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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9 results
Results
- The big five factors as differential predictors of self-regulation, achievement emotions, coping and health behavior in undergraduate students(2024) Fuente-Arias, J. (Jesús) de la; Urien-Angulo, B. (Begoña); Luis-Garcia, E.O. (Elkin Oswaldo); Sander, P. (Paul); Pachón-Basallo, M. (Mónica); Garzón-Umerenkova, A. (Angélica)Background. The aim of this research was to analyze whether the personality factors included in the Big Five model differentially predict the self-regulation and affective states of university students and health. Methods. A total of 637 students completed validated self-report questionnaires. Using an ex post facto design, we conducted linear regression and structural prediction analyses. Results The findings showed that model factors were differential predictors of both self-regulation and affective states. Self-regulation and affective states, in turn, jointly predict emotional performance while learning and even student health. These results allow us to understand, through a holistic predictive model, the differential predictive relationships of all the factors: conscientiousness and extraversion were predictors regulating positive emotionality and health; the openness to experience factor was non-regulating; nonregulating; and agreeableness and neuroticism were dysregulating, hence precursors of negative emotionality and poorer student health. Conclusions. These results are important because they allow us to infer implications for guidance and psychological health at university.
- 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)
- 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
- A evaluación interactiva como estrategia reguladora del proceso de enseñanza-aprendizaje(2003) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier); Justicia, F. (Fernando)
- ¿Por qué los alumnos no construyen un conocimiento psicológico académico y profesional integrado? Reflexiones para una investigación necesaria(2003) Fuente-Arias, J. (Jesús) de la
- El modelo DIDEPRO de regulación de la enseñanza y del aprendizaje: avances recientes(2007) Fuente-Arias, J. (Jesús) de la; Justicia, F. (Fernando)La investigación sobre autorregulación en el aprendizaje ha evolucionado, desde los modelos clásicos, exclusivamente centrados en el alumno y en el proceso de aprendizaje, hacia modelos que toman en consideración el contexto o el proceso de enseñanza, como elemento inductor de la autorregulación del alumno. El Modelo DIDEPRO® se ha propuesto como un modelo de última generación, centrado también en el estudio de la autorregulación del aprendizaje, pero desde una concepción interactiva e interdependiente del proceso de enseñanza-aprendizaje. El presente informe muestra los elementos esenciales de su concepción teórica, así como los avances que han supuesto los instrumentos de evaluación surgidos del mismo y las estrategias de intervención para la mejora del proceso de enseñanza-aprendizaje, especialmente, en el uso de las TICs. Finalmente, se concluye con las evidencias empíricas más representativas obtenidas hasta el momento, las prospectivas de futuro y la potencialidad de ser usado como un modelo de utilidad en el campo de la Psicología y de la Educación
- Autorregulación personal y percepción de los comportamientos escolares desadaptativos(2009) Fuente-Arias, J. (Jesús) de la; Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier)Este estudio tiene como objetivo comprobar en qué grado la capacidad de autorregulación, en la adolescencia media, incide en su percepción de los problemas de desadaptación escolar. La muestra está constituida por 888 adolescentes de 12 a 17 años de edad. El estudio emplea una metodología inferencial, utilizando dos instrumentos, una versión castellana del Cuestionario de Autorregulación Personal (2003, 2007) y el Cuestionario de Problemas de Convivencia Escolar (2007) para medir las variables objeto de estudio. Los resultados de los análisis inferenciales (anovas) sugieren que el grado de autorregulación personal es interdependiente respecto a la percepción de los problemas de desadaptación y convivencia en los centros escolares. Se discuten los resultados e implicaciones para futuras investigaciones.