inventory (SSI) in university students and its association with age and gender in both inventories. We evaluated a representative and random sample of 527 students at a public university in 2012. A multiple regression analysis was carried out. The results showed that IEA situations that correspond to classroom intervention, mandatory work, and doing an exam predict high- level chronic stress; being a female and 18, 23, and 25 years old were associated mostly to stress. We conclude that accurate identification of stressors could help understand stress and its harmful effects on college students.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2014.05.006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123659550","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: 76
Teorías de autorregulación educativa: una comparación y reflexión teórica 教育自我调节理论:比较与理论反思
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2014-06-01 DOI: 10.1016/j.pse.2014.05.002
Ernesto Panadero , Jesús Alonso-Tapia
{"title":"Teorías de autorregulación educativa: una comparación y reflexión teórica","authors":"Ernesto Panadero ,&nbsp;Jesús Alonso-Tapia","doi":"10.1016/j.pse.2014.05.002","DOIUrl":"10.1016/j.pse.2014.05.002","url":null,"abstract":"<div><p>Self-regulation is a skill that allows students to activate the corresponding learning strategies to achieve the established goals. There are seven major theories about self-regulation: operant, phenomenological, socio-cognitive, information processing, volition, Vygotskian, and constructive theory (<span>Zimmerman, 2001</span>). In this article it will be presented what each of these theories explains to the field through the analysis of five crucial features for self-regulation. First, what the origin of the motivation to self-regulate is. Second, how the self-awareness needed to self-regulate is acquired. Third, what the key processes for each of the seven theories are. Fourth, what the role played by the social and physical environment on self-regulation is. Fifth, how the self-regulation skills are acquired. Throughout the manuscript each theory will be analysed in the light of these five features building a comprehensive framework on what self-regulation is and how to proceed to help students acquire it.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2014.05.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131874773","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
Los diálogos construidos y los contenidos elaborados en clases dedicadas a la comprensión de textos, en aulas chilenas 在智利的课堂上，建构的对话和阐述的内容致力于文本理解
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70018-6
Carolina Iturra Herrera
{"title":"Los diálogos construidos y los contenidos elaborados en clases dedicadas a la comprensión de textos, en aulas chilenas","authors":"Carolina Iturra Herrera","doi":"10.1016/S1135-755X(13)70018-6","DOIUrl":"10.1016/S1135-755X(13)70018-6","url":null,"abstract":"<div><p>The goal of the present paper is to describe the type of dialogue and the type of content that emerges in classes of texts comprehension in the middle school. These classroom's videos were filmed as a part of the Chilean Government National Teaching Assessment System 2008. To analyze these classes, different units of analysis were used to segment the classroom discourse. This allowed identifying the organization and the sequence of the tasks performed, the type of verbal interaction built and the type of developed content. The results evidence that most classes included tasks related to the different phases of the reading cycle, but verbal interaction was characterized by the most conventional IRE (Initiation, Response, Evaluation), and the questions that teachers made produced low-level contents.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70018-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132190992","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: 8
The role of perspective on students’ use of multiple documents to solve an openended Task 视角在学生使用多个文档解决开放式任务中的作用
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70015-0
Raquel Cerdán , Mari Carmen Marín , Carmen Candel
{"title":"The role of perspective on students’ use of multiple documents to solve an openended Task","authors":"Raquel Cerdán ,&nbsp;Mari Carmen Marín ,&nbsp;Carmen Candel","doi":"10.1016/S1135-755X(13)70015-0","DOIUrl":"10.1016/S1135-755X(13)70015-0","url":null,"abstract":"<div><p>McCrudden &amp; Schraw (2007) show how students’ interaction with a text is mediated by the instructions they are presented with. Specifically, perspective instructions prompt readers to use background knowledge to evaluate text from an assigned point of view. Research on perspective in single texts has demonstrated that readers confer relevance on text segments that are consistent with the assigned perspective (Pichert &amp; Anderson, 1977). This work has tested the effects of perspective when reading conflicting information from multiple documents to perform an open-ended task, as well as has studied if the trustworthiness of a source exerts any influence on students’ decision to use information from a particular document. Results indicate that students’ reading of multiple documents is influenced by perspective instructions, which, in turn, can help students be more discriminative when deciding between more and less trustworthy documents.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70015-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132097774","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: 4
Un índice objetivo de capacidad lectora: El ‘potencial de reconocimiento’ (PR) y el área cerebral que procesa las formas visuales de las palabras 阅读能力的客观指标:“识别潜力”(PR)和处理单词视觉形式的大脑区域
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70016-2
Manuel Martín-Loeches
{"title":"Un índice objetivo de capacidad lectora: El ‘potencial de reconocimiento’ (PR) y el área cerebral que procesa las formas visuales de las palabras","authors":"Manuel Martín-Loeches","doi":"10.1016/S1135-755X(13)70016-2","DOIUrl":"10.1016/S1135-755X(13)70016-2","url":null,"abstract":"<div><p>The present article reviews the scientific literature on a component of brain electrical activity named Recognition Potential, or RP, of great interest in the study and exploration of one of the main processes involved in reading. The PR is an electrical fluctuation peaking at about 200 to 250 ms after the onset of a visually presented word. Its neural origin locates within the so-called visual word form area, within the basal temporal cortex, mainly left. Up to this area they converge partial or complete analyses on multiple processes implied in reading, from most perceptual and primary to higher-order cognitive processes such as lexico-semantic access or semantic integration of the word within a sentential context. Of interest, all these processes affect the RP and, therefore, they can be studied, directly or indirectly, by means of this component.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70016-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128223474","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: 0
Una experiencia docente sobre La lectura compartida, la lectura por placer y las TICS como medio de comunicación y creatividad: Club de Lectores 分享阅读、娱乐阅读和信息通信技术作为交流和创造力手段的教学经验:读者俱乐部
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70019-8
Asunción Moral, Uxue Arbe
{"title":"Una experiencia docente sobre La lectura compartida, la lectura por placer y las TICS como medio de comunicación y creatividad: Club de Lectores","authors":"Asunción Moral,&nbsp;Uxue Arbe","doi":"10.1016/S1135-755X(13)70019-8","DOIUrl":"10.1016/S1135-755X(13)70019-8","url":null,"abstract":"<div><p>Being aware of the importance that has the reading as a source of pleasure and personal enrichment, we create a read-write Club where teachers and pupils with affinity share readings and literary creations. Once a month the personal meeting occurs and while are exchanged texts, ideas and thoughts through social networks. Information and communication technologies (ICT) become a means of communication and artistic creation where, using a participatory methodology, each member is a space of reflection and expression, creativity and knowledge.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70019-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133697275","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: 4
Editorial: Presentación del monográfico sobre “Tendencias actuales en el estudio de la lectura” 社论:介绍“阅读研究的当前趋势”专著
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70010-1
Inmaculada Escudero Domínguez
{"title":"Editorial: Presentación del monográfico sobre “Tendencias actuales en el estudio de la lectura”","authors":"Inmaculada Escudero Domínguez","doi":"10.1016/S1135-755X(13)70010-1","DOIUrl":"10.1016/S1135-755X(13)70010-1","url":null,"abstract":"","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70010-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92692226","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: 0
Signaling topic structure via headings or preview sentences 通过标题或预览句子提示主题结构
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70011-3
Robert F. Lorch Jr , Julie Lemarié , Hung-Tao Chen
{"title":"Signaling topic structure via headings or preview sentences","authors":"Robert F. Lorch Jr ,&nbsp;Julie Lemarié ,&nbsp;Hung-Tao Chen","doi":"10.1016/S1135-755X(13)70011-3","DOIUrl":"10.1016/S1135-755X(13)70011-3","url":null,"abstract":"<div><p>Two experiments compared the effects on text processing of headings and preview sentences that were designed to communicate the same information about the texts’ topics and their organization. In Experiment 1, college students read a text for understanding then were tested on memory for the subtopics and memory for simple facts presented in the text. Memory for subtopics was better for the text with headings; there was no difference between headings and preview sentences on memory for facts. In Experiment 2, participants read a text in order to outline it. Outlining was better if the text contained signals to topic structure than if the text did not contain signals, but there were no reliable differences between previews and headings. The findings show that previews function similarly to headings in a task that emphasizes the relevance of topic structure information, but they do not elicit readers’ attention to topic information as readily as headings do. These results have implications for textbook design and instruction of comprehension strategies.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70011-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131163952","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
Comprehension strategies while reading expository texts in Spanish (L1) and English (L2) 阅读西班牙语(第一语言)和英语(第二语言)说明文时的理解策略
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70013-7
David Perry
{"title":"Comprehension strategies while reading expository texts in Spanish (L1) and English (L2)","authors":"David Perry","doi":"10.1016/S1135-755X(13)70013-7","DOIUrl":"10.1016/S1135-755X(13)70013-7","url":null,"abstract":"<div><p>The ability to comprehend written texts is essential in order to gain access to the vast amount of written information available today. This is especially true for university students who, in the context of their studies, often need to search for and use information in English. However, it is also the case that the English proficiency level of many students renders this task a laborious and frustrating experience. The starting point of this research was the consideration that without knowledge of how students go about processing texts, it would be difficult to design effective instruction in reading strategies that would meet their academic and professional needs. This study describes the use and awareness of comprehension strategies by a small group of students who were asked to report on what they did to understand while carrying out information-transfer tasks based on expository texts in Spanish (L1) and in English (L2).</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70013-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123474295","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: 5
Evidence for Top-Down Processing in Reading Comprehension of Children 儿童阅读理解中自上而下加工的证据
IF 1.9 3区 心理学
Psicologia Educativa Pub Date : 2013-12-01 DOI: 10.1016/S1135-755X(13)70014-9
Alberto Angosto, Patricia Sánchez, María Álvarez, Irene Cuevas, José Antonio León
{"title":"Evidence for Top-Down Processing in Reading Comprehension of Children","authors":"Alberto Angosto,&nbsp;Patricia Sánchez,&nbsp;María Álvarez,&nbsp;Irene Cuevas,&nbsp;José Antonio León","doi":"10.1016/S1135-755X(13)70014-9","DOIUrl":"10.1016/S1135-755X(13)70014-9","url":null,"abstract":"<div><p>The current research discusses the problem of the different reading processing models that prevail nowadays in Psychology. Here we find a duality between the bottom-up approach, which has been extensively studied, and the top-down approach, which has been scarcely investigated. We attempt to identify the moment in a child's development when top-down processing in reading comprehension starts working. The level of difficulty of the texts used to assess comprehension was experimentally manipulated by breaking up the structure of the words in order to prevent the use of bottom-up processing. The school year of the participating children was the second independent variable. The effects of both variables on reading comprehension were shown, besides the existence of top-down processing in children. The results suggest that top-down processing is present from very early ages, that it starts to develop around the second year of primary school and that its effectiveness is comparable to that of bottom-up processing in later school years.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S1135-755X(13)70014-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114460764","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: 21
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