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
3 results
Results
- 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.
- 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