Revista De Psicodidactica最新文献_第9页

Efectos de un programa de formación del profesorado en la motivación y satisfacción de los estudiantes de historia en enseñanza secundaria 教师培训计划对中学历史学生动机和满意度的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2021-01-01 DOI: 10.1016/j.psicod.2020.07.002

Cosme J. Gómez Carrasco , Jairo Rodríguez-Medina , Pedro Miralles Martínez , Víctor Benito Arias González

{"title":"Efectos de un programa de formación del profesorado en la motivación y satisfacción de los estudiantes de historia en enseñanza secundaria","authors":"Cosme J. Gómez Carrasco , Jairo Rodríguez-Medina , Pedro Miralles Martínez , Víctor Benito Arias González","doi":"10.1016/j.psicod.2020.07.002","DOIUrl":"10.1016/j.psicod.2020.07.002","url":null,"abstract":"<div>The history classes in Secondary Education form a teaching and learning space with practices that are nourished by two traditional epistemological and methodological models. Faced with these models, a training program was carried out in the specialty of Geography and History of the Master's Degree in Teacher Training. This program was aimed at changing its methodological and epistemological conceptions and the design of innovative training units. Its effects have been evaluated through the implementation of these training units in the curricular practical phase. This evaluation has been carried out with a pretest and postest consisting of two scales (motivation and satisfaction). The analysis strategy was developed in two phases. In the first, the longitudinal factor invariance was verified, progressively analyzing this invariance between the pretest and postest scales. In the second phase, a second-order growth model or factor curve was applied to assess the change in latent variables between the pretest and postest. After the application of the program, a substantial increase in student motivation and satisfaction was observed. This increase was more visible in motivation, due to the low levels from which the students start.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"26 1","pages":"Pages 45-52"},"PeriodicalIF":3.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46579509","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

Intervención temprana en la organización léxica de alumnado con trastorno del desarrollo del lenguaje 语言发展障碍学生词汇组织的早期干预

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2020.04.001

Víctor M. Acosta Rodríguez , Gustavo M. Ramírez Santana , Ángeles Axpe Caballero

引用次数: 2

Motivación intrínseca y utilidad percibida como predictores del compromiso del estudiante con los deberes escolares 内在动机和感知效用是学生完成学业承诺的预测因素

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2019.11.001

Susana Rodríguez , Isabel Piñeiro , Bibiana Regueiro , Iris Estévez

{"title":"Motivación intrínseca y utilidad percibida como predictores del compromiso del estudiante con los deberes escolares","authors":"Susana Rodríguez , Isabel Piñeiro , Bibiana Regueiro , Iris Estévez","doi":"10.1016/j.psicod.2019.11.001","DOIUrl":"10.1016/j.psicod.2019.11.001","url":null,"abstract":"<div>The value assigned to, including the utility value, is behind the students’ choices and their degree of engagement, effort and persistence with learning activities and, finally, explains academic achievement. The present study attempts to verify to what extent the value and the perception of utility attributed to homework could be a relevant predictor of the student's behavioral engagement. With a sample of 730 Secondary Education students and through the path analysis, the results obtained, in general terms, confirm the general hypothesis based on which the model was constructed. Thus, intrinsic motivation and the perceived usefulness of homework are significantly and positively associated with the student's engagement to them and this engagement is also positively related to academic achievement. It is found that the amount of variance that is explained of the academic achievement by the five variables related to homework is only 8.6%. The main contribution of the study is that when the student is interested in working on homework and trusts that they are useful for this purpose, their involvement with homework will be higher. The purpose of learning and the perception of utility become explanatory factors of the quality of the student's engagement to homework.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 93-99"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.psicod.2019.11.001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45491794","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: 7

Creencias motivacionales de las madres y el propósito de los estudiantes de aprender en los deberes escolares. Su relación con el apoyo a la autonomía y el control 母亲的动机信念和学生在学校作业中学习的目的。它与支持自主和控制的关系

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2020.05.002

Angel Alberto Valdés-Cuervo , Christian Samir Grijalva-Quiñonez , Lizeth Guadalupe Parra-Pérez

{"title":"Creencias motivacionales de las madres y el propósito de los estudiantes de aprender en los deberes escolares. Su relación con el apoyo a la autonomía y el control","authors":"Angel Alberto Valdés-Cuervo , Christian Samir Grijalva-Quiñonez , Lizeth Guadalupe Parra-Pérez","doi":"10.1016/j.psicod.2020.05.002","DOIUrl":"10.1016/j.psicod.2020.05.002","url":null,"abstract":"<div>The study analyzed the mediational model of relationship between mothers’ motivational beliefs, type of involvement (autonomy support and control) in homework, and the children's learning-oriented purposes for doing homework. The sample included 235 boys (M age=11.09, SD    =0.62 years old) and their mothers (M age=37.85, SD  <!-->6.94 years old) from Mexican elementary schools. Two structural models were calculated. The first model indicated that mothers’ mastery-oriented goals and self-efficacy had a positive relationship with the support of children's autonomy and a negative one with mothers’ control on children's homework. On the other hand, the mothers’ active role in education resulted negatively related to mothers’ control. Whereas mothers’ performance-oriented goals resulted negatively related to the support of children's autonomy, they were positively related to control. Overall, mothers’ mastery-oriented goals, and self-efficacy had a positive direct and indirect association with children's learning-oriented purpose in homework whereas performance-oriented goals resulted negatively. The alternative model indicated that children's learning-oriented purpose for doing homework promoted mothers’ mastery-oriented goals, self-efficacy, and an active role in education in mothers; in turn, it hinders their performance-oriented goals. In addition, it had positive direct and indirect associate to autonomy support, but not affected control. Overall findings suggest a reciprocal relationship between mothers’ characteristics and children's motivation for homework.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 100-108"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42609226","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

Evaluación de la dimensionalidad del Student School Engagement Survey: apoyo para un modelo multidimensional bifactor 学生参与调查的维度评估:对多维双因素模型的支持

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2020.02.001

Richard A. Inman , Paulo A.S. Moreira , Diana Cunha , Jorge Castro

{"title":"Evaluación de la dimensionalidad del Student School Engagement Survey: apoyo para un modelo multidimensional bifactor","authors":"Richard A. Inman , Paulo A.S. Moreira , Diana Cunha , Jorge Castro","doi":"10.1016/j.psicod.2020.02.001","DOIUrl":"10.1016/j.psicod.2020.02.001","url":null,"abstract":"<div>The Student School Engagement Survey (SSES) is used to evaluate student engagement interventions run by the National Center for Student Engagement in the U.S. It was designed to measure the behavioral, emotional, and cognitive components of engagement, but its factorial structure has not been validated. To address this limitation, we tested the factorial structure of the Portuguese version of the SSES using a representative sample of 4866 adolescents. An exploratory factor analysis revealed five theoretically meaningful factors describing subtypes of emotional and behavioral engagement, and teacher support for learning. A confirmatory factor analysis supported modelling a shortened version of the SSES with a bifactor model. Bifactor indices indicated total SSES scores are interpretable as a measure of a single student engagement construct. Finally, as evidence of concurrent validity, the scale had a strong positive correlation with an established measure of student engagement. The proposed version of the SSES is a psychometrically adequate measure of student engagement, although cannot be said to measure cognitive engagement.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 109-118"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45667244","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

Velocidad lectora en alumnado hispanohablante: un metaanálisis 西班牙语学生的阅读速度:元分析

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2020.01.002

Juan C. Ripoll Salceda , Milagros M. Tapia Montesinos , Gerardo Aguado Alonso

{"title":"Velocidad lectora en alumnado hispanohablante: un metaanálisis","authors":"Juan C. Ripoll Salceda , Milagros M. Tapia Montesinos , Gerardo Aguado Alonso","doi":"10.1016/j.psicod.2020.01.002","DOIUrl":"10.1016/j.psicod.2020.01.002","url":null,"abstract":"<div>Reading rate is a measure related to reading comprehension, especially in languages with a transparent orthography such as Spanish. In spite of its potential for the follow-up of student reading learning or for the detection of dyslexia, there are few references that indicate the reading speed in Spanish in the different grades. In this work a meta-analysis is carried out to synthesize the available information and to detect which variables influence the reading speed. In this meta-analysis 45 publications are located that offer 113 measures of reading aloud and 54 of silent reading. The grade accounts for around 70% of the variance of reading rate results. The results are very heterogeneous and none of the variables chosen as moderators can explain this heterogeneity. However, moderator analysis show results that indicate a lower reading speed in Spanish American students than in Spanish students, lower speed in correct word per minute measurements than in word per minute measurements, and differences, at least in the early Elementary courses, according to the term in which the measurement is made. The meta-analysis offers the combined reading rate data aloud and silently from the first Elementary Education course to High School Juniors. In a few cases, these references can be broken down by terms. In comparison with other sources, it is surprising that those obtained here indicate slower speeds than those estimated in English.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 158-165"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47533070","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

Promoviendo el éxito escolar mediante una intervención basada en atención plena (mindfulness) en Educación Infantil: Programa Mindkinder 在幼儿教育中通过正念干预促进学校成功:Mindkinder计划

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2019.12.001

Alfonso Moreno-Gómez, Pablo Luna, Javier Cejudo

引用次数: 8

Efecto mediador y moderador de la resiliencia entre la autoeficacia y el burnout entre el profesorado universitario de ciencias sociales y legales 社会与法律科学大学教师自我效能感与倦怠弹性的中介与调节效应

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2020.04.002

Héctor Galindo-Domínguez , Maitane Pegalajar , Juan-de-Dios Uriarte

{"title":"Efecto mediador y moderador de la resiliencia entre la autoeficacia y el burnout entre el profesorado universitario de ciencias sociales y legales","authors":"Héctor Galindo-Domínguez , Maitane Pegalajar , Juan-de-Dios Uriarte","doi":"10.1016/j.psicod.2020.04.002","DOIUrl":"10.1016/j.psicod.2020.04.002","url":null,"abstract":"<div>It is believed that a positive perception that one has when performing a specific task, allows having a better positioning to be able to face the challenges demanded by the professional environment with greater ease and optimism, consequently, reducing the levels of burnout. The main objective of this research is to verify by means of an analysis of mediation and moderation if this hypothesis, that connects self-efficacy, resilience and burnout, occurs amongst social and legal sciences faculty members. To this effect, 384 faculty members participated on this study. The results reveal that resilience works as a mediator between self-efficacy and burnout with the same strength regardless of the contextual variables, but not as moderator. The correlations between the three constructs resulted significant in all cases. Finally, meaningful differences were found between gender and between the type of university. In view of these results, theoretical and practical applicability is discussed.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 127-135"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45696481","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

Análisis de clases latentes multinivel del clima escolar: factores individuales, familiares y comunitarios 学校气候的多层次潜在班级分析:个人、家庭和社区因素

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2020.01.001

José Luis Galvez-Nieto , Juan A. García , Daniela Vera-Bachmann , Italo Trizano-Hermosilla , Karina Polanco

{"title":"Análisis de clases latentes multinivel del clima escolar: factores individuales, familiares y comunitarios","authors":"José Luis Galvez-Nieto , Juan A. García , Daniela Vera-Bachmann , Italo Trizano-Hermosilla , Karina Polanco","doi":"10.1016/j.psicod.2020.01.001","DOIUrl":"10.1016/j.psicod.2020.01.001","url":null,"abstract":"<div>Although school climate is related to a variety of positive outcomes in students, few studies have explored the heterogeneity of school climate profiles. The purpose of this study is to identify and describe different school climate profiles by evaluating variables at the individual, family and community levels in Chilean students. The sample consists of 2,683 adolescent students (51.2% men and 48.8% women), aged between 12 and 20 years (M = 15.78, SD = 1.35), and from 32 Chilean educational institutions. Results obtained from a multilevel latent class cluster analysis show that the model with six clusters of students and two class of institutions proves to be the most parsimonious model and with the best fit to the data. School climate profiles were built on the basis of four indicators: school climate (Wald = 301.065, p < .001), student-teacher relationships (Wald = 226.687, p < .001), positive attitude towards authority (Wald = 115.591, p < .001) and positive attitude towards norm transgression (Wald = 3705.593, p < .001). All of them are to be useful indicators for profile segmentation. Covariates that are associated with school climate profiles identified: at the individual level, age (p = .019) and sex (p < .001); at the family level, family structure (p < .001); at the school level, type of educational institution (p = .002); and at the community level, the perception of insecurity in the neighborhood (p = .011), social control (p = .002) and support (p <.001).</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 85-92"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48075573","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: 10

Los efectos de un programa de prevención de la ansiedad y la depresión para adolescentes en variables educativas y de bienestar 青少年焦虑和抑郁预防计划对教育和健康变量的影响

IF 3.6 1区心理学

Revista De Psicodidactica Pub Date : 2020-07-01 DOI: 10.1016/j.psicod.2020.05.001

Julia García-Escalera , Rosa M. Valiente , Bonifacio Sandín , Jill Ehrenreich-May , Paloma Chorot

{"title":"Los efectos de un programa de prevención de la ansiedad y la depresión para adolescentes en variables educativas y de bienestar","authors":"Julia García-Escalera , Rosa M. Valiente , Bonifacio Sandín , Jill Ehrenreich-May , Paloma Chorot","doi":"10.1016/j.psicod.2020.05.001","DOIUrl":"10.1016/j.psicod.2020.05.001","url":null,"abstract":"<div>Anxiety and depression are disorders associated with both high prevalence rates and comorbidity in adolescence. Despite the fact that schools are a key resource for mental health promotion, programs for the prevention of mental disorders are scarce in this context. The present work aims to study the efficacy of a program based on transdiagnostic cognitive-behavioral therapy to jointly prevent anxiety and depression. Specifically, the efficacy of this program is studied in relation to variables related to the school context and wellbeing: school adjustment, indiscipline in the classroom, problems with peers, satisfaction with life, quality of life and self-esteem. A total of 151 adolescents were randomized to the experimental group or the control group and completed a range of self-report questionnaires at three intervals (including a three-month follow-up). The intervention consisted of nine weekly sessions administered during school hours by two psychologists. The results show a reduction in the academic expectations in the control group, while these remain constant in the experimental group. The implications of the results of this study are discussed in relation to previous literature and the limitations of this trial.</div>","PeriodicalId":46733,"journal":{"name":"Revista De Psicodidactica","volume":"25 2","pages":"Pages 143-149"},"PeriodicalIF":3.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44395168","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