Revista De Psicodidactica最新文献_第10页

Conexiones entre la victimización en el acoso escolar y la satisfacción-frustración de las necesidades psicológicas básicas de los adolescentes 欺凌受害与青少年基本心理需求的满足-挫折之间的联系

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2019.11.002

José Ignacio Menéndez Santurio , Javier Fernández-Río , José Antonio Cecchini Estrada , Sixto González-Víllora

{"title":"Conexiones entre la victimización en el acoso escolar y la satisfacción-frustración de las necesidades psicológicas básicas de los adolescentes","authors":"José Ignacio Menéndez Santurio , Javier Fernández-Río , José Antonio Cecchini Estrada , Sixto González-Víllora","doi":"10.1016/j.psicod.2019.11.002","DOIUrl":"10.1016/j.psicod.2019.11.002","url":null,"abstract":"<div><p>The aim of this study is to analyse the connection between bullying and the dichotomy satisfaction-frustration of the basic psychological needs in adolescents. A total of 1845 students from Secondary Education (928 boys and 917 girls), and Baccalaureate-Year1 (<em>n</em>  =14.51, <em>SD</em>  <!-->1.55), from 16 schools of four Spanish provinces participate in the study. Students complete the Psychological Needs Satisfaction-Frustration Scale and the subscale Victimization from the European Bullying Intervention Project Questionnaire concerning three subjects: Mathematics, Spanish Language and Literature, and Physical Education. Results from the structural equation analysis reflect that victimization negatively predicts the satisfaction of the three basic psychological needs of competence, relatedness and autonomy, and positively the frustration of them in the three subjects. These results show the importance of creating educative contexts oriented to promote an increase of the students’ basic psychological needs of autonomy, relatedness and competence to prevent and/or lessen the possible effects of bullying in their victims.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 119-126"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49214241","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}

引用次数: 11

Influencia de la autoestima y la atención en el rendimiento académico del alumnado de la ESO y FPB 自尊和注意力对ESO和FPB学生学业成绩的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.06.001

Sandra Cid-Sillero , Eider Pascual-Sagastizabal , Juan-Ignacio Martinez-de-Morentin

引用次数: 6

Cuando la falta de compromiso ocupacional del profesorado novel no es suficiente para explicar la intención de abandono: ¡la inteligencia emocional importa! 当新教师缺乏职业承诺不足以解释离职意向时:情商很重要!

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.05.001

Sergio Mérida-López, Natalio Extremera

{"title":"Cuando la falta de compromiso ocupacional del profesorado novel no es suficiente para explicar la intención de abandono: ¡la inteligencia emocional importa!","authors":"Sergio Mérida-López, Natalio Extremera","doi":"10.1016/j.psicod.2019.05.001","DOIUrl":"10.1016/j.psicod.2019.05.001","url":null,"abstract":"<div><p>This study provided evidence on the moderator role of emotional intelligence in the relationship between occupational commitment and intention to quit teaching in a sample of 780 pre-service teachers. Results showed that occupational commitment and emotional intelligence jointly predicted variance of intention to quit teaching after controlling for sociodemographic factors and teacher self-efficacy beliefs. In particular, pre-service teachers with low occupational commitment and low emotional intelligence reported higher intentions to quit teaching than their counterparts with high levels of emotional intelligence. Findings also suggested appraisal of others’ emotions and use of emotions as the main emotional intelligence dimensions related with occupational commitment to explain intention to quit teaching. These findings may serve as a starting point for implementing training programs on emotional abilities aimed at promoting more positive attitudes toward teaching as a way of reducing the current teacher attrition crisis.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 1","pages":"Pages 52-58"},"PeriodicalIF":3.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.05.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010618","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}

引用次数: 12

Efecto de un programa de prevención de ciberacoso integrado en el currículum escolar de Educación Primaria 将网络欺凌预防计划纳入小学教育课程的效果

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.08.001

Raquel Flores Buils, Antonio Caballer Miedes, Mercedes Romero Oliver

{"title":"Efecto de un programa de prevención de ciberacoso integrado en el currículum escolar de Educación Primaria","authors":"Raquel Flores Buils, Antonio Caballer Miedes, Mercedes Romero Oliver","doi":"10.1016/j.psicod.2019.08.001","DOIUrl":"10.1016/j.psicod.2019.08.001","url":null,"abstract":"<div><p>The largest number of cases of cyberbullying occurs in the Secondary Education stage, where a large part of cyberbullying programs are focused. This situation leads to the design, implementation and evaluation of a cyberbullying prevention program integrated in the Primary Education curriculum, based on a needs analysis carried out with 55 teachers and 156 parents. The objective of this study is to evaluate the effect of the program on a sample of 159 students of Primary Education, following a quasi-experimental design, pre-post with two groups, including training for teachers and parents. Significant differences have been obtained in the following dimensions <em>emotional self-awareness</em>, <em>problem solving</em>, <em>responsible use</em>, <em>digital teaching tutoring</em> and <em>family supervision</em>. It is concluded that the program is effective, developing in the students the personal and technological skills assessed, and having a positive impact on the tutoring and supervision of their teachers and parents.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 1","pages":"Pages 23-29"},"PeriodicalIF":3.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.08.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010665","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}

引用次数: 5

Promoción de habilidades personales para la vida a través de la implementación de cuatro enfoques instruccionales en un MOOC 通过在MOOC中实施四种教学方法来提升个人生活技能

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.08.002

Judit García-Martín , Jesús-Nicasio García-Sánchez

{"title":"Promoción de habilidades personales para la vida a través de la implementación de cuatro enfoques instruccionales en un MOOC","authors":"Judit García-Martín , Jesús-Nicasio García-Sánchez","doi":"10.1016/j.psicod.2019.08.002","DOIUrl":"10.1016/j.psicod.2019.08.002","url":null,"abstract":"<div><p>This study examines the efficacy of a MOOC-format instructional program, <em>Improvement of personal competencies for success</em>, which entailed the use of four clearly differentiated instructional approaches (three experimental approaches and one control approach): (1) <em>product</em>, with an emphasis on the final result and the overall quality; (2) <em>processes</em>, with an emphasis on recursion and constant self-assessment of the processes; (3) <em>mixed,</em> oriented on the result and overall quality as well as to recursion, self-reflection and self-assessment; and (4) <em>traditional (control)</em> focused on online instruction of the subjects and on the accomplishment of tasks. The MOOC was designed and implemented through the Universidad de León's external Moodle (Ariadne). It involved 745 people aged between 10 and 50, though only 336 completed it. The results demonstrate the efficacy of the MOOC—irrespective of the instructional approach followed—for instruction on different contents and competencies, such as resilience, achievement motivation and self-esteem; they reveal a statistically significant increase in different variables such as self-efficacy and they confirm the effectiveness of Moodle for the design and development of a MOOC. The implications of these findings are discussed and evaluated.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 1","pages":"Pages 36-44"},"PeriodicalIF":3.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.08.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010687","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}

引用次数: 6

Modelo de predicción de los estilos de vida saludables a través de la Teoría de la Autodeterminación de estudiantes de Educación Física 通过体育学生自我决定理论预测健康生活方式的模型

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.05.002

Marta Leyton , Marco Batista , Ruth Jiménez-Castuera

{"title":"Modelo de predicción de los estilos de vida saludables a través de la Teoría de la Autodeterminación de estudiantes de Educación Física","authors":"Marta Leyton , Marco Batista , Ruth Jiménez-Castuera","doi":"10.1016/j.psicod.2019.05.002","DOIUrl":"10.1016/j.psicod.2019.05.002","url":null,"abstract":"<div><p>The main objective of this study was to analyze the prediction that motivational processes have in the adoption of lifestyle habits that enhance adolescent health in Physical Education classes. The sample consisted of 214 Secondary Education students in Portugal, between 15 and 19 years old (<em>M</em>  =.96), of both genders (104 boys and 110 girls). The following questionnaires were administered: Scale of the Locus Perceived of Causality in Physical Education, Scale of measurement of the basic psychological needs, the Questionnaire of Healthy Lifestyles and the Scale of Measurement of Intentionality to be Physically Active. An analysis of structural equations was used, which showed that the satisfaction of basic psychological needs predicted the intrinsic motivation, and this in turn, predicted the variables related to healthy lifestyles, both positively and significantly. The importance of developing self-determined motivation through the satisfaction of basic psychological needs in Physical Education classes to promote healthy lifestyles in our students, is highlighted.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 1","pages":"Pages 68-75"},"PeriodicalIF":3.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.05.002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010624","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}

引用次数: 9

Aprendizaje musical y ansiedad escénica en edades tempranas: 8-12 años 早期音乐学习与舞台焦虑:8-12岁

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.10.001

María Victoria Urruzola , Elena Bernaras

{"title":"Aprendizaje musical y ansiedad escénica en edades tempranas: 8-12 años","authors":"María Victoria Urruzola , Elena Bernaras","doi":"10.1016/j.psicod.2019.10.001","DOIUrl":"10.1016/j.psicod.2019.10.001","url":null,"abstract":"<div><p>Anxiety can negatively affect performance quality, increasing the likelihood of failure and impaired performance. The aims of this research were: (1) to examine the differences in music performance anxiety (MPA), self-confidence, self-efficacy and fear of negative evaluation levels among 8-12 year old music students, according to sex, age and type of instruction; and (2) to propose an explanatory model to describe the origins of MPA. A total sample of 198 music school and conservatory students (54.5% girls; <em>M</em>  =1.25) have completed the MPAI-A, MPAI-A-State, CSAI-2 RE, SMLQ-Ch and BFNE-S scales. Girls scored significantly higher in self-efficacy, with a medium-high effect size. A model in which State-MPA has an effect on Trait-MPA, both directly and moderated by self-confidence, self-efficacy and fear of negative evaluation was tested. All fit coefficients were satisfactory and multi-group analyses showed model consistency across all four groups that were investigated. These results indicate the appropriateness of avoiding stressful performance experiences that could have a negative impact on self-confidence, increasing students’ vulnerability to anxiety.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 1","pages":"Pages 76-83"},"PeriodicalIF":3.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.10.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010763","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}

引用次数: 2

¿La implicación de las familias influye en el rendimiento? Un estudio en educación primaria en América Latina 家庭的参与会影响表现吗?拉丁美洲初等教育的研究

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.10.002

Francisco Javier Murillo, Reyes Hernández-Castilla

引用次数: 12

Aprendizaje Servicio y compromiso académico en Educación Superior 高等教育中的服务学习和学术参与

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.09.001

Rosa M. Rodríguez-Izquierdo

{"title":"Aprendizaje Servicio y compromiso académico en Educación Superior","authors":"Rosa M. Rodríguez-Izquierdo","doi":"10.1016/j.psicod.2019.09.001","DOIUrl":"10.1016/j.psicod.2019.09.001","url":null,"abstract":"<div><p>As a result of the university reform, the challenge for universities is to promote the quality of teaching, for which it is necessary to implement student-centered teaching methodologies. These methodologies require the commitment of students to their studies, which is not always present. To date, work on the relationship between service learning (SL) and academic commitment (AC) has been scarce. The aims of this paper are two-fold: to validate the Utrecht Work Engagement Scale for Students (UWES-S-9) and to evaluate the effect of the SL-based methodology on the AC of university students. A quasi-experimental design of repeated pretest-postest measurements with control group was carried out. The sample consists of 342 students, 168 experimental students who participate in SL practices and 174 control students who had not participated in SL. Both groups complete the UWES-S-9 in pretest and postest. The baseline hypothesis was that students who participated in ApS practices would achieve higher levels of AC with their studies. The results verify the existence of significant differences, in favor of the experimental group, in three of the factors that compose the AC: <em>vigor, dedication and absorption.</em> The discussion focuses on the potential value of the SL methodology for improving the AC of university students and paves the way for rethinking the implementation of active teaching methodologies as a key issue for optimising the quality of teaching at university.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 1","pages":"Pages 45-51"},"PeriodicalIF":3.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.09.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010743","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}

引用次数: 8

Exploración de la relación entre actitudes ante las ciencias y el rendimiento en el Programa Internacional para la evaluación de estudiantes (PISA) 在国际学生评估项目(PISA)中探索对科学的态度与表现之间的关系

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-01-01 DOI: 10.1016/j.psicod.2019.08.003

Gorka Bidegain , José Francisco Lukas Mujika

{"title":"Exploración de la relación entre actitudes ante las ciencias y el rendimiento en el Programa Internacional para la evaluación de estudiantes (PISA)","authors":"Gorka Bidegain , José Francisco Lukas Mujika","doi":"10.1016/j.psicod.2019.08.003","DOIUrl":"10.1016/j.psicod.2019.08.003","url":null,"abstract":"<div><p>The Program for International Student Assessment (PISA) 2006 and PISA 2015 is focused on students’ competency in science, providing wide data banks for the analysis of the interaction between science performance and attitudes toward science. The few attempts to study this relationship in other assessment studies suggest some positive correlations on the individual level and some unexpected negative correlations and a lack of scalar invariance across countries. The aim of this study is to contribute to the exploration of the generalizability of this relationship across countries and regions within nations. For this, the PISA 2015 data are analyzed using Ordinary Least Square and Quantile regression modelling techniques together with bivariate correlation matrix analysis. The relationship patterns between attitudes —such as self-efficacy, interest in science, participation in science activities, and enjoyment of science—and performance in science are explored at different scales; across 72 PISA participating countries and across 17 regions in Spain. Across countries, the relationship is unexpectedly negative for all attitudes, although high quantiles show a much less pronounced pattern. Across regions, only self-efficacy is significantly and positively correlated with science performance. Overall, positive non–linear relationships are distinguished for high performance values. The results of this study suggest the need of further research using non-parametric quantile regression modeling, and exploring attitudinal indices scaling when investigating potential universal/invariant models. This research should try to justify the comparison across countries/regions using aggregated scores, while incorporating differences in cultural, educational, and social influences on attitudes toward science.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 1","pages":"Pages 1-12"},"PeriodicalIF":3.6,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.08.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"55010719","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}

引用次数: 4