Revista De Psicodidactica最新文献_第4页

Asociación entre el bullying, la ansiedad y la depresión en la infancia y la adolescencia: el efecto mediador de la autoestima 童年和青少年欺凌、焦虑和抑郁之间的关系：自尊的中介作用

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.10.001

Nekane Balluerka, Jone Aliri, Olatz Goñi-Balentziaga, Arantxa Gorostiaga

{"title":"Asociación entre el bullying, la ansiedad y la depresión en la infancia y la adolescencia: el efecto mediador de la autoestima","authors":"Nekane Balluerka, Jone Aliri, Olatz Goñi-Balentziaga, Arantxa Gorostiaga","doi":"10.1016/j.psicod.2022.10.001","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.10.001","url":null,"abstract":"<div><p>Bullying is a serious psychosocial problem that impacts negatively on victims, and it is one of the main risk factors for the development of psychological problems and psychopathological symptoms in childhood, adolescence, and adulthood. This study analyzes the mediating effect of self-esteem on the relationship between bullying victimization and the development of anxiety and depressive symptoms. The sample comprised 550 children and adolescents (56.5% women) aged between 10 and 17 years (<em>M</em>  =1.75) from the Basque Country, each of whom completed a battery of instruments consisting of a sociodemographic variables data sheet, a questionnaire for evaluating peer victimization, the Rosenberg Self-Esteem Scale, and the Educational-Clinical Questionnaire: Anxiety and Depression. Results from structural equation modeling indicated that bullying victimization is a risk factor for developing anxiety and depression in childhood and adolescence, and also that the relationship between bullying victimization and these two emotional problems is mediated by self-esteem. This mediating effect of self-esteem is especially important in the case of depression, insofar as the effect of bullying victimization on depression is greater when mediated by self-esteem. The implications of the results are discussed, both for the field of educational psychology and in in relation to the psychological wellbeing of children and adolescents.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825950","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: 0

Perfiles docentes basados en su sintomatología de burnout: diferencias entre etapas educativas y relación con el funcionamiento psicológico adaptativo 基于倦怠症状的教学概况：教育阶段之间的差异及其与适应心理功能的关系

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.07.001

Carlos Freire , María del Mar Ferradás , Alba García-Bértoa , José Carlos Núñez , Antonio Valle

{"title":"Perfiles docentes basados en su sintomatología de burnout: diferencias entre etapas educativas y relación con el funcionamiento psicológico adaptativo","authors":"Carlos Freire , María del Mar Ferradás , Alba García-Bértoa , José Carlos Núñez , Antonio Valle","doi":"10.1016/j.psicod.2022.07.001","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.07.001","url":null,"abstract":"<div><p>On the premise that burnout is a heterogeneous phenomenon in terms of the symptoms people experience, a growing number of studies in recent years have aimed to identify symptomatic profiles of burnout in teachers. The present study analyzes possible differences in the make-up of profiles of burnout symptoms in teachers working in initial and middle educational stages, as well as teachers working in both stages at the same time. It also seeks to determine whether those profiles differ in terms of adaptive psychological functioning (flourishing, self-efficacy, hope, optimism, and resilience). From a sample of 1,290 teachers (<em>M</em><sub><em>age</em></sub>  =13.13, 73.7% women), two profiles were found (with and without burnout) in early and middle school teachers, and four profiles in teachers who work in both stages (three profiles of burnout symptoms). Those with profiles of burnout symptoms exhibited significantly poorer psychological functioning. These findings allow to identify those teachers who, due to their burnout symptoms, need priority attention in order to reinforce their positive organizational behavior.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825946","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: 0

Efectividad de la terapia vincular familiar apoyada con psicomotricidad clínica infantil para el incremento de la autorregulación en niños y niñas con trastorno por déficit atencional e hiperactividad: un estudio piloto 家庭支持的儿童临床心理动力联系疗法对改善注意力缺陷多动障碍儿童自我调节的有效性：一项初步研究

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.12.001

Josefina Larraín-Valenzuela , Mauricio Aspé-Sánchez , Patricia Nieto , Rodrigo C. Vergara , Andrea María Palma Contreras

{"title":"Efectividad de la terapia vincular familiar apoyada con psicomotricidad clínica infantil para el incremento de la autorregulación en niños y niñas con trastorno por déficit atencional e hiperactividad: un estudio piloto","authors":"Josefina Larraín-Valenzuela , Mauricio Aspé-Sánchez , Patricia Nieto , Rodrigo C. Vergara , Andrea María Palma Contreras","doi":"10.1016/j.psicod.2022.12.001","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.12.001","url":null,"abstract":"<div><p>Girls and boys diagnosed with attention deficit hyperactivity disorder (ADHD) need to reduce their symptoms through interventions. A crossover quasi-experimental design has been carried out aimed at both mothers and fathers and their girls and boys diagnosed with ADHD. Specifically, a Family Bonding Therapy (FBT) for mothers and fathers and a Clinical Psychomotor Therapy (CPT) for girls and boys with ADHD. The sample has been made up of three girls and thirteen boys between 5 years 11 months and 9 years old, in addition to their mothers and fathers. The girls and boys have been evaluated at the beginning, middle, and the end of the interventions. Their capacity of self-regulation has been measured through two questionnaires addressed to mothers and fathers (Behavioral Assessment of Executive Function/BRIEF-2 and Behavior Assessment System for children/BASC). The indicators of both questionnaires quantified the change in self-regulation as the response variable. Statistical methods associated with mixed linear models have measure the effect and the order of treatment as explanatory variables. Furthermore, different control variables were incorporated, the <em>initial level</em> of response and covariates such as the <em>anxiety</em> and the <em>adaptability</em>. This study has reported that <em>hyperactivity</em> has proven to be a central symptom to measure self-regulation capacity because it showed a significant association with PBT when applied after CPT, as measured by the BASC. In conclusion, the effect of clinical interventions based on their order favors the reduction of <em>hyperactivity</em> and influences the self-regulation capacity of girls and boys.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825947","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: 0

Bienestar, afectos y desgaste laboral de los profesores durante la pandemia en Chile 智利大流行期间教师的福利、情感和劳动消耗

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.07.002

Jorge J. Varela , Paulina Guzmán , Xavier Oriol , Francisca Romo , Rafael Miranda

引用次数: 0

Adquisición de segundas lenguas en contextos de inmersión lingüística. Un modelo estructural acerca del rol de la inteligencia y las actitudes lingüísticas 在浸入式语言环境中习得第二语言。智力和语言态度作用的结构模型

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.08.001

Fernando Senar , Elisabet Serrat , Ángel Huguet , Judit Janés

{"title":"Adquisición de segundas lenguas en contextos de inmersión lingüística. Un modelo estructural acerca del rol de la inteligencia y las actitudes lingüísticas","authors":"Fernando Senar , Elisabet Serrat , Ángel Huguet , Judit Janés","doi":"10.1016/j.psicod.2022.08.001","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.08.001","url":null,"abstract":"<div><p>This study aims to know how fluid intelligence and linguistic attitude participate in the language learning of young people who are in a linguistic immersion situation in Catalonia. Considering the linguistic particularities of the Catalan territory, a path model has been designed in which the effect of the fluid intelligence and linguistic attitude on the acquisition of the two official languages of the territory (Spanish and Catalan) in young immigrants of Romanian origin is studied. The results show how fluid intelligence exerted a significant facilitating effect of medium-low magnitude on learning of similar intensity for both languages. However, the attitude shows to exert a significant facilitating effect of low magnitude for the acquisition of the vehicular language (Catalan), but not significant for the language of non-academic use (Spanish). These results suggest that fluid intelligence and linguistic attitude are facilitating agents of language acquisition in situations of linguistic immersion, although in the case of attitude, the intensity of this effect may depend on the way in which learners are in contact with the language.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49864887","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: 1

Aculturación y participación escolar: el caso de los estudiantes portugueses de la comunidad gitana 文化适应和学校参与：以吉普赛人社区的葡萄牙学生为例

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.11.003

Tânia Moreira , Juliana Martins , José Carlos Núñez , André Oliveira , Joana Martins , Pedro Rosário

{"title":"Aculturación y participación escolar: el caso de los estudiantes portugueses de la comunidad gitana","authors":"Tânia Moreira , Juliana Martins , José Carlos Núñez , André Oliveira , Joana Martins , Pedro Rosário","doi":"10.1016/j.psicod.2022.11.003","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.11.003","url":null,"abstract":"<div><p>There is well-documented evidence on the relationships between the perceived utility value of school, positive learning outcomes, and intention to pursue education. For students from ethnic marginalized or economically deprived backgrounds, beliefs and values on the utility of education are shaped by acculturation conditions and hassles they are often exposed to. Despite recognizing the value of education, students from the Roma community show disengagement behaviors and interrupted educational trajectories. This might contribute to disadvantaged positions in education, labor markets, healthcare, and political life. Grounded on the acculturation framework, this study investigated how and to what extent micro-level acculturation contexts – family and school – influence school-based outcomes (e.g., utility beliefs; School Engagement [SE]) of students with Roma background. The empirical data draws on a sample of 213 students collected in eleven schools across Portugal. Results are insightful, providing evidence of how different socialization agents bolster school engagement dimensions. Moreover, data provided evidence on the most effective forms of parental and teacher involvement to support the utility value of school and education. Together findings open avenues to challenge further deficit perspectives underscoring policies and educational interventions targeting the achievement gap among students with Roma background.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825945","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: 0

Temas controvertidos y apps para el desarrollo de la competencia social y cívica. Análisis de la efectividad del Proyecto 1936 en la formación inicial docente 有争议的问题和发展社会和公民能力的应用程序。1936年项目在教师初始培训中的有效性分析

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.10.002

Iratxe Gillate, Janire Castrillo, Ursula Luna, Alex Ibañez-Etxeberria

{"title":"Temas controvertidos y apps para el desarrollo de la competencia social y cívica. Análisis de la efectividad del Proyecto 1936 en la formación inicial docente","authors":"Iratxe Gillate, Janire Castrillo, Ursula Luna, Alex Ibañez-Etxeberria","doi":"10.1016/j.psicod.2022.10.002","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.10.002","url":null,"abstract":"<div><p>In order to form critical citizenship, history teaching and learning should foster the development of social and civic competence. To this end, it is necessary to introduce changes in teaching methods and the training of future teachers. The aim of this research is to evaluate the effectiveness of the 1936 Project in initial teacher training, as well as to verify whether there are differences between perceptions of participating and non-participating students with respect to the use of innovation strategies, interest in the study of history, and the acquisition of social and civic competence. A total of 239 students from the UPV/EHU Primary Education Degree participated: 116 in the experimental group and 122 in the control group. A 21-item questionnaire was used, divided into three variables. Analyses of mean differences and their respective effect sizes, and multiple linear regression analyses were carried out. Following the teaching intervention, a statistically significant increase of high magnitude was observed in all variables for the experimental groups. We can conclude that the introduction of innovative teaching strategies, such as the approach to socially controversial topics and the use of technological teaching resources, increase interest in studying history and indirectly affect the development of social and civic competence.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825948","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: 1

El estilo comunicativo del profesorado como predictor de la pasión y dedicación del alumnado 教师的沟通风格是学生热情和奉献精神的预测因素

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.11.002

Zuleica Ruiz-Alfonso , Lidia E. Santana-Vega , Robert J. Vallerand

{"title":"El estilo comunicativo del profesorado como predictor de la pasión y dedicación del alumnado","authors":"Zuleica Ruiz-Alfonso , Lidia E. Santana-Vega , Robert J. Vallerand","doi":"10.1016/j.psicod.2022.11.002","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.11.002","url":null,"abstract":"<div><p>The aim of this study was to analyse the relations between three different communicative teaching styles (gain-framing, loss-framing and amotivational style) and students’ passion and dedication to study after school hours. We recruited 407 students and data was evaluated through path analyses. Results showed that teachers’ communicative style that encouraged students to engage in an activity, highlighting the benefits of this engagement (gain-framing style), positively predicted students’ passion; teachers’ communicative style that emphasised the importance of avoiding failure and the cost of not being engaged in the activity (loss-framing style) negatively predicted students’ passion; teachers’ communicative style that underlined that there were no connections between students’ behaviour and the results they obtained in class (amotivational framing style) was not related to students’ passion. In turn, students’ passion strongly predicted their dedication to study. Additionally, passion mediated the relation between teachers’ communicative style and students’ dedication. Findings evidence, for the first time in the literature, the effect of different teachers’ communicative styles on students’ passion and dedication. Results are discussed in terms of their implications for the academic context and educational practice.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825949","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: 0

Estudio longitudinal sobre procesamiento de magnitudes simbólicas y no-simbólicas y su relación con la competencia matemática 符号和非符号量加工及其与数学能力关系的纵向研究

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.07.003

Estívaliz Aragón, M. Carmen Canto-López, Manuel Aguilar, Inmaculada Menacho, José I. Navarro

{"title":"Estudio longitudinal sobre procesamiento de magnitudes simbólicas y no-simbólicas y su relación con la competencia matemática","authors":"Estívaliz Aragón, M. Carmen Canto-López, Manuel Aguilar, Inmaculada Menacho, José I. Navarro","doi":"10.1016/j.psicod.2022.07.003","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.07.003","url":null,"abstract":"<div><p>Research on cognitive development suggests that the human being has a number sense called “Approximate Number System” (ANS). There are also different characteristics for the representation system of symbolic numbers, called “Accuracy Number System”. In this context, the aims of the study were: (a) to identify and longitudinally evaluate the development of symbolic and non-symbolic magnitude representation skills; and (b) analyze the relationships between these skills and mathematical achievement. The present longitudinal study was carried out with a sample of 31 Early Childhood Education participants, for two years, with four evaluations timing. Results suggested that at the age of 4 years, symbolic magnitude processing abilities increased quickly until they surpass non-symbolic ones. On the other hand, the comparison of symbolic magnitudes had a higher predictive value on mathematical performance at the ages evaluated. It is discussed whether these skills may be of interest as detection and assessment tools in the field of mathematics, as well as for interventions in students with mathematics learning difficulties.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825951","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: 1

Comprendiendo el comportamiento de rechazo escolar en la adolescencia: perfiles de riesgo y estilo atribucional ante los resultados académicos 了解青少年的拒绝行为：风险概况和对学业成绩的归因方式

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2023-01-01 DOI: 10.1016/j.psicod.2022.11.001

Aitana Fernández-Sogorb , Carolina Gonzálvez , Margarita Pino-Juste

{"title":"Comprendiendo el comportamiento de rechazo escolar en la adolescencia: perfiles de riesgo y estilo atribucional ante los resultados académicos","authors":"Aitana Fernández-Sogorb , Carolina Gonzálvez , Margarita Pino-Juste","doi":"10.1016/j.psicod.2022.11.001","DOIUrl":"https://doi.org/10.1016/j.psicod.2022.11.001","url":null,"abstract":"<div><p>Adolescents who show a tendency to refuse school could also be experiencing poor motivation towards learning. The present work aimed to identify profiles of adolescents with school refusal behavior (SRB) and to examine whether these possible groups differed in academic self-attributions. Participants were 1183 Spanish students (53.7% girls) from 14 to 17 years old (<em>M</em>  =1.08). They answered to the Spanish versions of the <em>School Refusal Assessment Scale-Revised</em> (SRAS-R) and the <em>Sydney Attribution Scale</em> (SAS). Four SRB profiles were found by the Latent Profile Analysis technique: non-SRB, moderately high SRB, anxious SRB, and high SRB. Statistically significant differences were identified among the four groups in all the academic self-attributions examined. The anxious and high SRB profiles showed a greater tendency to attribute their academic failures to ability, while they tended to attribute their successes less to internal causes. Intervention strategies are suggested to attend these risk SRB profiles.</p></div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49825952","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: 0