Revista Espanola De Pedagogia最新文献

Development and validation of the test of spelling competence (TCORT) in incoming university students 大学新生拼写能力测试的开发与验证

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-08

Juan-F. Luesia, Juan-F. Plaza, Isabel Benítez, Milagrosa Sánchez-Martín

{"title":"Development and validation of the test of spelling competence (TCORT) in incoming university students","authors":"Juan-F. Luesia, Juan-F. Plaza, Isabel Benítez, Milagrosa Sánchez-Martín","doi":"10.22550/rep81-3-2023-08","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-08","url":null,"abstract":"This study aims to present a test to assess spelling competence (TCORT) in incoming Spanish university students and to obtain validity evidence to support its use. The starting point was a bank of 73 items covering the most relevant spelling areas of the Spanish language, and the 37 most representative items were selected from the information provided by six experts. Afterwards, a pilot study of the TCORT was carried out with 602 students. The final version consisted of 31 items, with sufficient internal consistency (α = .90; ω = .89) and an invariant unidimensional structure between sexes. It also correlated significantly with other variables, such as previous performance (r = .37, p <.01), verbal reasoning (r = .27, p <.01) and spelling, measured with another tool not adapted to the target population (r = .45, p <.01). Validity evidence based on the test content, internal structure and relations to other variables supported the use of the test to assess spelling competences in incoming university students. The usefulness of TCORT in providing relevant data to facilitate the creation of university policies aimed at promoting spelling competence training in university students is discussed.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

University student profiles in the learning to learn competence and their relationship with academic achievement 大学生在学习中的学习能力及其与学业成绩的关系

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-02

Bernardo Gargallo-López, Gonzalo Almerich-Cerveró, Fran-J. García-García, Inmaculada López-Francés, Piedad-M.ª Sahuquillo-Mateo

{"title":"University student profiles in the learning to learn competence and their relationship with academic achievement","authors":"Bernardo Gargallo-López, Gonzalo Almerich-Cerveró, Fran-J. García-García, Inmaculada López-Francés, Piedad-M.ª Sahuquillo-Mateo","doi":"10.22550/rep81-3-2023-02","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-02","url":null,"abstract":"Learning to learn (LtL) is a key competence that the European Commission has identified for education systems (Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for life-long learning and Council Recommendation of 22 May 2018 on key competences for lifelong learning). It is usually assumed that students will already handle it well when they start university and that their use of it will improve during their university studies, but this assumption needs testing. The aim of this article is to establish the level of management of this competence as well as possible profiles of how university students use it and their relationship to academic achievement. To this end, we worked with a sample of 1,234 students from three universities in Valencia (Spain) in different study years and study areas, applying the QELtLCUS questionnaire, which evaluates the competence. We performed descriptive analyses, cluster analysis, analyses of differences, and multiple linear regression analyses. The sample subjects displayed an acceptable level of management, albeit with low scores in some important dimensions of LtL. We found two groups with two management profiles: one with a high competence level and another with a lower competence level. The students in the first group had better scores than those in the second group, with statistically significant results. We also found differences that were not statistically significant by gender, with a hig er level of competence in women, with those relating to year and study area being larger. We believe that this research provides relevant data that may be of interest to researchers. It also includes guidance to help teachers work on this competence in university studies.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"307 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Phronesis, meta-emotions, and character education 情学，元情感和性格教育

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-01

Kristján Kristjánsson

引用次数: 0

Joaquín Xirau’s pedagogy: Between tradition and modernity Joaquín西劳的教育学:在传统与现代之间

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-04

Jaime Vilarroig-Martín

引用次数: 0

The Spanish History test for university entry: Analysis and comparison among autonomous regions 西班牙大学入学历史考试:自治区间的分析与比较

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-07

Judit Ruiz-Lázaro, Coral González-Barbera, José-Luis Gaviria-Soto

{"title":"The Spanish History test for university entry: Analysis and comparison among autonomous regions","authors":"Judit Ruiz-Lázaro, Coral González-Barbera, José-Luis Gaviria-Soto","doi":"10.22550/rep81-3-2023-07","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-07","url":null,"abstract":"The university entry procedure is a critical aspect for students gaining entry to higher education. This work has a dual purpose: to analyse the structure of the Spanish History test for university entry, according to the autonomous region in which it is designed, and to study the relationship between the differences observed in the structure and average performance obtained by students. A comparative analysis has been carried out with a methodological approach of rational analysis of documentary evidence with sixty-eight exams from 2019, adapting the approach proposed by García-Garrido (1991). Likewise, a secondary analysis has been conducted of the data published annually by the Integrated University Information System. The results show substantial differences in the assessment of national historical knowledge: in the structure and content, in the cognitive level and in the marks. Disparities are specifically observed in the language of the test, in the optional nature, in the number of questions and in the content blocks that are assessed: in Catalonia, Valencia and the Basque Country, neither Ancient History nor the Middle Ages, nor the Modern Era are assessed. Likewise, the Balearic Islands, Canary Islands, Cantabria, Castile-La Mancha and Castile and León demand a higher cognitive level from their students. These aspects determine the heterogeneity in the constructs used, in such a way that neither the same understanding nor the same skills of national historical knowledge are being measured throughout the autonomous regions.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching morality as an inclusive competence in higher education: Effects of dilemma discussion and contribution of empathy 高等教育中道德教学作为一种包容性能力:困境讨论的影响及共情的贡献

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-03

Gemma Fernández-Caminero, José-Luis Álvarez-Castillo, Hugo González-González, Luis Espino-Díaz

{"title":"Teaching morality as an inclusive competence in higher education: Effects of dilemma discussion and contribution of empathy","authors":"Gemma Fernández-Caminero, José-Luis Álvarez-Castillo, Hugo González-González, Luis Espino-Díaz","doi":"10.22550/rep81-3-2023-03","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-03","url":null,"abstract":"Inclusive pedagogies belong to the diversity agenda in higher education and so their teaching methodologies should be tested to ensure the effective training of students in democratic and inclusive citizenship competencies, such as moral competence. Moral-dilemma based methods have proven to be effective in learning about morals in specific programmes, but there is still no evidence for their cross-cutting application in regular courses. These methods could also be enriched by strategies aimed at learning competences that have been identified as predictive factors in theories of moral judgement and development, such as empathy. The current study examines the effects of a 10-hour teaching intervention on learning moral competence using a version of the Konstanz Method of Dilemma Discussion (KMDD), either applied in isolation or using a mixed strategy of dilemma discussion and narrative persuasion activities, this last method with the aim of verifying the contribution of empathy to moral learning. The hypotheses regarding the two methodological approaches were tested using a quasi-experimental pretest-posttest design with a control group in the ecological context of the first semester of teacher training. Data were collected using the Moral Competence Test and were analysed with linear mixed models. The results did not support the expected empathy-induced moral learning. However, significant progression in moral competence when using KMDD is shown. The discussion considers the disassociation between empathy/altruism and moral competence in order to interpret the ineffectiveness of the mixed strategy. The need to apply pedagogies with a more experiential focus is suggested in order to foster moral learning by means of activities in community diversity environments.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design and validation of a Character Friendship Scale for young adults 青少年性格友谊量表的设计与验证

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-05

Ana Romero-Iribas, Celia Camilli-Trujillo

{"title":"Design and validation of a Character Friendship Scale for young adults","authors":"Ana Romero-Iribas, Celia Camilli-Trujillo","doi":"10.22550/rep81-3-2023-05","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-05","url":null,"abstract":"Friendship is an important bond in the personal and social growth of an individual and plays a prominent role during youth. Most scales to measure it are aimed at children and adolescents but none measure character friendship, a type of selfless friendship with ethical traits an d Aristotelian roots. Therefore, the aim of the research is to design and validate the youth Character Friendship Scale (CFS) in a sample of 1587 young Spanish people. The final version of the CFS is composed of 35 items distributed over three dimensions: \"Selfless love and intimacy\" (21), \"Trust\" (7) and \"Respect and forgiveness\" (7) with ordinal reliability coefficients of 0.94, 0.79 and 0.7 respectively and good model fits (CFI = 0.986; TLI = 0.986; RMSEA = 0.043; SRMR = 0.054; GFI = 0.997). It is concluded that the CFS is a scale with good psychometric properties for measuring character friendship in young adults. The results obtained from its application will lead to a better understanding of the importance of character friendship for the socioemotional development or happiness of young adults and will enable the development of intervention programmes that enhance aspects of friendship such as trust, respect, forgiveness or mutual knowledge, which can facilitate collaborative relationships and contribute to social cohesion.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An instrument to evaluate the impact of the higher education accreditation system: Validation through exploratory factor analysis 评估高等教育认证制度影响的工具:探索性因子分析验证

4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-09-01 DOI: 10.22550/rep81-3-2023-06

Begoña García-Domingo, Jesús-M. Rodríguez-Mantilla, Angélica Martínez-Zarzuelo

{"title":"An instrument to evaluate the impact of the higher education accreditation system: Validation through exploratory factor analysis","authors":"Begoña García-Domingo, Jesús-M. Rodríguez-Mantilla, Angélica Martínez-Zarzuelo","doi":"10.22550/rep81-3-2023-06","DOIUrl":"https://doi.org/10.22550/rep81-3-2023-06","url":null,"abstract":"Introduction: interest in evaluating the improvements resulting from external evaluation processes in higher education has revealed that there is a lack of objective instruments available for this purpose. Consequently, this study presents the design and validation of an instrument for evaluating the improvement effect of the accreditation system of Spanish university degrees. Methodology: a 108-item questionnaire was prepared and was applied to a sample of 1964 subjects from different university groups (students, teachers, management, etc.). Its reliability and construct validity were analysed using exploratory factor analysis (EFA). Results: analysis of the instrument’s technical characteristics showed high reliability, both overall and at the dimensional level, with Cronbach’s α and McDonald’s ω being greater than .95. The EFA identified eight factors that contained the 105 items finally included, explaining 77.37% of the variance in Discussion and conclusions: these results all indicate that the instrument designed is reliable and valid, with a solid multidimensional structure that makes it possible to evaluate the impact of the accreditation system on various aspects of Spanish university degrees.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135346826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Montessori: origen y razones de las críticas a una de las pedagogas más controvertidas de la historia 蒙特梭利：批评历史上最有争议的教育家之一的起源和原因

IF 1.3 4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-05-01 DOI: 10.22550/rep81-2-2023-01

Catherine L’Ecuyer

引用次数: 0

Propiedades psicométricas del cuestionario de adicción a las redes sociales (ARS) a población universitaria 大学生社交网络成瘾问卷(ARS)的心理测量特性

IF 1.3 4区教育学

Revista Espanola De Pedagogia Pub Date : 2023-05-01 DOI: 10.22550/rep81-2-2023-06

Arminda Suárez-Perdomo, Yaritza Garcés-Delgado, Edgar García-Álvarez, Z. Ruiz-Alfonso

{"title":"Propiedades psicométricas del cuestionario de adicción a las redes sociales (ARS) a población universitaria","authors":"Arminda Suárez-Perdomo, Yaritza Garcés-Delgado, Edgar García-Álvarez, Z. Ruiz-Alfonso","doi":"10.22550/rep81-2-2023-06","DOIUrl":"https://doi.org/10.22550/rep81-2-2023-06","url":null,"abstract":"Social network addiction in young people has been extensively studied and associated with multiple factors. Among the scales designed to measure this, the 24-item version of the Social Network Addiction Questionnaire (SNAQ) is one of the most widely used. This study analyses the psychometric properties of the Spanish version adapted to undergraduates. The content and construct validity of the scale was explored using the Rasch model and a confirmatory factor analysis. The data categorisation structure, construct dimensionality, model fit, subject and item reliability, Wright Map structure, and differential item functioning (DIF) were specifically analysed. 1,809 students from 24 Spanish universities participated. The results indicate that the SNAQ presents good reliability and dimensionality, and a good model fit; however, elements in need of improvement are appreciated mainly in the proposed Likert scale, in the development of new items that measure the extremes of addiction to social network sites and in the wording of one item. With respect to factor analysis, three factors were obtained thatcoincide with the original construct. With the improvements that have been observed through validation, the questionnaire could confidently be used to measure the construct in the university population. The instrument fills an important gap in the identification of addictive behaviours in the use of social networks, which could lead to a subsequent intervention involving undergraduates.","PeriodicalId":45907,"journal":{"name":"Revista Espanola De Pedagogia","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68215402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0