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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14 results
Results
- Self-regulation assessment: A validation study(2024) Fuente-Arias, J. (Jesús) de la; Garzón-Umerenkova, A. (Angélica)Introduction. Self-regulation is planning and managing behavior appropriately and flexibly. It predicts well-being, health, and academic performance, among other things. The psycho-metric characterization of the Abbreviated Self-Regulation Questionnaire (CAR-abr.), which consists of 17 items, is presented. It is a versatile instrument extensively used in various coun-tries and professional contexts, such as education or clinical settings. Method. A content validation of the questionnaire was conducted to verify its linguistic and cultural adequacy, followed by an application to a convenience sample. 710 Colombian uni-versity students from 12 majors, aged 18 to 33 years (M = 20.3, SD = 4.3), 31.5% men partic-ipated. Results. The results indicate a good fit of the items to the Rasch model, adequate functioning of the Likert scale, and evidence of construct validity, although the questionnaire would bene-fit from including items of greater difficulty. The reliability was .84 for individuals and .98 for items. The self-regulation score correlated positively with flourishing (.416**, p<.01) and mental health (.372**, p<.01), and negatively with bad habits (-.343**, p<.01). Discussion and conclusions. The test can be used in various measurement and evaluation contexts. The results allow for establishing a level of self-regulation with sufficient reliability and evidence of validity. The possible uses and limitations of CAR-abr. for psychological measurement and evaluation are discussed.
- 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.
- Self- vs. external-regulation behavior scaleTM in different psychological contexts: a validation study(Frontiers, 2022) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sander, P. (Paul); Pachón-Basallo, M. (Mónica); Peralta-Sánchez, F.J. (Francisco Javier); Garzón-Umerenkova, A. (Angélica)The self- vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.
- 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.
- Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing(2020) Fuente-Arias, J. (Jesús) de la; Vera-Martínez, M.M. (Manuel Mariano); Paoloni, P. (Paola); Garzón-Umerenkova, A. (Angélica)
- 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.
- 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.
- 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.
- 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.
- Validation of the Spanish Short Self-Regulation Questionnaire (SSSRQ) through Rasch Analysis(2017) Fuente-Arias, J. (Jesús) de la; García-Berbén, A.B. (Ana Belén); Pichardo, M.C. (María del Carmen); Martínez-Vicente, J.M. (José Manuel); Zapata, L. (Lucía); Garzón-Umerenkova, A. (Angélica)