Facultad de Educación y Psicología
Permanent URI for this communityhttps://hdl.handle.net/10171/38987
En el curso 2013/2014 se constituyó la nueva Facultad de Educación y Psicología. Los materiales anteriores a esa fecha, puede localizarlos en: Facultad de Filosofía y Letras - Departamento de Educación.
See
15 results
Results
- The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students(2022) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Urien-Angulo, B. (Begoña); Luis-Garcia, E.O. (Elkin Oswaldo); Balaguer-Estaña, A.J. (Álvaro J.)The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales (i.e., character strengths, resilience, and flourishing). Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths (e.g., emotional strength/cognitive, interpersonal strengths), reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.
- The proactive-reactive resilience as a mediational variable between the character strength and the flourishing in undergraduate students(2022) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Urien-Angulo, B. (Begoña); Luis-Garcia, E.O. (Elkin Oswaldo); Balaguer-Estaña, A.J. (Álvaro J.)The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales (i.e., character strengths, resilience, and flourishing). Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths (e.g., emotional strength/cognitive, interpersonal strengths), reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.
- Actividades extraescolares, parentalidad positiva y desarrollo positivo adolescente personal. Relaciones diferenciales a través de la edad y trayectorias académicas(2020) Rodríguez-Ledo, C. (C.); Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Cardoso-Moreno, M.J. (M. J.)Introducción. La Parentalidad Positiva y las Actividades Extraescolares son activos contextuales para mejorar el desarrollo personal positivo de adolescentes. Sin embargo, estos activos no se han estudiado simultáneamente o en estudiantes de diferentes edades. Este artículo analizó estas asociaciones, probando un modelo de mediación en estudiantes con diferentes trayectorias académicas. Método. La muestra estuvo compuesta por 1.402 adolescentes, con edades comprendidas entre 12 y 20 años (Media=14.40; DT=1.910; hombres=49%). Los estudiantes completaron varios cuestionarios sobre los constructos de personalidad de Optimismo, Esperanza, Autoeficacia General y Sentido de Coherencia, así como cuestionarios que abordan las percepciones del Estilo Parental y las Actividades Extraescolares. Se llevó a cabo un muestreo aleatorio por colegios de Aragón (España) que ofertaran las titulaciones cursadas por adolescentes. Resultados. El modelo de ecuaciones estructurales mostró que la Parentalidad Positiva se asoció con la realización de Actividades Exraescolares y los constructos de personalidad. Además, la participación en actividades se asoció con el mismo patrón de rasgos de personalidad (Expectativas, Self, y Sentido de coherencia). Estos resultados se encontraron principalmente en estudiantes más jóvenes (12-15 años), mientras que en estudiantes mayores (16-20 años) este efecto se encontró solo en aquellos con un perfil de trayectorias académicas de menor éxito. Discusión y Conclusion: El tipo de relaciones parentales constituyen el principal activo para los adolescentes, especialmente para promover su desarrollo personal positivo, pero también para la participación en actividades extraescolares. Se debaten las implicaciones para los psicólogos del desarrollo, profesionales y educadores, especialmente subrayando la importancia de ofrecer oportunidades extracurriculares.
- Maternal and paternal parenting styles as a whole: validation of the simple form of the Parenting Style Evaluation Scale(2021) Fuente-Arias, J. (Jesús) de la; Benitez, E. (Edgar); Balaguer-Estaña, A.J. (Álvaro J.); Osorio, A. (Alfonso)La Escala para la Evaluación del Estilo Parental (EEEP) pregunta a los adolescentes sobre los estilos educativos de sus padres por separado (“tu padre” y “tu madre”) o de forma conjunta (“tus padres”), pero solo se ha evaluado la validez en la versión por separado. El objetivo de este trabajo fue evaluar la validez de las inferencias de la versión conjunta. Se reclutó una muestra de 1507 adolescentes, de 12 a 18 años. Se realizaron análisis factoriales exploratorios y confirmatorios en dos submuestras independientes. Después se probó un modelo de ecuaciones estructurales para comprobar la asociación de las subescalas de la EEEP con desenlaces de los adolescentes (optimismo, pesimismo y resultados académicos). Los resultados muestran buenas medidas de ajuste de la estructura del instrumento. Además, las subescalas mostraron asociación con los desenlaces. La EEEP puede ser usada con fiabilidad en su forma conjunta, resultando en una reducción de ítems, los cual es a menudo beneficioso para la investigación.
- Structural empirical model of personal positive youth development, parenting, and school climate(2021) Fuente-Arias, J. (Jesús) de la; Benitez, E. (Edgar); Balaguer-Estaña, A.J. (Álvaro J.); Osorio, A. (Alfonso)This study tested an empirical model of the relationship between Personal Positive Youth Development (PPYD) and two contextual factors: Positive Parenting (PP), and Perception of the Climate and Functioning of the School (PcfS). The hypothesis tested was that a positive relationship with parents and a positive perception of the school will contribute to the prediction of PPYD. The sample was composed of 1507 adolescents recruited in 10 Spanish schools who were aged between 12 and 18 years and 52% were female. PPYD was evaluated through Dispositional optimism, Self-competence, and Sense of coherence. PP was evaluated through Affect and communication, Autonomy granting, Humor, and Self-disclosure. PcfS was evaluated through School climate, School bonds, Clarity of rules and values, and Empowerment. Previous reliability and validity analyses of the constructs were carried out, and correlational analyses and structural predictions were made. The results show that both PP and PcfS were associated with better scores in PPYD. Also, a positive correlation between those two contextual factors was found. Implications for applied research are discussed.
- Relationship between life skills and general self-efficacy. Validation of HVD-A scale(2023) Benítez-Sastoque, E.R. (Edgar Ricardo); Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Serrano-Valenzuela, B. (Belén)
- Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents(Frontiers Media, 2018) Zarza-Alzugaray, J. (Javier); Rodríguez-Ledo, C. (C.); Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Cardoso-Moreno, M.J. (M. J.)Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants’ mindfulness competence. The sample consisted of 156 students aged 11–14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants’ interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.
- Internal developmental assets and substance use among Hispanic adolescents. A cross-sectional study(Wiley, 2021) Belintxon, M. (Maider); Balaguer-Estaña, A.J. (Álvaro J.); Osorio, A. (Alfonso); Vidaurreta, M. (Marta); Calatrava, M. (María)Aims: To determine the associations between internal assets (planning and decision- making, interpersonal competence and commitment to learning) and substance use (tobacco, alcohol, binge drinking, marijuana use and other drugs).Design: A cross-sectional study was conducted in four countries (Chile, Mexico, Spain and Peru).Methods: Adolescents aged 12–18 self-completed a multi-purpose questionnaire be-tween 2016 and 2019. Multiple logistic regressions and structural equation models were performed to analyse the association between internal assets (planning and decision- making, interpersonal competence, and commitment to learning) and sub-stance use.Results: The results indicate that planning and decision- making and commitment to learning are conducive to the prevention of substance use. On the contrary, interper-sonal competence was not associated with substance use.Conclusion: The present study shows that planning and decision- making and com-mitment to learning can be relevant factors in explaining substance use during ado-lescence. Internal assets can be an important aspect to include in health promotion interventions with children, youth and families to prevent substance use. These find-ings may be useful for researchers, schools, paediatric nurse practitioners, and health professionals in general to design health programs focused on children and adoles-cents. Furthermore, the Developmental Assets framework has been proved as a suit-able frame of reference for paediatric nurse practitioners to assess and develop child and adolescent positive development and design health promotion interventions to prevent substance use.
- Activities and relationships with parents as key ecological assets that encourage personal positive youth development(Wiley, 2021) Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Osorio, A. (Alfonso); Lopez-del-Burgo, C. (Cristina); Rosa, P.A. (Pedro Antonio) de laScientific literature has shown contextual factors thatpredict youth development, and family variables are themost important ones. In this study, we propose a modelthat explains the relation between family variables (re-lationship with parents and family activities) and PersonalPositive Youth Development (assessed through Life sa-tisfaction, Interiority, and Self‐control), across differentcultures. We recruited 2867 adolescents aged 12–18 years(52% female) from three countries: Spain, Mexico, andPeru. They completed an anonymous questionnaire. Werun exploratory and confirmatory factor analyses, andstructural equation modelling, testing for invariance acrosscountries and sexes. In all subsamples, positive family re-lationships were associated with adolescents' Life Sa-tisfaction. In addition, time invested on family activities wasassociated with Interiority and with Self‐control. However,some differences across cultures and sex were found in thespecific associations. Theoretical and practical implicationsare discussed regarding how to improve adolescent devel-opment through family life
- Structural empirical model of personal positive youth development, parenting, and school climate(Wiley, 2022) Fuente-Arias, J. (Jesús) de la; Benítez-Sastoque, E.R. (Edgar Ricardo); Balaguer-Estaña, A.J. (Álvaro J.); Osorio, A. (Alfonso)This study tested an empirical model of the relationship between Personal Positive Youth Development (PPYD) and two contextual factors: Positive Parenting (PP), and Perception of the Climate and Functioning of the School (PcfS). The hypothesis tested was that a positive relationship with parents and a positive perception of the school will contribute to the prediction of PPYD. The sample was composed of 1507 adolescents recruited in 10 Spanish schools who were aged between 12 and 18 years and 52% were female. PPYD was evaluated through Dispositional optimism, Self‐competence, and Sense of coherence. PP was evaluated through Affect and communication, Autonomy granting, Humor, and Self‐disclosure. PcfS was evaluated through School climate, School bonds, Clarity of rules and values, and Empowerment. Previous reliability and validity analyses of the constructs were carried out, and correlational analyses and structural predictions were made. The results show that both PP and PcfS were associated with better scores in PPYD. Also, a positive correlation between those two contextual factors was found. Implications for applied research are discussed. Highlights: Positive Parenting has a positive association with Perception of climate and functioning of the School.Positive Parenting and better Perception of climate and functioning of the School both predict Personal Positive Youth Development.Positive Parenting is the most relevant predictor of Personal Positive Youth Development