Revista De Psicodidactica最新文献

{"title":"Ansiedad, regulación emocional y rendimiento académico del alumnado de ciclo inicial de Educación Primaria: impacto de una intervención","authors":"Raquel Gomis,&nbsp;Núria Garcia-Blanc,&nbsp;Agnès Ros-Morente,&nbsp;Gemma Filella-Guiu","doi":"10.1016/j.psicod.2025.500166","DOIUrl":"10.1016/j.psicod.2025.500166","url":null,"abstract":"<div><div>This study explores the relationship between anxiety, emotional regulation, and academic performance in early Primary Education, examining the effects of an intervention targeting emotional skills. A quasi-experimental design with pre- and post-tests was implemented, involving 430 first- and second-grade students. Through a linear mixed model, the interactions between different time points (pretest–posttest) and groups (control and experimental) are analyzed. Additionally, a Structural Equation Model (SEM) is conducted to analyze the relationships between anxiety, emotional regulation, and academic performance before and after the intervention. Intervention, based on an emotional competencies model, enhances emotional regulation. Regarding the SEM model, the results indicate a negative relationship between anxiety and academic performance and a positive relationship between emotional regulation and performance. Emotional regulation acts as a mediator in this relationship, but only after the intervention. These findings highlight the importance of developing emotional competencies in primary education to improve well-being and academic performance, although more specific interventions are needed to reduce anxiety. This study provides new perspectives on how emotional regulation and anxiety influence academic performance in the early school years.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500166"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739244","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":"Análisis de las propuestas educativas basadas en ejercicios con demandas cognitivas y descansos activos para la mejora de las funciones ejecutivas. Una revisión sistemática y meta-análisis","authors":"Félix Zurita-Ortega,&nbsp;Gabriel González-Valero,&nbsp;José Luis Ubago-Jiménez,&nbsp;Eduardo Melguizo-Ibáñez","doi":"10.1016/j.psicod.2024.500163","DOIUrl":"10.1016/j.psicod.2024.500163","url":null,"abstract":"<div><div>In the school environment, young people show a high level of sedentary behaviour. Physical activity has been shown to be beneficial in improving students’ quality of life. Moreover, physical activity with cognitive challenges and the implementation of active breaks are effective tools to work on the cognitive development of students in the school environment. The overall aim of this study was to analyse and compare the effect of interventions based on active breaks and cognitively challenging physical tasks to improve executive functions. The search for research was carried out in Web of Science, ERIC, Scopus, PsycINFO, Pubmed and Cochrane Library from May to August 2024. It has been considered studies that applied a physical activity programme with cognitive demands or application of active breaks and that used a randomised controlled trial or controlled trial design. The quantitative synthesis consisted of 22 studies. Two moderating variables were established: physical activities with cognitive demands and the use of active breaks. The application of physical activities with cognitive demands was more effective for working on cognitive flexibility (<em>g</em> <!-->=<!--> <!-->1.47; <em>CI</em> <!-->=<!--> <!-->[0.70; 2.25]), fluency (<em>g</em> <!-->=<!--> <!-->1.71; <em>CI</em> <!-->=<!--> <!-->[1.16; 2.27]) and updating (<em>g</em> <!-->=<!--> <!-->1.05; <em>CI</em> <!-->=<!--> <!-->[-0.96; 3.06]). <em>The application of active breaks</em> was more efficient for attention work (<em>g</em> <!-->=<!--> <!-->0.74; <em>CI</em> <!-->=<!--> <!-->[0.01; 1.47]), inhibition (<em>g</em> <!-->=<!--> <!-->1.24; <em>CI</em> <!-->=<!--> <!-->[0.56; 1.92]) and working memory (<em>g</em> <!-->=<!--> <!-->1.00; <em>CI</em> <!-->=<!--> <!-->[-0.54; 2.55]). It has been concluded that the presence of cognitive load in school physical activities condition the work of different executive functions.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500163"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739705","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":"Conocer y comprender el patrimonio cultural en entornos digitales: un enfoque utilizando MIMIC y modelos de red","authors":"Olaia Fontal ,&nbsp;Alex Ibañez-Etxeberria ,&nbsp;Víctor E. Gil-Biraud ,&nbsp;Benito Arias","doi":"10.1016/j.psicod.2025.500169","DOIUrl":"10.1016/j.psicod.2025.500169","url":null,"abstract":"<div><div>Knowing and understanding cultural heritage is essential for proper value-attribution, since without historical, social, political, economic or artistic contexts, we cannot attribute value to it. Knowledge, which is the first phase of the Heritage Learning Sequence (HLS), enables us to identify the causes and justifications that explain its nature and state, and provides a sound grounding for heritage valuation. The dimensions <em>knowing</em> and <em>understanding</em>, as measured by the <em>Q-Herilearn</em> scale (<span><span>Fontal, Ibañez-Etxeberria et al., 2024b</span></span>) in digital environments have been analysed according to the answers given by a sample of 2362 participants aged 18 to 70. Comparative analyses between groups (frequentist and Bayesian) have been carried out, the validity of both the measurement models and the structural model (MIMIC) has been determined, and the analyses were complemented by means of network analysis. Both the measurement model and the final structural model (MIMIC with DIF) have provided sufficient guarantees in terms of validity and reliability, and results have been endorsed by network analysis. The dimensions analysed (knowledge and understanding of heritage) are strongly interconnected, so that the understanding of heritage depends largely on the degree of prior knowledge. However, we have found no evidence (or very weak, given the small effect size) of the influence of socio-demographic variables on either the dimensions or the indicators that measure them. We believe that the most relevant contribution of this research is the combination of structural equation-based models with network analysis-based models to study the knowledge and understanding of cultural heritage in digital contexts.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500169"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739704","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":"Apoyo social percibido por el alumnado en la transición de Educación Primaria a Secundaria: tendencias en función del curso y asociación con cibervictimización","authors":"Mónica Rodríguez-Enríquez ,&nbsp;David Álvarez-García ,&nbsp;Sarai Rodríguez-Alvarado ,&nbsp;Martina Ares-Ferreirós","doi":"10.1016/j.psicod.2025.500172","DOIUrl":"10.1016/j.psicod.2025.500172","url":null,"abstract":"<div><div>This study examines the role of perceived social support in cybervictimization and differences according to educational level in a sample of 654 students from 5^th grade of primary education to 4^th grade of secondary education (9-17 years) in Galicia, Spain. The data analysis included ANOVA to explore differences in social support by grade, multiple regression analysis to evaluate the relationship between sources of support (family, peers, close friends, and teachers) and cybervictimization, and mediation analyses to examine indirect and interaction effects. The results show that family support is the primary source of support in the earlier grades, but its influence decreases during adolescence, while peer support remains stable. All sources of support were negatively associated with cybervictimization, although the effects varied by grade: family support diminished in higher grades, while peer support increased. It is crucial to develop preventive strategies that strengthen different sources of social support, prioritizing family support during childhood and promoting peer support in adolescence while maintaining the continuous facilitative role of teachers.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500172"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739707","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 victimización por acoso escolar y el comportamiento del espectador ante el acoso: estudio del papel mediador de la ansiedad social y la competencia socioemocional","authors":"Ruoxin Gao ,&nbsp;Xiaowei Chu","doi":"10.1016/j.psicod.2025.500168","DOIUrl":"10.1016/j.psicod.2025.500168","url":null,"abstract":"<div><div>Bullying victimization has been widely recognized as a robust predictor of adverse psychosocial outcomes, yet the relationship between bullying victimization to bystanders’ behaviors toward bullying incidents remains poorly understood. Besides, the mediating roles of emotional-cognitive factors such as social anxiety and social-emotional competence in shaping these dynamics have not been systematically examined through a longitudinal lens. The present study investigated the bidirectional relationships between bullying victimization and three types of bystander behaviors (i.e., defending, passive bystanding, and pro-bullying), with a focus on the chain-mediating roles of social anxiety and social-emotional competence. A longitudinal survey was conducted across three waves with six-month intervals, involving 1,022 Chinese adolescents (52.1% female; <em>M</em>_age <!-->=<!--> <!-->14.69, <em>SD</em>_age <!-->=<!--> <!-->1.15). Results indicated that bullying victimization unidirectionally and longitudinally predicted bystanders’ pro-bullying behavior. Social anxiety and social-emotional competence independently mediated the cross-sectional relationship between bullying victimization and bystander behavior in bullying. These findings advance theoretical understanding of the emotional-cognitive mechanisms underlying the dynamics between bullying victimization and bystander behavior, providing valuable insights for developing targeted interventions to break the vicious cycle of their influence.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500168"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739706","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 influencia de la sobrecarga social y de información en el rendimiento académico: el rol de la fatiga provocada por las redes sociales, el agotamiento cognitivo y el autocontrol","authors":"Xin Wang ,&nbsp;Xuanzhu Zhao ,&nbsp;Changsheng Yu","doi":"10.1016/j.psicod.2025.500164","DOIUrl":"10.1016/j.psicod.2025.500164","url":null,"abstract":"<div><div>The growing reliance on social media and unlimited access to information have raised concerns about their impact on mental health and academic performance. This study examines how information and social overload influence fatigue, cognition, and the academic performance of university students, with a particular focus on the moderating role of self-control. The sample consisted of 320 university students from China (<em>M</em> <!-->=<!--> <!-->20.51, <em>SD</em> <!-->=<!--> <!-->1.52), of which 73.4% were women and 26.6% were men. Through a structural model based on the stress-outcome framework and the ego depletion theory, the relationships between these variables are explored. The findings reveal that information overload significantly contributes to social media fatigue, indicating that excessive use of information leads to mental exhaustion in students. This fatigue increases cognitive depletion, reducing students’ ability to concentrate and process information. As a result, this depletion negatively impacts their academic performance. Furthermore, self-control is identified as a significant moderator in the relationship between information overload and fatigue, highlighting its importance in managing the negative effects associated with intensive social media use. This study provides valuable insights into the interaction between information use, self-control, fatigue and academic performance, offering relevant implications for the well-being and academic success of university students.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500164"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739241","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":"Relaciones recíprocas entre los mensajes docentes que promueven el compromiso y la motivación del alumnado","authors":"Jaime León ,&nbsp;Fernando Núñez-Regueiro ,&nbsp;Elisa Santana-Monagas","doi":"10.1016/j.psicod.2025.500165","DOIUrl":"10.1016/j.psicod.2025.500165","url":null,"abstract":"<div><div>Effective teaching practices are crucial for student success and the quality of education. One such practice that has recently gained attention is the use of engaging teacher messages, which have shown promising results. This study investigates the reciprocal relationship between teacher engaging messages and student motivation using a random intercept cross-lagged panel model. Participants were 1048 (<em>Mean age</em> <!-->=<!--> <!-->16.33, <em>SD</em> <!-->=<!--> <!-->1.25) high school students from 16 different secondary schools, 949 of whom participated in at least one measurement wave and were accounted for in the analyses participated in the study. Rooted in self-determination theory, the study found that messages highlighting the benefits of studying had a positive impact on changes in student motivation to learn, and that teacher engaging messages were not impacted by changes in student motivation. These findings suggest that effective teacher engaging messages, such as gain-framed autonomous messages, are partly independent from students’ motivation and can therefore be promoted to enhance student outcomes and the overall quality of education.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500165"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739242","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":"Midiendo la percepción de estudiantes españoles del comportamiento emocionalmente inteligente de sus docentes: relaciones con resultados académicos y personales","authors":"Natalio Extremera ,&nbsp;Manuel Pulido-Martos ,&nbsp;Sergio Mérida-López ,&nbsp;Lourdes Rey ,&nbsp;Zorana Ivcevic","doi":"10.1016/j.psicod.2025.500167","DOIUrl":"10.1016/j.psicod.2025.500167","url":null,"abstract":"<div><div>The aim of the present investigation was to analyze the psychometric properties of the Spanish version of the <em>Teacher Emotionally Intelligent Behavior Scale</em> (TEIBS-S) in two independent studies with secondary students. In Study 1, a cross-sectional design was used and 1850 secondary students (52.3% girls; <em>M</em>_<em>age</em> <!-->=<!--> <!-->14.2 years) completed the TEIBS-S and other self-report measures of theoretically relevant constructs, including life satisfaction, negative emotional states, the quality of teacher-student relationships, and support in the classroom. In Study 2, a prospective design was used in which 409 secondary school students (60% girls; <em>M</em>_<em>age</em> <!-->=<!--> <!-->13.4 years) completed the TEIBS-S at time 1 and different self-report measures of academic engagement, satisfaction with life, positive and negative emotional states, anxiety and depression symptomatology, and somatic symptoms over on average five-month prospective interval. The results revealed preliminary evidence of adequate internal consistency. Also, the factor analyses supported a one–factor solution as original English version and was invariant across gender and expected significant relationships with the well-being and academic variables analyzed. Finally, Study 2 indicated that the TEIBS-S was positively related to academic engagement dimensions, positive affect and life satisfaction and negatively linked to somatic symptoms five months later. Our findings provide preliminary evidence that the TEIBS-S is a useful and valid instrument to assess teacher emotional intelligence-related behaviors that are linked to students’ affective and academic outcomes. Finally, practical recommendations and future lines of research using the TEIBS-S in school context are suggested.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500167"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739243","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 influencia de la plataforma educativa Rain Classroom en la inteligencia emocional, la creatividad, la independencia académica y la concentración del alumnado chino: un estudio empírico","authors":"Weiwei Jiang","doi":"10.1016/j.psicod.2025.500170","DOIUrl":"10.1016/j.psicod.2025.500170","url":null,"abstract":"<div><div>The aim of this study is to evaluate the impact of an educational model based on the theory of embodied interaction on the development of <em>emotional intelligence</em>, <em>creativity</em>, <em>academic independence</em>, and <em>attention concentration</em> among students. The study involved 300 students from a Chinese university who were divided into experimental and control groups. In the experimental group, the Rain Classroom platform, which integrates digital technologies into the traditional educational process, was utilized, while the control group continued their studies under the standard curriculum. The results revealed that students in the experimental group exhibited significant improvements across all measured parameters—<em>emotional intelligence</em>, <em>creativity, academic independence</em>, and <em>attention concentration</em>—whereas no such changes were observed in the control group. The scientific novelty of the research lies in its comprehensive approach to examining the influence of the embodied approach and digital educational platforms on the development of students’ cognitive and emotional competencies. The study's practical significance is reflected in the proposal of a new approach for educators and educational administrators aimed at enhancing the effectiveness of teaching through the use of digital educational platforms.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500170"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739245","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":"El impacto de un programa de aprendizaje-servicio basado en el aprendizaje social y emocional para prevenir la adicción a los videojuegos en internet entre adolescentes","authors":"Francisco D. Fernández-Martín ,&nbsp;Patricia Ayllón-Salas ,&nbsp;Santiago Alonso-García ,&nbsp;Francisco-Javier Hinojo-Lucena","doi":"10.1016/j.psicod.2025.500171","DOIUrl":"10.1016/j.psicod.2025.500171","url":null,"abstract":"<div><div>In recent years, a substantial rise in the prevalence of internet gaming disorder has been observed, predominantly among adolescents. In this regard, social and emotional competencies have been shown to be protective factors against the development of internet gaming disorder. Nevertheless, research on social and emotional learning is limited regarding their impact on the prevention of internet gaming disorder. In light of the significance of integrating social and emotional learning into school instruction, this study utilized a service-learning approach to facilitate this integration. The objective was to estimate the impact of a service-learning program based on social and emotional learning on the levels of social and emotional competencies and the prevention of internet gaming disorder among Spanish adolescents. The study adopted a quasi-experimental design, with the sample divided into two groups: the intervention group (<em>n</em> <!--> =<!--> <!-->54) and the control group (<em>n</em> <!--> =<!--> <!-->54). The intervention group implemented a service-learning program on prevention measures against internet gaming addiction at their high school, receiving training in social and emotional competencies at the same time. The results indicate that the intervention group obtained a statistically significant improvement in social and emotional competencies and symptoms related to internet gaming disorder in comparison to the control group following the completion of the program. The obtained effect size indicates a large impact of the program. The present study proposes an innovative intervention that integrates service-learning and social and emotional learning to prevent video game addiction problems in high school students.</div></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"30 2","pages":"Article 500171"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144739246","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}