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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7 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.
- Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students(2020) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Peralta-Sánchez, F.J. (Francisco Javier); Zapata, L. (Lucía); Garzón-Umerenkova, A. (Angélica)The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student selfregulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students’ level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students’ level of academic stress. The implications for university students’ emotional health, stress prevention, and well-being are established.
- Modelling students, academic confidence, personality and academic emotions(2022) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul)The research presented here is founded on the Big Five trait approach to personality which has been shown to be related to academic success, students¿ academic confidence or self-efficacy and the emotions related to academic achievement.To explore whether Personality characteristics would be differentially associated with Academic Confidence and both would jointly predict Academic Emotions.A bespoke online platform was used to survey undergraduate students in two Spanish universities. The data was used to assess bivariate correlation and to build Structural EquationModels.A total of 1398 undergraduate students studying Psychology, Primary Education, or Educational Psychology degree programmes completed the validated Spanish version of the Academic Behavioural Confidence scale. Of those, 636 also completed a validated Spanish language scale to assess Personality along the Big Five dimensions and 551 of the 1398 students complete a validated Spanish language scale to assess Academic Emotions. A total of 527 students completed all three scales.The correlations showed that the student Personality traits of Openness, Conscientiousness, Extraversion and Agreeableness were significantly and positively related to their Academic Confidence whilst Neuroticism was negatively correlated with the degree of Academic Confidence. Similarly student Academic Confidence correlated positively with positive Academic Emotions and negatively with negative Academic Emotions. Structural Equation Modelling resulted in a model of excellent fit that linked the personality traits of Conscientiousness and Neuroticism with overall Academic Confidence and Academic Emotion scores. The methodological issues around the findings along with the implications for undergraduate learning and teaching are discussed.
- Resilience as a buffering variable between the big five components and factors and symptoms of academic stress at university(2021) 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); Vera-Martínez, M.M. (Manuel Mariano)The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.
- Self-regulation and regulatory teaching as determinants of academic behavioral confidence and procrastination in undergraduate students(2021) Fuente-Arias, J. (Jesús) de la; Sander, P. (Paul); Vera-Martínez, M.M. (Manuel Mariano); Ghaeta, M.L. (Martha Leticia); Fadda, S. (Salvatore); Garzón-Umerenkova, A. (Angélica)The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.
- Teaching and evaluation methods preferred by university students(2005) Fuente-Arias, J. (Jesús) de la; García-Berbén, A.B. (Ana Belén); Pichardo, M.C. (María del Carmen); Justicia, F. (Fernando)Student preferences and expectations regarding university instruction are increasingly considered as quality indicators in higher education. In this study we investigate university students¿ expectations and preferences concerning the teaching process, and we perform a differential study based on variables pertaining to the individual student (gender and age) and to the teacher (gender). 249 students from the Faculty of Education at the University of Granada participated in this study. Expectations and preferences are measured using the USET questionnaire (Sander, Stevenson, King & Coates, 2000). Results show that students wish to play a more active role in their learning. The formal lecture is the method most expected, and at the same time, the one most rejected, by more than half the sample. Variables analysed show significant differences in several teaching and evaluation methods. Keywords: Expectations, Teaching Methods, Evaluation