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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- Estrategia docente para el desarrollo de la competencia digital en el aula universitaria: Del uso recreativo al uso formativo(Universidad Autónoma de Barcelona, 2016) Domingo, À. (Àngels); Albertos-San-José, J.E. (Jesús Enrique); Albertos-San-José, A. (Aránzazu)En el presente artículo, se expone la fase inicial de una investigación realizada con estudiantes de primer curso de Ingeniería sobre una estrategia docente cuyo fin es el desarrollo de la competencia digital. Mediante la metodología de trabajo de la investigación-acción, este estudio investigativo se encuadra en el paradigma cualitativo y en una perspectiva multimodal en el uso de los instrumentos. Este análisis se sustenta en dos estrategias de aprendizaje: una es de carácter conceptual —sobre el uso profesional de Internet y de las redes sociales— y la otra es aplicada y práctica —materializada en la realización de un blog personal. Este trabajo es de interés por la metodología empleada y por los resultados positivos en cuanto al objetivo que persigue la docencia de esta materia. La efectividad de dichas estrategias se ha puesto de manifiesto en los resultados de las encuestas realizadas sobre la acción formativa, en el número elevado de estudiantes que han realizado un blog personal, en los resultados evaluativos satisfactorios que han obtenido y en la calidad de sus participaciones. Concluimos que la propuesta metodológica de la investigación-acción se muestra adecuada para continuar investigando sobre la competencia digital en cursos superiores y en otros grados universitarios.
- WhatsApp usefulness as a communication tool in an educational context(Springer, 2019) Erro-Garcés, A. (Amaya); Urien-Angulo, B. (Begoña); Osca, A. (Amparo)Although the negative effects of mobile instant messaging have been stressed, its exponential increment justifies studying its application in education. This paper analyses whether college’ students perception of WhatsApp usefulness influences cognitive processes important for teamwork (i.e., specialization and coordination), specifically for complex decision-making assignments. Additionally, it seeks to clarify to what extent the relationship between perception of WhatsApp usefulness and these cognitive processes could exert some influence on team efficacy, both perceived and objective (grades). For that purpose, a role-play was specifically designed in which WhatsApp played a mayor function as a communication tool. A sample of university students (N = 200) worked in teams to reach decisions. A student in each team was set apart all team members could only communicate through WhatsApp. Findings confirm the relationships between perceived WhatsApp usefulness and specialization and coordination, as well as perceived WhatsApp usefulness and perceived team efficacy. Both the role-play case designed and results obtained are relevant since show that WhatsApp could be applied as a communication tool in team activities, due to the fact that the perception of its usefulness could help to develop positive attitudes towards teamwork (i.e., team perceived efficacy). From an applied perspective WhatsApp could be used for virtual teamwork through, for example, the proposed role-play case shown.
- Justice, satisfaction and counterproductive behaviour: A Job Demands-Resources (JD-R) theory study on Social Workers(2019) Urien-Angulo, B. (Begoña); Díez-Valdes, V. (Vicente); Osca, A. (Amparo)Social work professionals have to confront an increasingly strenuous job context (e.g., more users into the system, budgetary cuts, increasing bureaucracy, etc.), and these changes added to their interest in social justice turn their job into a very demanding one. Furthermore, over the few last years, organizational justice has produced a great deal of research, although not in this particular discipline. Based on the Job Demands and Resources theory (JD-R), this paper analyses (1) the direct relationships of job demands (Demands) and organizational justice (Resource) on job satisfaction and on counterproductive behaviour, and (2) the buffering effect of organizational justice as a resource, on the relationship between job demands and job satisfaction, and between job demands and counterproductive behaviour. The sample is made up of 213 social work professionals from various Spanish regions (198 female and mean-age 40.56 years old). Hierarchical regression equations showed that more than job demands, it is organizational justice which is the variable that exerts the highest influence on results (satisfaction and counterproductive behaviour). Specifically, organizational justice explains a great deal of the variance on job satisfaction (40%). Justice also impacts on counterproductive behaviour, both directly as well as reducing the negative effect of high demands. These findings are important both from the theoretical and applied perspectives, since these underline the key role of organizational justice for social workers, beyond job demands.
- Role ambiguity, group cohesion and job satisfaction: A Demands-Resources Model (JD-R) Study from Mexico and Spain(2017) Urien-Angulo, B. (Begoña); Osca, A. (Amparo)In line with the Job Demands-Resources (JD-R) theory, this paper studies the relationship between role ambiguity (Demand) and group cohesion (Resource) to predict job satisfaction. This study was carried out at the same multinational company in Mexico and Spain (N = 537), where blue-collar workers are organized in work groups. It is hypothesized that high levels of role ambiguity are related to low job satisfaction whereas positive high levels of group cohesion are related to high job satisfaction. In addition, it is posited that group cohesion could buffer the relationship between role ambiguity and job satisfaction. Results confirm the JD-R theory with regard to direct effects. Moderating effects have been found in both countries but, contrary to the hypotheses, since these strengthen the negative effect of role ambiguity on job satisfaction. These results are relevant since nowadays, organizations need to deal with increasingly higher levels of ambiguity. The results are also being commented from a cross-cultural research perspective.
- Work-family conflict, self-efficacy, and emotional exhaustion: A test of longitudinal effects(2015) Rubio, C. (Cándido); Recio, P. (Patricia); Urien-Angulo, B. (Begoña); Osca, A. (Amparo); Peiró, J.M. (José María)Based upon the revised Job Demands and Resources Model (2008) we aim first, to test the relations between work-family conflict and emotional exhaustion across time and second, to determine the role of professional self-efficacy in this relation. A longitudinal study was conducted in two times, with a year of interval in a Spanish Army sample (n = 242). To test the causal relations between work-family and emotional exhaustion three models are tested: normal causal, reversed causal, and causal reciprocal. To test the role of professional self-efficacy in the relation between work-family conflict and emotional exhaustion four alternative models are tested: independence, antecedent, mediation, and independence plus antecedent models. Structural Equation Modeling results confirm the simultaneous reciprocal effects model as it fits the data better than the normal causal or the reverse causal models. This result suggests a spiral process, where work-family conflict predicts emotional exhaustion and at the same time emotional exhaustion increases work-family conflict. Likewise, this article contributes to clarifying the role of selfefficacy in the complex relationship between work-family conflict and emotional exhaustion.
- Role Stressors, Task-Oriented Norm and Job Satisfaction: A Longitudinal Study(2012) Urien-Angulo, B. (Begoña); Osca, A. (Amparo)In line with the Job Demands-Resources Model (JD-R) this study analyzes the role of task-oriented norm (job resource) and role stressors (job demands) to predict job satisfaction over time. In order to test this effect, a sample was gathered in a manufacturing setting at two different times. Hierarchical regression analysis tests the principal and the interaction effects of role stressors (role conflict and role overload) and task-oriented norm to predict job satisfaction. Results confirm the negative effect of role conflict at Time 1 on job satisfaction at Time 2 showing the relevance of setting priorities to neutralize the negative effect of this stressor. Moreover, these results show the interaction between task overload (Time 1) and task-oriented norm (Time 1) on job satisfaction (Time 2) after working together for more than one year as a permanent group. Discussion is focused on the structural work context and within group implications of these findings in real working settings.
- El papel de las tareas y los procesos en los resultados grupales:diferencias entre México y España(2012) Urien-Angulo, B. (Begoña); Rodrígo-Iriarte, M.J. (María José); Osca, A. (Amparo)Este trabajo analiza las diferencias en los procesos y resultados grupales en una empresa multinacional ubicada en España y México. La muestra está formada por 363 empleados: 121 españoles (que realizan tare-as de fabricación) y 242 mexicanos (121 con tareas similares a las que reali-zan en España y 121 con tareas diferentes, prestación de servicios). Como se esperaba los resultados muestran que los empleados españoles perciben más positivamente todos los procesos (están más cohesionados y orienta-dos a la tarea, se comunican mejor y manejan de forma eficaz sus conflic-tos), y resultados grupales (están más satisfechos y se consideran más efi-caces) que los mexicanos. También en línea con lo esperado, se observan diferencias entre las muestras mexicanas a favor de la dedicada a prestar servicios, con tareas más enriquecidas. Por último, se estudia de forma ex-ploratoria la influencia de los procesos en los resultados grupales en cada submuestra. Los resultados indican que la satisfacción se explica en las tres submuestras por los procesos relacionados con las interacciones sociales (comunicación y manejo eficaz de los conflictos), mientras que, para expli-car la eficacia hay que atender a las diferencias entre países.
- Variables asociadas a la toma de decisiones éticas: una propuesta para las organizaciones de intervención social(2016) Viscarret, J.J. (Juan Jesús); Urien-Angulo, B. (Begoña); Idareta, F. (Francisco); Úriz, M.J. (María Jesús); Ballestero, A. (Alberto)Analizamos modelos de toma de decisiones éticas y variables que podrían considerarse en la toma de decisiones éticas y en el comportamiento ético. Se confirma la complejidad de estos procesos. Se proporciona un modelo explicativo que incluye variables y relaciones directas e indirectas que podrían establecerse. Se justifica su idoneidad para la toma de decisiones éticas en las organizaciones de intervención social.
- Riesgos psicosociales y accidentabilidad laboral: investigación y propuestas de actuación(Consejo General de la Psicología de España, 2014) Rubio, C. (Cándido); Urien-Angulo, B. (Begoña); López-Araujo, B. (Blanca); Díez, V. (Vicente); Osca, A. (Amparo); Bardera, P. (Pilar)Los accidentes de trabajo constituyen un problema importante por sus graves consecuencias. Las cifras sobre los daños personales y los costes económicos justifican su estudio, sin embargo, diferentes razones (múltiples variables implicadas, mortandad experimental, dificultad de acceder a datos, etc.) explican que no sea atractivo para los investigadores. Aún así los estudios han aumentado en los últimos años, tanto en nuestro país como en los de nuestro contexto. La crisis económica ha agravado el problema al aumentar la precariedad del empleo. Este artículo recoge los principales resultados de dos proyectos de investigación llevados a cabo en el Dpto. de Psicología Social y de las Organizaciones de la UNED sobre accidentabilidad laboral. El primero con soldados profesionales, y el segundo en dos sectores de especial peligrosidad, la construcción y la agricultura. Siguiendo clasificaciones previas que distinguen entre variables personales, del puesto de trabajo y de la organización, se revisan los principales modelos explicativos y los datos obtenidos. El artículo finaliza con una serie de recomendaciones prácticas para mejorar la investigación y la praxis en la prevención de accidentes.
- Emotional intelligence and mindfulness: relation and enhancement in the classroom with adolescents(Frontiers Media, 2018) Zarza-Alzugaray, J. (Javier); Rodríguez-Ledo, C. (C.); Balaguer-Estaña, A.J. (Álvaro J.); Orejudo, S. (Santos); Cardoso-Moreno, M.J. (M. J.)Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants’ mindfulness competence. The sample consisted of 156 students aged 11–14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants’ interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.