Revista De Psicodidactica最新文献_第6页

Meta-análisis multinivel de los programas escolares de intervención basados en mindfulness en España 西班牙基于正念的学校干预项目的多层次元分析

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-07-01 DOI: 10.1016/j.psicod.2022.04.005

María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz

{"title":"Meta-análisis multinivel de los programas escolares de intervención basados en mindfulness en España","authors":"María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz","doi":"10.1016/j.psicod.2022.04.005","DOIUrl":"10.1016/j.psicod.2022.04.005","url":null,"abstract":"<div>There are numerous studies whose results support the benefits of mindfulness-based interventions (MBIs) in children and adolescents. Recent meta-analyses on the efficacy of these interventions in educational settings find significant improvements in cognitive and behavioral measures with effect sizes ranging from small to moderate. However, there are no meta-analyses evaluating the efficacy of MBIs in the Spanish educational setting. In this study, a systematic search of published articles and doctoral theses up to March 2022 was performed, including randomized controlled trials (RCTs) as an eligibility criterion. Eighteen studies with a total of 1471 participants were included in the three-level meta-analysis. The overall average effect size was significant (g  =0.84); mood states (g  =0.67); emotional intelligence (g  =0.54); mindfulness skills (g  <!-->0.51). The analysis of moderating variables has shown that all types of MBIs analyzed have significant effects, especially among older participants, and that doing home practice and increasing the duration in minutes of the sessions improves their effectiveness. The results are relevant for research and for the implementation of mindfulness-based intervention programs in educational centers.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 2","pages":"Pages 109-117"},"PeriodicalIF":3.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S113610342200017X/pdfft?md5=fdc2b8bf49b6a0e2b50e601e45bad334&pid=1-s2.0-S113610342200017X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83612741","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}

引用次数: 0

Mejorando la predicción y comprensión del éxito académico: el rol de las facetas de personalidad y el compromiso académic 提高对学术成功的预测和理解:个性方面和学术承诺的作用

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.11.002

Cristina Serrano, Sergio Murgui, Yolanda Andreu

{"title":"Mejorando la predicción y comprensión del éxito académico: el rol de las facetas de personalidad y el compromiso académic","authors":"Cristina Serrano, Sergio Murgui, Yolanda Andreu","doi":"10.1016/j.psicod.2021.11.002","DOIUrl":"10.1016/j.psicod.2021.11.002","url":null,"abstract":"<div>In predicting academic success and adopting a broader view of the factors involved, personality and, recently, academic engagement have emerged as relevant constructs. This study examined the predictive ability of the Five-Factor Model (domains and facets; Big Five Questionnaire) for academic achievement and engagement (Spanish Version Student Utrecht Work Engagement Scale) and the mediating role of engagement in the relationship between personality and achievement. Results obtained in a sample of 611 Spanish adolescents show that (1) Conscientiousness (domains and facets) have positive direct and indirect effects on academic achievement through engagement and (2) Openness shows only indirect effects; its facets display a pattern of opposing, unequal effects. These results do not vary by sex and underline the importance of examining more specific personality traits than those defined by the basic dimensions to increase the understanding of the relationships between personality and academic achievement and, with it, the ability to design strategies to improve it.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 1","pages":"Pages 21-28"},"PeriodicalIF":3.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80016781","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

Efecto de una intervención en estrategias de autorregulación en el rendimiento académico en Primaria: estudio del efecto mediador de la actividad autorregulatoria 自我调节策略干预对小学学业成绩的影响:自我调节活动的中介效应研究

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.09.001

José Carlos Núñez , Ellián Tuero , Estrella Fernández , Francisco Javier Añón , Emmanuel Manalo , Pedro Rosário

{"title":"Efecto de una intervención en estrategias de autorregulación en el rendimiento académico en Primaria: estudio del efecto mediador de la actividad autorregulatoria","authors":"José Carlos Núñez , Ellián Tuero , Estrella Fernández , Francisco Javier Añón , Emmanuel Manalo , Pedro Rosário","doi":"10.1016/j.psicod.2021.09.001","DOIUrl":"10.1016/j.psicod.2021.09.001","url":null,"abstract":"<div>The aim of this study was twofold: (1) to analyse the extent to which a training program in Self-Regulated Learning (SRL) and Reading Comprehension (RC) strategies would lead to improvements in these competencies in elementary school students, and (2) the extent to which the improvements in these competencies would be associated with improvements in academic achievement. An experimental study with an experimental group and a control group was conducted in an authentic environment with pre, post, and follow-up measures. A total of 915 elementary school students participated in the study, 486 from the third year, 429 from the fourth year (405 in the experimental group and 510 in the control group). The results revealed that (1) the strategic activity mediated the effect of the intervention on academic achievement. In fact, (a) the intervention produced significant improvements in the reported use of SRL and on RC strategies and (b) the increase in such strategies was associated with higher academic achievement. In addition, (2) we found that, together with this indirect effect, the intervention influenced academic achievement through variables or conditions other than the strategic activity displayed. Likewise, (3) we were able to verify that the indirect effects through RC strategies were greater than those of SRL strategies. Finally, the analysis results showed that the total effect of the intervention explained 30% of the academic achievement variance. These results are discussed in relation to those reported by previous similar studies.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 1","pages":"Pages 9-20"},"PeriodicalIF":3.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72964463","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

Interacción de reactancia psicológica, agotamiento e inteligencia espiritual: Un caso de profesorado iraní de inglés como lengua extranjera 心理反应、倦怠与精神智慧的相互作用:以伊朗英语作为外语教师为例

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.06.001

Reza Pishghadam , Nouroddin Yousofi , Asieh Amini , Maryam Sadat Tabatabayeeyan

{"title":"Interacción de reactancia psicológica, agotamiento e inteligencia espiritual: Un caso de profesorado iraní de inglés como lengua extranjera","authors":"Reza Pishghadam , Nouroddin Yousofi , Asieh Amini , Maryam Sadat Tabatabayeeyan","doi":"10.1016/j.psicod.2021.06.001","DOIUrl":"10.1016/j.psicod.2021.06.001","url":null,"abstract":"<div>Despite the fact that teaching has been construed as a profoundly emotional activity, scant information is revealed regarding the adverse emotional demands encountered by teachers or how these affect teachers’ well-being. The present study aimed to examine the relationship among teacher burnout, psychological reactance, and the mediating role of spiritual intelligence in a sample of 270 English as a Foreign Language (EFL) teachers. Three scales were employed to measure the aforementioned constructs. It was revealed that there was a positive association at the individual level between burnout and reactance, and negative associations between spiritual intelligence with burnout and reactance. Further, results of bootstrapping resampling procedure revealed that spiritual intelligence mediated the relationship between burnout and reactance. It seems that paying attention to the areas of spirituality is of particular significance; perchance, there is a sense of requirement for teachers to enhance spiritual intelligence for abstaining burnout. Findings accentuate the need for teacher training courses to raise awareness of emotional demands and implement strategies to promote emotion regulation skills in both experienced and recently qualified teachers.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 1","pages":"Pages 76-85"},"PeriodicalIF":3.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85131180","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

Juega y aprende: influencia de la gamificación y aprendizaje basado en juego en los procesos lectores de alumnado de secundaria 游戏与学习:游戏化和基于游戏的学习对中学生阅读过程的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.07.001

Ana Manzano-León, José Miguel Rodríguez-Ferrer, José Manuel Aguilar-Parra, Juan Miguel Fernández-Campoy, Rubén Trigueros, Ana María Martínez-Martínez

引用次数: 4

La vida comprometida académicamente de los estudiantes orientados al dominio: orden causal entre emociones positivas, metas de dominio y compromiso académico 以掌握为导向的学生的学术参与生活:积极情绪、掌握目标和学术参与之间的因果顺序

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.02.001

Jesus Alfonso D. Datu , Jana Patricia M. Valdez , Weipeng Yang

{"title":"La vida comprometida académicamente de los estudiantes orientados al dominio: orden causal entre emociones positivas, metas de dominio y compromiso académico","authors":"Jesus Alfonso D. Datu , Jana Patricia M. Valdez , Weipeng Yang","doi":"10.1016/j.psicod.2021.02.001","DOIUrl":"10.1016/j.psicod.2021.02.001","url":null,"abstract":"<div>Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals and objective measures of school engagement. Drawing from the broaden-and-build theory of positive emotions, this study examines the reciprocal associations of positive emotions with mastery-approach goals and teacher-reported academic engagement (using a two-wave longitudinal design. A survey comprising measures to assess students’ positive emotions (i.e., Modified Differential Emotions Scale) and mastery-approach goals (i.e., Achievement Goal Questionnaire – Revised) was administered to 411 Filipino high school students at two separate time points (i.e., 1-month interval). Ten classroom advisers also filled in a teacher-reported measure of academic engagement to provide a more objective estimate of each student's involvement in academic activities. Results of cross-lagged panel structural equation modeling via maximum likelihood estimation approach showed that positive emotions had positive concurrent relationships to mastery-approach goals and all engagement dimensions. Contradicting previous research, positive emotions did not predict subsequent mastery-approach goals and engagement after controlling for auto-regressor effects. Mastery approach goals positively predicted subsequent positive emotions, behavioral engagement, and cognitive engagement. Engagement dimensions did not relate to succeeding positive emotions and mastery approach goals. Results of this investigation highlight the emotional and academic benefits associated with students’ intrinsic drive to learn in school contexts.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 1","pages":"Pages 1-8"},"PeriodicalIF":3.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43936116","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

Determinantes escolares y de los estudiantes en el rendimiento lector: un análisis multinivel con estudiantes portugueses 阅读成绩的学校和学生决定因素:葡萄牙学生的多层次分析

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.05.001

João Lopes , Célia Oliveira , Patrícia Costa

引用次数: 0

¿Predicen los mensajes del profesorado la motivación para aprender y el rendimiento? 教师信息能预测学习动机和表现吗?

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.11.001

Elisa Santana-Monagas , David W. Putwain , Juan L. Núñez , Juan F. Loro , Jaime León

{"title":"¿Predicen los mensajes del profesorado la motivación para aprender y el rendimiento?","authors":"Elisa Santana-Monagas , David W. Putwain , Juan L. Núñez , Juan F. Loro , Jaime León","doi":"10.1016/j.psicod.2021.11.001","DOIUrl":"10.1016/j.psicod.2021.11.001","url":null,"abstract":"<div>Previous studies have shown that teacher messages are related with many school-related outcomes, such as students’ engagement and performance. However, it is still unknown how the combination of different elements within teacher messages relate with these outcomes. Based on the message framing theory and the self-determination theory, the present study examined how teachers’ engaging messages link to student's motivation to learn and academic performance. A total of 1209 students between grades 8 and 12 drawn from 63 classes participated in the study. Participants completed self-report measures of teachers’ engaging messages and motivation to learn Multilevel structural equation models were performed (ML-SEM) to test the hypothesized relations among variables. ML-SEMs results confirmed our hypothesis and showed that teacher engaging messages indirectly predicted student's academic performance via motivation to learn. Specifically, the autonomous forms of motivation to learn positively predicted performance and the controlled forms of motivation to learn where negatively related to performance. The present findings highlight a resource teachers can rely on to motivate students and improve their academic outcomes. These results set the basis for future educational interventions targeting teaching practices.. Academic performance was measured using students’ grades obtained from school records.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 1","pages":"Pages 86-95"},"PeriodicalIF":3.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90175128","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

Efectos de una intervención escolar en la actividad física, el tiempo de sueño, el tiempo de pantalla y la dieta en niños 学校干预对儿童身体活动、睡眠时间、屏幕时间和饮食的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.05.002

Miguel Ángel Tapia-Serrano , Javier Sevil-Serrano , David Sánchez-Oliva , Mikel Vaquero-Solís , Pedro Antonio Sánchez-Miguel

{"title":"Efectos de una intervención escolar en la actividad física, el tiempo de sueño, el tiempo de pantalla y la dieta en niños","authors":"Miguel Ángel Tapia-Serrano , Javier Sevil-Serrano , David Sánchez-Oliva , Mikel Vaquero-Solís , Pedro Antonio Sánchez-Miguel","doi":"10.1016/j.psicod.2021.05.002","DOIUrl":"10.1016/j.psicod.2021.05.002","url":null,"abstract":"<div>Multiple health-risk behaviors such as physical inactivity, sedentary behaviors or unhealthy diet represent a public health problem among adolescents. The aim of this study is to examine the effects of a school-based intervention on 24-hour movement behaviors (i.e., physical activity, screen-based behaviors, and sleep), Mediterranean diet, and self-rated health status. A quasi-experimental design has been carried out for two months and a half in a sample of 121 children, aged 8-9 years (M   <!-->± .09 years old; 47.11% girls), from two elementary schools. Sixty-six students from one of the schools has been assigned to the control group and 55 students from the other school has been included in the experimental group. In the experimental group, ten one-hour weekly sessions about knowledge, awareness, and practices of health-related behaviors have been implemented by a research group member through the tutorial action plan. 24-hour movement behaviors, Mediterranean diet, and self-rated health status has been measured before and after the school-based intervention using self-reported questionnaires. Experimental group children show a significant increase in adherence to the Mediterranean diet and being physically active during the weekdays compared to their baseline values. Moreover, the greater baseline values in the adherence to the Mediterranean diet, as well as being physically active during weekend days in the control group, disappear between both groups after the intervention. Ten one-hour sessions of a school-based intervention conducted through the tutorial action plan seem effective in improving children's adherence to the Mediterranean diet and the proportion of active children, but not other health-related behaviors.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 1","pages":"Pages 56-65"},"PeriodicalIF":3.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90507262","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: 3

Efecto de una unidad didáctica de educación deportiva en Educación Física sobre las relaciones sociales y los índices sociométricos cuantitativos: un ensayo controlado y aleatorizado por grupos 体育教学单元对社会关系和定量社会计量指标的影响:一项随机对照试验

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2022-01-01 DOI: 10.1016/j.psicod.2021.09.002

Carolina Casado-Robles , Daniel Mayorga-Vega , Santiago Guijarro-Romero , Jesús Viciana

{"title":"Efecto de una unidad didáctica de educación deportiva en Educación Física sobre las relaciones sociales y los índices sociométricos cuantitativos: un ensayo controlado y aleatorizado por grupos","authors":"Carolina Casado-Robles , Daniel Mayorga-Vega , Santiago Guijarro-Romero , Jesús Viciana","doi":"10.1016/j.psicod.2021.09.002","DOIUrl":"10.1016/j.psicod.2021.09.002","url":null,"abstract":"<div>The present study aimed: (a) to examine the effect of the Sport Education-based teaching unit on students’ sociometric status and quantitative relationship indices from a macro-analysis perspective (classroom-group level); and (b) to study the effect of the program on students’ relationships using a quantitative and visual analysis from a micro-analysis perspective (within the Sport Education subgroup teams level) in the Physical Education setting. One hundred and sixty-five high school students (46.7% females; Mage    =108) or control groups (n  <!-->57). Both groups carried out a six-week intervention program (two Physical Education lessons a week). The experimental group followed the Sport Education model, while the control group methodology was based on direct instruction. Results of the Multilevel Linear Model showed that there were no significant differences in students’ sociometric indices nor sociometric status from a macro-analysis perspective. However, the results of the McNemar's test and the visual analysis of social networks within-teams in the experimental group showed that the students’ relationships changed favorably within-team after the Sport Education program increased positive nominations and reduced negative nominations. In conclusion, these results suggest that the Sport Education model facilitates initiating new positive social relationships and removing negative relationships in within-team students.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"27 1","pages":"Pages 66-75"},"PeriodicalIF":3.6,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72988724","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