REV - Estudios sobre Educación - Vol. 40 (2021)
Permanent URI for this collectionhttps://hdl.handle.net/10171/58814
See
Results
- Interpretación edumétrica de los resultados de EVOC en estudiantes chilenos(Servicio de Publicaciones de la Universidad de Navarra, 2021) Orellana-García, P. (Pelusa); Pezoa, J.P. (José P.)The use of vocabulary assessment scores can help teachers monitor student progress and make pedagogical decisions that promote learning. The purpose of the study was to adapt the interpretation of scores yielded by EVOC, a Spanish vocabulary assessment tool, to measure vocabulary range among 1,662 students between the ages of 6 and 14, based on word frequency bands from a corpus. The methodology included confi rmatory factor analysis, the establishment of empirical diffi culty indices, and the assemble of the items in terms of the order of appearance of the words in the corpus of school texts. The results show that it is possible to interpret scores in terms of lexical competence development standards, which should provide for better use of data in the teaching and learning of reading and vocabulary.
- Aprender a aprender en la universidad: perspectivas del profesorado y de los estudiantes(Servicio de Publicaciones de la Universidad de Navarra, 2021) Pérez-Pérez, C. (Cruz); García-García, F.J. (Fran J.); López-Francés, I. (Inmaculada); Moctezuma-Ramírez, E.E. (Evelyn E.)The aim of this study was to explain the perceptions of university students and professors regarding the “learning to learn” approach. We set up focus groups with both collectives, using the GIPU-EA model as it was operative and integrative enough to permit systematization of the coding. We analyzed maturity and density and computed an intra-dimensional coherence score. The results showed two different profi les in perceiving “learning to learn”; one matching the professors and the other the students. The implications for university teaching were discussed at the end of the paper, together with the limitations of the results we found.
- La influencia del «engagement» en las trayectorias formativas de los estudiantes de Bachillerato(Servicio de Publicaciones de la Universidad de Navarra, 2021) Álvarez-Pérez, P.R. (Pedro Ricardo); López-Aguilar, D. (David); Valladares-Hernández, R.A. (Rosa Ana)The level of academic engagement of 307 second-year high school students is analyzed based on their previous results in the studies. For data collection, a questionnaire based on the Utrecht Work Engagement Scale for Students (Carmona-Halty, Schaufeli & Salanova, 2017) was designed. The analyzes carried out confirmed that the students who obtained the highest values on the engagement scale were those who had not repeated a year in their academic history, nor had they had difficulties in the prior learning process. The data obtained is relevant for educational practice and the development of preventive orientation programs.
- The value of university internships(Servicio de Publicaciones de la Universidad de Navarra, 2021) Fernández-Toboso, E. (Eric); Fachelli, S. (Sandra)Universities place particular importance on their internship projects for university students. The purpose of this study is to identify if the internships have an impact on the students’ entry to the labour market. The methodology used is based on the bivariate analysis and the multiple binary logistic regression technique, using data from the 2014 Survey on the Labour Insertion of University Graduates (EILU), carried out by the INE. The sample used comprises 30,379 graduates and in the internships section, 21,622 university graduates. The results obtained confi rm that internships are a tool for job placement.
- Propiedades psicométricas del cuestionario de estilos de aprendizaje «CHAEA-36» en estudiantes universitarios(Servicio de Publicaciones de la Universidad de Navarra, 2021) Borrero-Ovalle, F. (Fredy); Cardozo, L.A. (Luis Alberto); Moreno-Jiménez, J. (Javier); Rodrigues-Bezerra, D. (Diogo); Molano-Sotelo, E. (Eric); Beltrán-Ahumada, C. (César)The objective of this work was to evaluate a learning styles questionnaire and their psychometric properties in university students. 573 subjects participated in the study. They were divided into two independent samples, one for content validation and apparent validation, and the other for confi rmatory validation. The results showed an adequacy of the sample and regular internal consistency. However, it lacks of convergent and discriminant validity. The internal structure through ESEM turned out inadequate values in various goodness of fi t indices (GFI, RMSEA, AGFI, NFI, TLI, among others). In conclusion, the CHAEA-36 questionnaire in university students shows that this model is not consistent and coherent with their theoretical assumptions.
- Evaluación de la inteligencia emocional y la conducta prosocial y su correlación en alumnado de Educación Primaria(Servicio de Publicaciones de la Universidad de Navarra, 2021) López-López, M.C. (Mª del Carmen); Sporzon, G. (Giada)The study evaluates the emotional intelligence and prosocial behavior of primary school students; analyses the relationship between both constructs and determines whether there are dimensions of emotional intelligence that can predict prosocial behavior. It is a quantitative investigation that responds to a descriptive, correlational and predictive design, in which 229 students have participated. The results show medium-high levels of emotional intelligence and prosocial behavior in students, the existence of a directly proportional relationship between emotional intelligence and prosocial behavior, and the relevance of the interpersonal dimension as a predictor of prosocial behavior.
- A teachers’ orientation approach to understand the university teacher-student relationship(Servicio de Publicaciones de la Universidad de Navarra, 2021) Vila-López, N. (Natalia); Küster-Boluda, I. (Inés)This research intends to advance the understanding of the university teacher-student relationship in the context of teachers’ market orientation with the aim to improve students’ performance. Thus, the study is articulated on three axes: the students’ performance approach, the relationship among diverse aspects of teachers, and, fi nally, the effect of these aspects on students’ performance. The results gained from a sample of 45 teachers and 932 students show that teachers’ student orientation infl uences perceived learning and student satisfaction. Other interesting results are also attained that lead to certain conclusions and implications.
- El perdón como forma de aprendizaje(Servicio de Publicaciones de la Universidad de Navarra, 2021) Dans-Álvarez-de-Sotomayor, I. (Isabel); Muñiz-Álvarez, E.M. (Eva María)Approaching school life from the didactics of error allows us to take misbehaviour at school as the starting point for learning. The teacher undertakes the resolution process through a parallel dialogue with both the aggressor and the victim, so that both parties can review their own participation in the process and their experience of it, and in so doing, they understand each other and recognise their own reality: either as perpetrator needing to make amends, or as someone valuable who has been unjustly treated, and can grant forgiveness and thus provide the opportunity for reparation.
- Propuesta de un modelo de liderazgo pedagógico para directores de centros concertados de Educación Primaria. Aplicación del análisis factorial confirmatorio(Servicio de Publicaciones de la Universidad de Navarra, 2021) Sanz-Ponce, R. (Roberto); González-Bertolín, A. (Aurelio); López-Luján, E. (Elena)The aim is to confirm a Pedagogical Leadership Model for principals of charter primary schools. 68 principals participated, through a trend survey. The following were carried out: Exploratory Factor Analysis (Maximum Likelihood and Promax rotation) and Confirmatory Factor Analysis (AMOS 5.0©). The most relevant result is the non-confirmation of the model. It is clear that the exercise of shared leadership does not necessarily correspond to an action intended to improve the performance of the teaching staff, nor to the capacity to bring about changes in the functioning of the centers and/or in the collaboration with the families.