Electronic Journal of Research in Educational Psychology最新文献

{"title":"Relación entre Inteligencia Emocional y salud mental en Orientadores Educativos","authors":"C. Prado, M. Javier","doi":"10.14204/EJREP.38.15025","DOIUrl":"https://doi.org/10.14204/EJREP.38.15025","url":null,"abstract":"Introduction: The purpose of the present research is aimed at studying the relationship between emotional intelligence as an ability and emotional intelligence as a trait and mental health of a sample of school counsellors. Method: The sample has been made up of 203 school counsellors. The instruments used have been: Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), Trait Emotional Intelligence Questionnaire Short Form (TEIQUE-SF) and the Mental Health Scale (MH-5). In the first place, the correlations among the scoring corresponding to all of the variables were analised. Subsequently, the differences in average (t of Student) were studied according to the educational stage in which the school counsellors are working and according to their sex. Finally, with the aim of exploring the variables that predict mental health, an analysis of multiple lineal regression was carried out, step by step. Results: The results show that the existing relationships between EI as a trait and mental health are higher than those existing between EI as an ability and mental health. On the other hand, scorings significantly higher were registered in the school counsellors in Secondary School in the variable of emotional intelligence as an ability in emotional comprehension. Scorings significantly higher are also registered in the variable of mental health of school counsellors in Primary Education. Likewise, scorings significantly higher are also registered in women in their score of emotional intelligence as an ability in emotional regulation, and scorings significantly higher in the score of emotional intelligence as a personality trait in men. Finally, the analysis of multiple regression has allowed for identifying emotional intelligence as a trait as a predictor variable of mental health. Discussion: The present study represents one of the first research papers carried out in a sample of school counsellors in which the influence on mental health of emotional intelligence as a trait and as an ability is analised. Furthermore, it provides evidence about the predictive validity of EI as a trait over an indicator of mental health.","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"2022 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81793827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictive Relationship between Humane Values of Adolescents Cyberbullying and Cyberbullying Sensibility","authors":"Bulent Dilmac, E. Yurt, Mustafa Aydın, İsmail Kaşarcı","doi":"10.14204/EJREP.38.14123","DOIUrl":"https://doi.org/10.14204/EJREP.38.14123","url":null,"abstract":"Resumen en: Introduction . Cyberbullying has been more common than the traditional bullying in recent years. As with the traditional bullying, human...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"53 1","pages":"3-22"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89635834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El papel de la asertividad docente en el desarrollo de la competencia social de su alumnado","authors":"Villena Martínez, Dolores Villena Martínez, Maria Dolores Lobato Villena","doi":"10.25115/EJREP.39.15078","DOIUrl":"https://doi.org/10.25115/EJREP.39.15078","url":null,"abstract":"espanolIntroduccion. La competencia social del alumnado ha sido ampliamente estudiada desde la perspectiva de los efectos que produce en el nino ser o no socialmente competente, mientras que ha sido escaso su analisis desde la contribucion del maestro a su desarrollo. El objetivo de esta investigacion es valorar la influencia de la asertividad del docente en la competencia social de sus alumnos y en la cohesion del grupo-clase. Metodo. La muestra estuvo constituida por 36 profesores y 302 alumnos de sexto curso de Primaria. Los docentes cumplimentaron el cuestionario ADCAs. Autoinformes de Actitudes y Valores en las Interacciones Sociales, en su forma ADCA-pr y los estudiantes el AECS. Actitudes y Estrategias Cognitivas Sociales y la forma A del BULL-S. Test de Evaluacion de la Agresividad entre Escolares. En un primer analisis de regresion lineal se emplearon como variables dependientes las actitudes que comprenden la competencia e incompetencia social. Las variables independientes fueron la autoasertividad, heteroasertividad, edad y sexo del docente, asi como la edad y sexo del alumno como moduladoras de dicho efecto. Por otro lado, se empleo un modelo de Estimacion de Ecuaciones Generalizadas en el que la variable dependiente fue la cohesion de grupo y las independientes la autoasertividad, heteroasertividad, edad y sexo del docente. Resultados. Los resultados muestran, por un lado, que la heteroasertividad del maestro afecta a la competencia social del alumnado amortiguando su dominancia (actitud antisocial), y por otro, que tanto la autoasertividad como la heteroasertividad influyen en la cohesion del grupo, aunque dicho efecto esta mediado por el genero del docente y por el propio desarrollo de este constructo. Discusion y conclusiones. Se confirma que la asertividad influye positivamente en el desarrollo de la competencia social de los alumnos, especificamente en la de aquellos que manipulan y se aprovechan de los otros en beneficio propio sintiendose superiores a ellos, al tiempo que aumenta la cohesion entre los miembros del grupo-clase. Se configura, asi, como una competencia interpersonal deseable en el perfil profesional docente. EnglishIntroduction. The social competence of school students has been studied extensively in terms of the effect on children of being or not being socially competent. However, there has been little analysis of how teachers contribute to the development of these skills. This research assesses the influence of teacher assertiveness on the social competence of their students and on the cohesion of the class group. Method. The sample consisted of 36 teachers and 302 sixth-year Primary School students. The teachers filled in the ADCAs Self-assessment Report on Attitudes and Values in Social Interactions in the ADCA-pr form, and the students the AECS Social Attitudes and Cognitive Strategies report and form A of the BULL-S Inter-Pupil Aggressiveness Assessment Test. A first linear regression analysis took as depen","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"52 1","pages":"310-332"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83954125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"One-step ‘change’ and ‘compare’ word problems: Focusing on eye-movements","authors":"A. Moutsios-Rentzos, Panagiotis J. Stamatis","doi":"10.14204/EJREP.37.14133","DOIUrl":"https://doi.org/10.14204/EJREP.37.14133","url":null,"abstract":"Introduction. In this study, we focus on the relationship between the students’ mathematicalthinking and their non-mechanically identified eye-movements with...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"12 1","pages":"503-528"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73495387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relación entre medidas neuropsicológicas y ecológicas de funcionamiento ejecutivo en Preescolares y su predicción del rendimiento matemático. Un Estudio Piloto","authors":"Lorena Zorrilla-Silvestre, María Jesús Presentación-Herrero, Jesús Gil-Gómez","doi":"10.25115/EJREP.39.15080","DOIUrl":"https://doi.org/10.25115/EJREP.39.15080","url":null,"abstract":"espanolIntroduccion. En este estudio se exploraron las variables de funcionamiento ejecutivo (FE) que permitieron evaluar el FE tanto en el hogar como en el colegio. El objetivo fue comparar los resultados obtenidos en las evaluaciones de estas funciones en ninos de 5 a 6 anos, y comprobar que medida de estas variables predice mejor el rendimiento matematico. Metodo. Participaron 66 alumnos de tercer curso de Educacion Infantil a los que se les administraron pruebas de memoria verbal y viso-espacial, de inhibicion, de estimacion del rendimiento matematico y el Behavior Rating Inventory of Executive Function (BRIEF), llevando a cabo un estudio correlacional y descriptivo. Resultados. Los resultados mostraron correlaciones entre la evaluacion de los ninos con pruebas neuropsicologicas y las valoraciones ecologicas de profesores y padres; y entre las valoraciones del BRIEF, en el dominio de metacognicion. Conclusion. La medida que mejor predijo el rendimiento matematico fue el BRIEF de profesores, especialmente en la memoria de trabajo EnglishIntroduction. This study explored the variables of executive functioning (EF) that permitted the evaluation of EF both at home and at school. The objective was to compare the results of the evaluations of these functions in children aged 5 to 6 years, and see to what extent these variables best predicted mathematical performance. Method. Sixty-six third year preschool children took part. They were given tests of verbal memory and visuospatial inhibition, estimation of mathematical performance and the Behavior Rating Inventory of Executive Function (BRIEF), by carrying out a correlational and descriptive study. Results. The results showed correlations between the evaluation of children with neuropsychological tests and the ecological assessments of teachers and parents; and between the BRIEF valuations in the metacognitive domain. Conclusion. The measurement that best predicted maths performance was the BRIEF by teachers, especially in working memory.","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"365 1","pages":"333-351"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84910497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity.","authors":"D. Burin, J. P. Barreyro, Gastón Saux, Natalia Irrazabal","doi":"10.14204/EJREP.37.14136","DOIUrl":"https://doi.org/10.14204/EJREP.37.14136","url":null,"abstract":"Introduction. In contemporary information societies, reading digital text has become pervasive.One of the most distinctive features of digital texts is their...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"1 1","pages":"529-550"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89655537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometric properties and dimensionality of the \"Flourishing Scale\" in Spanish-speaking population","authors":"Carmen Pozo Muñoz, A. Umerenkova, Blanca Bretones Nieto, Claudia L. E Charry","doi":"10.14204/EJREP.38.15044","DOIUrl":"https://doi.org/10.14204/EJREP.38.15044","url":null,"abstract":"Introduccion. El flujo o estado de flujo ha empezado a investigarse con estudiantes en cuanto a su relacion con diversas variables academicas y motivacionales en diferentes entornos educativos. Esto conlleva la necesidad de mas y mejores herramientas para la evaluacion de este constructo en la poblacion hispanohablante. El proposito de este estudio fue la validacion de la version en castellano de la Flourishing Scale (FS) en universitarios espanoles y colombianos.\u0000\u0000Metodo. Formaron parte del estudio un total de 359 estudiantes, 152 de Bogota (Colombia) y 207 de Espana, quienes respondieron a un cuestionario en linea. Se realizaron dos tipos de analisis estadisticos complementarios. Uno mediante el modelo Rasch, con el cual se analizo el ajuste de cada una de las preguntas, su dificultad y se establecio la adecuacion del rango de la escala empleada en el cuestionario. El otro fue un analisis factorial confirmatorio con el cual se corroboro la dimensionalidad del constructo y su invarianza en las dos muestras empleadas mediante un analisis multigrupo.\u0000\u0000Resultados. Los resultados confirman la unidimensionalidad del constructo flujo medido con la FS, el cual fue invariante para las dos muestras. A traves del modelo Rasch se obtuvieron buenos niveles de confiabilidad y evidencia de validez de la escala FS.\u0000\u0000Discusion. Las propiedades de la FS son satisfactorias, aunque puede ser recomendable la incorporacion de nuevas preguntas con un mayor nivel de dificultad para personas con altos niveles de flujo. Finalmente, la reduccion de la escala de respuesta a cuatro categorias podria aumentar la parsimonia de la escala y su funcionalidad.","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"40 1","pages":"175-192"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83216636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Las actitudes prejuiciosas del alumnado universitario hacia los inmigrantes en situación irregular: un estudio exploratorio","authors":"Adrián Segura-Robles, I. Alemany-Arrebola, Miguel Ángel Gallardo-Vigil","doi":"10.25115/EJREP.39.15069","DOIUrl":"https://doi.org/10.25115/EJREP.39.15069","url":null,"abstract":"Introduction. The main objective of the research was to analyze the existence of prejudice among university students of Melilla Campus (Spain) towards migran...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"91 1 1","pages":"393-416"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83655704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La invención de problemas aritméticos por estudiantes con talento matemático","authors":"Johan Espinoza González, J. Gómez, Isidoro Segovia Alex","doi":"10.25115/EJREP.39.15067","DOIUrl":"https://doi.org/10.25115/EJREP.39.15067","url":null,"abstract":"espanolIntroduccion. Se presenta el analisis de los problemas aritmeticos planteados por un grupo de estudiantes considerados con talento matematico ante dos tareas de invencion de problemas y su comparacion con las actuaciones que presentan un grupo estandar de estudiantes de un colegio publico ante las mismas tareas. Este estudio se centro en caracterizar e identificar las diferencias entre las producciones de ambos grupos, con base en un esquema de analisis confeccionado en esta investigacion. Metodo. La muestra esta conformada por dos grupos de estudiantes. El primero esta compuesto por 21 estudiantes identificados con talento matematico y el segundo esta formado por 19 estudiantes de segundo curso de Educacion Secundaria de un colegio publico. Ambos grupos contestaron dos tareas de invencion de problemas aritmeticos que fueron confeccionadas en este estudio. Los resultados se analizaron con base en tres categorias de analisis y algunas variables que estan relacionadas con la estructura sintactica, semantica y matematica de los mismos. Resultados. Los problemas inventados por el grupo de estudiantes con talento en matematica presentan mayor riqueza que los del grupo del colegio publico, ya que estan conformados por una mayor cantidad de proposiciones, emplean diferentes tipos de numeros, requieren mas pasos y procesos de calculo distintos para ser resueltos y presentan una mayor cantidad de relaciones semanticas distintas. Ademas, los resultados muestran algunos atributos que caracterizan a los estudiantes con talento en matematica cuando resuelven tareas de invencion de problemas. Conclusion. El instrumento de invencion de problemas y el esquema analitico empleado permitieron describir y explorar la actuacion de un grupo de estudiantes considerados con talento matematico. Ademas, las tres categorias de analisis y la solucion de cada problema dan lugar a diez componentes cuyos valores caracterizan la riqueza de los problemas inventados por los sujetos. Por ultimo, el analisis estadistico realizado refuerza las diferencias encontradas entre las producciones de ambos grupos en estudio. EnglishIntroduction. The analysis of the arithmetic problems posed by a group of mathematically talented students considered at two tasks of inventing problems and their comparison with the actions that have a standard group of students from a public school to the same tasks is presented. This study focused on characterizing and identifying the differences between the productions of both groups, based on a framework of analysis made in this study. Method. The sample consists of two groups of students. The first one consists of 21 students identified talented in math and the second one consists of 20 secondary students from a public school. Both groups completed two tasks of invention of arithmetic problems that were not made in this study. The results were analyzed based on three categories of analysis and some variables that are related to the syntactic, semanti","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"9 1","pages":"368-392"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90055330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adolescencia temprana y estrés en el contexto escolar: utilización de la Student Stress Inventory - Stress Manifestations (SSI-SM)","authors":"Javier Ortuño Sierra, Rebeca Aritio Solana, Edurne Chocarro de Luis, Eduardo Fonseca Pedrero","doi":"10.14204/EJREP.37.15003","DOIUrl":"https://doi.org/10.14204/EJREP.37.15003","url":null,"abstract":"Introduction. Stress suffered by adolescents is often neglected. In fact, there are veryfew measuring instruments that have been translated into Spanish for ...","PeriodicalId":51771,"journal":{"name":"Electronic Journal of Research in Educational Psychology","volume":"356 1","pages":"607-630"},"PeriodicalIF":0.7,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76501998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}