Revista De Psicodidactica最新文献

{"title":"¿Son útiles las estrategias escolares basadas en la información para aumentar la percepción de riesgo del alcohol en adolescentes? Análisis de mediación moderada del consumo de alcohol individual, el consumo de los iguales y el consumo parental","authors":"Joaquín Rodríguez-Ruiz,&nbsp;Raquel Espejo-Siles","doi":"10.1016/j.psicod.2026.500190","DOIUrl":"10.1016/j.psicod.2026.500190","url":null,"abstract":"<div><div>Following McLeroýs <em>socio-ecological model</em>, the present study tested whether school strategies based on information about substance use moderated the mediational effect of adolescent risk perception of alcohol use in the association between peers/parental alcohol use and adolescent drinking. Data were analyzed from a national representative survey that included 35,369 participants aged 14-18 (50.1% female). Data were weighted and standardized. Moderated mediation models were conducted. Across four models tested, school information had a significative effect increasing risk perception. Mediation models were significant at the two levels of the moderator, confirming the protective effect of high risk perception of alcohol use in the relation between peers/parental alcohol use and adolescent drinking. School information about substance use did not buffer the impact of parental alcohol use on adolescent risk perception. In contrast, school information about substance use potentiates the protective effect of risk perception in the relationship between peers drinking and adolescent alcohol use. School information about substance use moderates the impact of peer alcohol use on adolescent drinking by increasing the risk perception of alcohol consumption. Therefore, educational strategies are needed to weaken peer influences. The attenuation of parental influences might require intervention in other settings or including elements other than just giving information.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500190"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efectos de una intervención basada en la atención plena (mindfulness) sobre los procesos de estudio y aprendizaje en una muestra de estudiantes universitarios","authors":"Clemente Franco,&nbsp;Alberto Amutio,&nbsp;Rubén Trigueros,&nbsp;José Manuel Aguilar-Parra,&nbsp;Laura C. Sánchez-Sánchez","doi":"10.1016/j.psicod.2026.500186","DOIUrl":"10.1016/j.psicod.2026.500186","url":null,"abstract":"<div><div>This study analysed the effects of a mindfulness-based intervention (MBI) on motivation, learning strategies and approaches, procrastination, and mindfulness in university students. Forty-two students (22 in the experimental group and 20 in the control group) participated in an experimental design with pre-test, post-test, and four-month follow-up measures. The results showed that the intervention was associated with a significant increase in deep motivation, deep learning strategies and approaches, and mindfulness levels, as well as an observed decrease in superficial motivation and strategies, and academic procrastination. The effects were maintained at the follow-up measurement, evidencing the stability of the changes. These findings indicate that mindfulness training appears to favour a more autonomous and self-regulated motivational profile, may promote deep learning, and tends to contribute to the reduction of maladaptive behaviours associated with studying, such as procrastination.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500186"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Las consecuencias de las conductas controladoras en Educación Física: una revisión sistemática y metaanálisis de la intención y los niveles de actividad física de los estudiantes","authors":"Miguel Ángel Tapia-Serrano,&nbsp;Luis García-González,&nbsp;José Luis Pérez-Lasierra,&nbsp;Javier Sevil-Serrano","doi":"10.1016/j.psicod.2026.500193","DOIUrl":"10.1016/j.psicod.2026.500193","url":null,"abstract":"<div><div>Despite the benefits of physical activity (PA), most young people fail to meet the World Health Organization's recommendations. Grounded in Self-Determination Theory (SDT), Physical Education (PE) teachers play a pivotal role in promoting PA through their motivational teaching style. While need-supportive behaviors show clear benefits, the effects of controlling teaching behaviors on PA-related outcomes remain unclear. This systematic review and meta-analysis examined the associations between students’ perceptions of controlling teaching in PE and their PA intention and PA levels, and explored whether these associations differ by age or sex. The review was registered in PROSPERO (CRD42022362459) and conducted following PRISMA 2020 guidelines. Searches were performed in PubMed, Scopus, Web of Science, and APA PsycNet up to 2025. Eligible studies included participants aged 5–18 years, assessed controlling teaching behaviors in PE based on SDT, and reported PA intention and/or PA levels. Random-effects meta-analyses were conducted, along with subgroup analyses by sex and a meta-regression on age. Study quality was assessed using the NIH Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. Of 3,819 records, 16 studies (<em>n</em> <!-->=<!--> <!-->9,925; ages 11–19 years) were included. Controlling teaching style was negatively associated with PA intention (<em>r</em> <!-->=<!--> <!-->–0.14; 95%CI: –0.22, –0.06) and PA levels (<em>r</em> <!-->=<!--> <!-->–0.18; 95%CI: –0.31, –0.06), with high between-study heterogeneity (PA intention: <em>I</em>^<em>2</em> <!-->=<!--> <!-->90.05%; PA levels: <em>I</em>^<em>2</em> <!-->=<!--> <!-->95.79%), based exclusively on cross-sectional studies. Subgroup analyses showed similar trends for boys and girls. Neither sex nor age moderated these associations. Controlling behaviors in PE were associated with students’ PA intention and PA levels, highlighting the importance of minimizing such practices in PE contexts.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500193"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comprendiendo el rendimiento en matemáticas de los estudiantes a través de selección de variables y aprendizaje automático: evidencia de PISA 2018","authors":"Ulku Hilal Yildirim,&nbsp;Yasemin Kayhan Atilgan,&nbsp;Derya Turfan","doi":"10.1016/j.psicod.2026.500187","DOIUrl":"10.1016/j.psicod.2026.500187","url":null,"abstract":"<div><div>The Programme for International Student Assessment (PISA) provides a framework for examining academic achievement. Using the Turkish sample of PISA 2018, this study investigates mathematics achievement, focusing on students performing below and above the baseline proficiency level (Level 2). To address this objective, a machine learning classification approach is adopted, integrating feature selection, supervised algorithms, and model interpretation techniques. The analysis includes 6,863 students from 186 schools and 62 student- and school-level variables derived from the PISA questionnaires. Three feature selection methods<!--> <!-->–<!--> <!-->Boruta, Mutual Information, and ReliefF<!--> <!-->–<!--> <!-->are used to identify subsets of variables that serve as inputs for five classification models: Decision Tree, Bagging, Random Forest, AdaBoost, and Support Vector Machine. Model performance is evaluated using repeated stratified cross-validation across plausible values and multiple classification metrics. The results indicate that models built on substantially reduced feature sets can achieve predictive performance comparable to models using all variables. Among the evaluated configurations, the combination of Mutual Information feature selection with the top 20 variable subset and the Random Forest classifier provides a stable and practical useful balance between prediction performance and model parsimony. Model predictions are examined using conditional SHAP values, partial dependence plots, individual conditional expectation plots, and accumulated local effects plots. Results show that socio-economic background, perceived test difficulty, occupational expectations, school stratum type and behaviors hindering learning are among the variables most strongly associated with model predictions. These analyses capture predominantly non-linear associations between predictors and model predictions, and these relationships vary across students, indicating heterogeneous model responses.</div><div>.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500187"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Eficacia de los programas psico-socio-educativos aplicados en justicia juvenil: Un umbrella review meta-análisis internacional","authors":"Mery Estefanía Buestán-Játiva,&nbsp;Elena Ortega-Campos,&nbsp;Leticia de la Fuente Sánchez,&nbsp;Juan García-García","doi":"10.1016/j.psicod.2026.500191","DOIUrl":"10.1016/j.psicod.2026.500191","url":null,"abstract":"<div><div>The approach to adjudicated antisocial behaviour in adolescence and youth has a strong socio-educational influence, aiming to reduce the recurrence of antisocial behaviour, promote educational development and foster competencies through specific programmes. An umbrella review of the effectiveness of psycho-socio-educational programs is presented. The PRISMA recommendations were followed for the preparation of this study. The search of studies was conducted in the Proquest, PubMed, Scopus, and Web of Science resources to identify quantitative systematic reviews and/or meta-analyses that evaluate the effectiveness of psycho-socio-educational intervention programs applied to adolescents and youth under judicial measures. An overall effect size (Log Odds Ratio) was estimated using random effects model and meta-regression analysis for the moderating variables. Twenty-eight meta-analyses with 38 independent effect sizes were included. The overall effect size was a <em>Log Odds Ratio</em> of 0.34. The meta-regression analysis indicates statistically significant values for the variable “regime of the measure” (<em>R</em>² <!-->=<!--> <!-->.136). These results indicate a positive and statistically significant association between intervention and the reduction of recurrence of adjudicated antisocial behaviour in adolescents and youth under judicial measures with a moderating effect of the variables “regime of the measure”. When implementing psycho-socio-educational intervention programs in juvenile justice, it is advisable to consider the regimen under which the adolescent is being held, with the aim of integrating the characteristics of each group and maximize the results of the interventions.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500191"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efectos del clima motivacional (des-)empoderamiento sobre la autoestima en Educación Física: rol mediador de las necesidades psicológicas básicas","authors":"Antonio Granero-Gallegos,&nbsp;Luis M. Salmerón-Hinojosa,&nbsp;Ginés D. López-García","doi":"10.1016/j.psicod.2026.500184","DOIUrl":"10.1016/j.psicod.2026.500184","url":null,"abstract":"<div><div>Grounded in <em>Self-Determination Theory</em> and <em>Achievement-Goal Theory</em>, and applying a hierarchical and multidimensional approach to motivational climates, this research explored how students’ perceptions of teacher-induced (dis)empowering climates in Physical Education relate to their basic psychological needs satisfaction and self-esteem. A total of 2,438 students (1,178 boys; <em>M</em>_age <!-->=<!--> <!-->16.15, <em>SD</em> <!-->=<!--> <!-->2.01) took part in this cross-sectional investigation. The results from structural equation modelling indicated that empowering climates fostered the satisfaction of autonomy, competence, and relatedness, which were, in turn, linked to self-esteem. Mediation analyses revealed that the effects of empowering climates on self-esteem were mainly driven by satisfaction of competence and autonomy. These findings underscore the relevance of fostering motivational climates in physical education that support psychological needs, as a way to strengthen students’ self-worth and mitigate the risk of developing negative self-perceptions.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500184"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intervención en sexismo ambivalente en formación inicial del profesorado: evaluación experimental y moderación por sexo","authors":"Raúl Carretero Bermejo,&nbsp;Alberto Nolasco Hernández,&nbsp;Laura Gracia Sánchez","doi":"10.1016/j.psicod.2026.500192","DOIUrl":"10.1016/j.psicod.2026.500192","url":null,"abstract":"<div><div>Ambivalent sexism persists in initial teacher education and affects educational practice, underscoring the need for brief, curriculum-integrated interventions with experimental evidence and follow-up. This study evaluates the efficacy of a psychoeducational intervention to reduce sexism among students in a Bachelor's in Primary Education (teacher training) program and explores moderation by sex. We have conducted an individually randomized (1:1) trial assigning participants to an experimental group (eight 1-hour weekly sessions) or a control group, with three assessments: T0, posttest, and ∼6-month follow-up. The analytic sample has been <em>N</em> <!-->=<!--> <!-->216; mean age<!--> <!-->=<!--> <!-->18.76 years (<em>SD</em> <!-->=<!--> <!-->0.70); women<!--> <!-->=<!--> <!-->56%. At follow-up, group sizes have been <em>n</em> <!-->=<!--> <!-->92 (control) and <em>n</em> <!-->=<!--> <!-->124 (experimental). Hostile and benevolent sexism have been measured with the <em>Ambivalent Sexism Inventory</em>. Analyses have included mixed ANOVA and T0-adjusted ANCOVA with marginal means and 95% CIs, assumption checks (Levene; Mauchly with Greenhouse–Geisser correction), and bootstrap contrasts. A significant Time<!--> <!-->×<!--> <!-->Group interaction emerges for both dimensions: the experimental group decreases from T0 to posttest and maintains gains at follow-up, whereas the control group remains stable or slightly worsens. The effect is moderated by sex. Findings indicate that a brief, structured, curriculum-integrated intervention can sustainably reduce sexism and support its incorporation into teacher education curricula.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500192"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"¿La búsqueda de la felicidad va de la mano del bienestar académico? El cuidado de la felicidad, la autoeficacia académica y la procrastinación académica del alumnado de grado estadounidense","authors":"Jesus Alfonso D. Datu,&nbsp;Jiahong Zhang,&nbsp;Frank D. Fincham","doi":"10.1016/j.psicod.2026.500188","DOIUrl":"10.1016/j.psicod.2026.500188","url":null,"abstract":"<div><div>This research explores the indirect associations of caring for bliss to academic procrastination via the mediating effects of academic self-efficacy. College students (<em>N</em> <!-->=<!--> <!-->373) from the United States participated in this three-wave longitudinal study. Surveys were administered with roughly five weeks of interval. Structural equation modeling shows that caring for bliss has been linked to later decreased levels of academic procrastination via its association with higher academic self-efficacy, which in turn, relates to less procrastination. These findings underscore the protective role of deliberately caring for well-being against maladaptive academic behaviors.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500188"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conocimientos sobre neurociencia, mentalidad de crecimiento y creencias epistemológicas del profesorado en formación chino: investigación mediante dos estudios sobre la situación actual y la eficacia de la intervención","authors":"Zhiwei Cao,&nbsp;Xiaoming Guo,&nbsp;Qun Ye","doi":"10.1016/j.psicod.2026.500185","DOIUrl":"10.1016/j.psicod.2026.500185","url":null,"abstract":"<div><div>Educational neuroscience offers valuable insights for teaching, yet preservice teachers’ understanding is often impeded by misconceptions or “neuromyths.” This two-study research investigated neuroscience literacy, growth mindset, and epistemological beliefs among Chinese preservice teachers, and the effectiveness of a targeted educational neuroscience intervention designed to enhance these attributes. Study 1 assessed baseline levels of these constructs, their interrelationships, and demographic correlates among 388 preservice teachers (31.2% male, 68.8% female; aged 18–24 years). Study 2 evaluated the efficacy of a 6-week educational neuroscience intervention using a quasi-experimental pretest-posttest design with an experimental group (<em>n</em> <!-->=<!--> <!-->28), a blank control group (<em>n</em> <!-->=<!--> <!-->40), and a positive control group (<em>n</em> <!-->=<!--> <!-->33). Results from Study 1 indicated moderate general brain knowledge (66.61% correct) but poor neuromyth identification (43.19% correct). Latent variable structural equation modeling (SEM) revealed patterns consistent with growth mindset serving as a mediating mechanism linking general brain knowledge and the two dimensions of epistemological beliefs. Study 2 demonstrated that the intervention significantly improved neuroscience literacy, fostered a stronger growth mindset compared to the blank control group, and cultivated more sophisticated epistemological beliefs compared to both control groups. These findings highlight the prevalence of neuromyths and the malleability of these psychological attributes through targeted education, underscoring the critical need to integrate comprehensive neuroscience training into teacher preparation programs.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500185"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Envidia disposicional y conductas de acoso y ciberacoso en adolescentes: un modelo longitudinal de tres olas con efectos cruzados que considera el papel mediador de la necesidad de popularidad","authors":"Cindy López,&nbsp;Xavier Oriol,&nbsp;Rafael Miranda,&nbsp;Jorge Varela","doi":"10.1016/j.psicod.2026.500189","DOIUrl":"10.1016/j.psicod.2026.500189","url":null,"abstract":"<div><div>From a social comparison perspective, emotions and motivations related to social status may play an important role in understanding aggressive behavior during adolescence. In particular, <em>dispositional envy</em> may motivate adolescents to pursue higher popularity within peer hierarchies, potentially increasing their involvement in aggressive behaviors such as bullying. However, longitudinal evidence examining the processes linking envy, status-related motivations, and aggression remains limited. The present study investigated the longitudinal associations among <em>dispositional envy</em>, <em>need for popularity</em>, and both <em>bullying behavior</em> and <em>cyberbullying behavior</em> in a sample of 707 adolescents (ages 11–17 years; <em>M</em> <!-->=<!--> <!-->13.35, <em>SD</em> <!-->=<!--> <!-->0.93) assessed across three waves. Cross-lagged structural equation modeling was used to examine the temporal relationships among these variables. Results showed that <em>dispositional envy</em> at Time 1 positively predicted <em>need for popularity</em> at Time 2. In turn, <em>need for popularity</em> was associated with higher levels of <em>bullying behavior</em> at Time 3, but not with <em>cyberbullying behavior</em>. The indirect effect linking envy to bullying through need for popularity was small and should therefore be interpreted with caution, and no mediation effect was observed for cyberbullying. Multi-group analyses indicated that the structural relations among the variables were similar for boys and girls. Overall, the findings suggest that <em>dispositional envy</em> may contribute indirectly to <em>bullying behavior</em> through adolescents’ motivation to achieve social status. These results highlight the relevance of status-related motivations in the development of bullying during adolescence and underscore the importance of addressing such socio-motivational dynamics in prevention efforts.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"31 2","pages":"Article 500189"},"PeriodicalIF":4.2,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148640414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}