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.
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46 results
Results
- Satisfaction with the self-assessment of university students through e-coping with academic stress utilityTM(Frontiers Media, 2018) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Artuch-Garde, R. (Raquel); Martínez-Vicente, J.M. (José Manuel); Peralta-Sánchez, F.J. (Francisco Javier); Garzón-Umerenkova, A. (Angélica)The general purpose of this report is: (1) research was to check whether the degree of satisfaction with the self-assessment activity of university students was related to the scores obtained and the degree of different variables, associated with level of SelfRegulation; (2) to present the online utility, e-Coping with Academic StressTM, as a technological development in Educational Psychology; (3) analyze the possibilities of transfer of this technological innovation. A total of 929 university students, coming from a public university, participated in the use of this online utility. University students can use the tool’s online inventories to make self-assessments in the different variables of Studying, Learning and Performing under Stress (SLPS Competency Model). Descriptives, correlational and inferential analyzes (ANOVAs and MANOVAs) were carried out. The results allowed to know the profile of competences of the analyzed university students, in addition to the degree of satisfaction with the self-evaluation. Finally, we communicate possible actions and options available for transfer of this resulting technology, through RD transfer contracts arranged directly or with other universities.
- Editorial: Psychology, technological Innovation, and entrepreneurship(Frontiers Media, 2019) Fuente-Arias, J. (Jesús) de la; Díaz-Orueta, U. (Unai); Kauffman, D. (Douglas)The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples of research on the characteristics of Innovation and Entrepreneurship, whether as a review (Sánchez-García et al.), an analysis of a personal factor that is predictive of this activity (Arco-Tirado et al.), the role of psychological characteristics (Hu et al.), and even a tool for assessing this construct (Cuesta et al.).
- Editorial : Psychology, Technological Innovation, and Entrepreneurship(2019) Fuente-Arias, J. (Jesús) de la; Díaz-Orueta, U. (Unai); Kauffman, D. (Douglas)The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples of research on the characteristics of Innovation and Entrepreneurship, whether as a review (Sánchez-García et al.), an analysis of a personal factor that is predictive of this activity (Arco-Tirado et al.), the role of psychological characteristics (Hu et al.), and even a tool for assessing this construct (Cuesta et al.).
- Applying the SRL vs. ERL theory to the knowledge of achievement emotions in undergraduate university students(2019) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Peralta-Sánchez, F.J. (Francisco Javier); Vera-Martínez, M.M. (Manuel Mariano); Paoloni, P. (Paola); Garzón-Umerenkova, A. (Angélica)The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
- Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates(2019) Fuente-Arias, J. (Jesús) de la; Amate-Romera, J. (Jorge)
- Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation(2019) González-Torres, M.C. (María Carmen); Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Aznárez-Sanado, M. (Maite); Peralta-Sánchez, F.J. (Francisco Javier); Vera-Martínez, M.M. (Manuel Mariano)The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.
- Structural Equation Model (SEM) of stroke mortality in Spanish inpatient hospital settings: The role of individual and contextual factors(2019) Fuente-Arias, J. (Jesús) de la; Solinas, G. (Giulliana); García-Torrecillas, J.M. (Juan Manuel); Fiz-Pérez, J. (Javier); Iglesias-Espinosa, M.M. (María del Mar); Garzón-Umerenkova, A. (Angélica)Introduction: Traditionally, predictive models of in-hospital mortality in ischemic stroke have focused on individual patient variables, to the neglect of in-hospital contextual variables. In addition, frequently used scores are betters predictors of risk of sequelae than mortality, and, to date, the use of structural equations in elaborating such measures has only been anecdotal. Aims: The aim of this paper was to analyze the joint predictive weight of the following: (1) individual factors (age, gender, obesity, and epilepsy) on the mediating factors (arrhythmias, dyslipidemia, hypertension), and ultimately death (exitus); (2) contextual in-hospital factors (year and existence of a stroke unit) on the mediating factors (number of diagnoses, procedures and length of stay, and re-admission), as determinants of death; and (3) certain factors in predicting others. Material and Methods: Retrospective cohort study through observational analysis of all hospital stays of Diagnosis Related Group (DRG) 14, non-lysed ischemic stroke, during the time period 2008¿2012. The sample consisted of a total of 186,245 hospital stays, taken from the Minimum Basic Data Set (MBDS) upon discharge from Spanish hospitals. MANOVAs were carried out to establish the linear effect of certain variables on others. These formed the basis for building the Structural Equation Model (SEM), with the corresponding parameters and restrictive indicators. Results: A consistent model of causal predictive relationships between the postulated variables was obtained. One of the most interesting effects was the predictive value of contextual variables on individual variables, especially the indirect effect of the existence of stroke units on reducing number of procedures, readmission and in-hospital mortality. Conclusion: Contextual variables, and specifically the availability of stroke units, made a positive impact on individual variables that affect prognosis and mortality in ischemic stroke. Moreover, it is feasible to determine this impact through the use of structural equation methodology. We analyze the methodological and clinical implications of this type of study for hospital policies.
- Characteristics, structure, and effects of an on-line tool for improvement in adolescents competency for interaction with alcohol: the e-ALADOTM utility(2019) Cubero, I. (Inmaculada); Fuente-Arias, J. (Jesús) de la; Sánchez-Amate, M.C. (María del Carmen); Salmerón-Valverde, J.L. (José Luis); Peralta-Sánchez, F.J. (Francisco Javier); Fadda, S. (Salvatore)This research report aims to present the characteristics, structure and effects of a psychoeducational technological innovation (called the e-ALADO Program) for the prevention of alcohol intake in adolescents. Based on the Competency model for interaction with alcohol, this program consists of a total of 24 lessons that promote conceptual, procedural, and attitudinal learning, in ICT format (www.alado.es). The hypothesis of this validation study established that adolescents treated with the program would improve their levels of competence and their interaction behavior with alcohol, depending of their personal level of self-regulation. A total of 148 adolescents from 12 to 16 years of age from three Spanish educational centers with different sociocultural contexts participated. A quasi-experimental methodology with repeated measures and use of inferential analysis was used (ANOVAs and MANOVAs). The results show a main principal effect of the Treatment variable, of the Self-Regulation Level variable, and an interaction effect of Treatment × Self-regulation in the conceptual and attitudinal subcompetence for interaction with alcohol. The results are discussed in the face of new technological developments that allow the evaluation and intervention in the prevention of alcohol intake with adolescents. An important implication of this work is related to the importance of self-regulation as a psychological variable. Also, the suitability of psychoeducational interventions with new technological formats in the prevention of adolescents¿ alcohol intake as entrepreneurial activity. Keywords: prevention of alcohol intake, competence model, adolescence, e-Program, technological utility
- Conocimientos psicológicos, competencia conductual y estilo docente(1992) Fuente-Arias, M. (Manuel) de la; Fuente-Arias, J. (Jesús) de la; Salvador-Granados, M. (Margarita)Entre las distintas variables que intervienen en el proceso de instrucción, cada vez se le presta mayor atención al papel que la personalidad del profesor y su estilo de interacción en el aula, tienen en dicho proceso (Getzels y Jackson, 1963). Por otra parte, dado que hay suficiente evidencia empírica de que las ideas y creencias estables del profesor inciden directamente en los análisis explicativos que realiza (Schneider y Grasha, 1983), adquiere especial interés el estudio de los conocimientos y concepciones explicativas sobre los comportamientosde sus alumnos. En la presente investigación se evaluó en un grupo de 19 profesores, 1. sus conocimientos e interpretaciones sobre el comportamiento, 2. las estrategias que utilizaban en la resolución de problemas comportamentales en el aula, 3. la percepción que tenían sobre la gravedad de las conductas disruptivas y,4. la percepción que tenían de la eficacia de las estrategia que utilizaban. Tras la aplicación de un programa de entrenamiento en la resolución de problemas de comportamiento en el aula, se volvieron a evaluar las variables anteriores. Se presentan y discuten los resultados, analizando sus implicaciones sobre los estilos docentes.
- Análisis componencial de PCTA y ansiedad situacional: implicaciones para la intervención(1995) Fuente-Arias, M. (Manuel) de la; Fuente-Arias, J. (Jesús) de la