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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70 results
Results
- La contribución de la educación liberal a la educación del carácter del alumnado universitario(2024-10-25) Argemí-Ballbe, M. (Mónica); Naval, C. (Concepción)La universidad puede ser un lugar óptimo para “hacer del hombre medio, ante todo, un hombre culto” (Ortega y Gasset, 2007, 118), proporcionando una visión amplia e integradora del saber humano. Su misión principal es la educación del alumnado para su vida profesional, que abarca -además del conocimiento técnico- un conjunto de cualidades humanas. Las empresas y, en general, la sociedad, necesitan contar con personas competentes, en un sentido amplio y profundo del término. En ocasiones la universidad no logra asumir este importante reto. Entre algunas de las causas pueden encontrarse la hiper especialización y la mercantilización de las instituciones educativas. En las últimas décadas, los programas de educación liberal (general education, liberal education, liberal arts, core curricula) se han extendido más allá de los países anglosajones, arraigando en contextos culturales, históricos y sociales diversos. En este estudio nos planteamos si esta educación puede contribuir a pre-parar mejor al alumnado y a resolver en parte algunos retos de la universidad de hoy. Esta tesis consta de cuatro partes. 1) Una aproximación histórica del concepto de educación liberal. 2) Una revisión sistemática de la literatura (2010-2020), que incluye 69 re-gistros e indaga en el diálogo académico sobre esta educación. 3) Un estudio Delphi acerca de los aspectos identitarios de la educación liberal (definición, objetivos, metodología, profesorado y evaluación), con un panel de 17 expertos -de Estados Unidos y Europa- y que evalúa el grado de consenso de 65 ítems. 4) Un estudio teórico-especulativo sobre la educación liberal y la educación del carácter en la universidad. Los hallazgos de esta tesis -realizada mediante el uso de metodologías mix-tas- aporta evidencias sobre la contribución de la educación liberal a la educación del carácter del estudiantado. Esto ayudará a que la educación universitaria recupere su más noble y original sentido.
- Excessive body weight in developmental coordination disorder: A systematic review and meta-analysis(Elsevier, 2024) Rodríguez Romero, D. (Diana); Cortese, S. (Samuele); Arrondo, G. (Gonzalo); Magallon-Recalde, S. (Sara); Gambra, L. (Leyre); Gándara, C. (Carmen); Lizoain, P. (Pablo); Paiva, U. (Úrsula)Evidence on the link between developmental coordination disorder (DCD) and obesity and overweight is mixed. Based on a pre-registered protocol (PROSPERO: CRD42023429432), we conducted the first systematic review/meta-analysis on the association between DCD and excessive weight. Web of Science, PubMed and an institutional database aggregator were searched until the 18th of December 2023. We assessed study quality using the Newcastle-Ottawa Scale and study heterogeneity using Q and I2 statistics. Data from 22 studies were combined, comprising 11,330 individuals out of which 1861 had DCD. The main analysis showed a significant association between DCD and higher body weight (OR:1.87, 95 % CI =1.43, 2.44). Meta-regression analyses indicated that the relationship was mediated by age, with stronger effects in studies with higher mean age (p 0.004). We conclude that DCD is associated with obesity and overweight, and this association increases with age. Our study could help to implement targeted prevention and intervention measures.
- 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.
- Evaluación de la calidad de servicios educativos para alumnado con discapacidad intelectual y pluridiscapacidad en entornos de educación especial: un estudio sobre el proyecto MAIA. Informe de resultados(Servicio de Publicaciones de la Universidad de Navarra, 2024) Arellano, A. (Araceli); López-Nicolás, E. (Estela); Gándara, C. (Carmen); Martínez-Villar, M. (Martín); Lizasoáin-Rumeu, O. (Olga)
- 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.
- Relaciones familia-escuela: creencias desde los servicios de orientación(Asociación Española de Orientación y Psicopedagogía, 2022) López-Larrosa, S. (Silvia); Cueli-Naranjo, M.A. (María de los Ángeles)Una de las tareas de los servicios de orientación es relacionarse con lasfamilias. Sin embargo, las creencias de los y las orientadoras sobre dichas relaciones y su rol con respecto a las familias han sido poco investigadas. El objetivo de este trabajo era explorar las creencias sobre la relación familia-escuela, la autoeficacia pararelacionarse y el desempeño del rol de los orientadores. Participaron 110 orientadores y orientadoras de varias comunidades españolas que trabajaban en centros con niveles educativos desde educación infantil a secundaria. Se usó el “Cuestionariode creencias sobre las relaciones familia-escuela”, que explora creencias sobre la supeditación, colaboración, separación, y la autoeficacia para relacionarse con las familias. Además, se exploraron cuatro factores del desempeño del rol: contextual, personal,conocimiento del rol y expectativas. Los participantes se sintieron altamente eficaces para vincularse con las familias y apoyaron las creencias de colaboración entre la familia y la escuela. Sin embargo, cuantos menos años de experiencia profesional tenían, menos capaces se sentían para relacionarse con las familias. A pesar de encontrarse en contextos de colaboración entre la familia y la escuela, reconocían diversas situaciones mejorables, desempeñando esencialmente roles de mediadores/asesores, y respondiendo a las altas expectativas de toda la comunidad educativa. Las características personológicas necesarias para el desempeño del rol eran las habilidades sociales, especialmente la empatía y la escucha activa. Estos resultados tienen implicaciones para la mejora de las relaciones con las familias y la caracterización del rol de los orientadores y las orientadoras.
- Attention-deficit/hyperactivity disorder as a risk factor for being involved in intimate partner violence and sexual violence: a systematic review and meta-analysis(Cambridge University Press, 2023) Cortese, S. (Samuele); Arrondo, G. (Gonzalo); Magallon-Recalde, S. (Sara); Osorio, A. (Alfonso); Lopez-del-Burgo, C. (Cristina)Background: Intimate partner violence (IPV) and sexual violence (SV) are significant problems world-wide, and they affect women disproportionally. Whether individuals with attention-deficit/hyperactivity disorder (ADHD) are at an increased risk of being involved in these types of violence is unclear. Methods: We carried out a systematic review and meta-analysis (PROSPERO registration CRD42022348165) of the associations between ADHD and being the victim or perpetrator of IPV and SV. Ratios of occurrence of violence were pooled in random-effects models and study risk of bias was evaluated using the Newcastle-Ottawa Scale. Results: A search on multiple databases, carried out on 7 October 2022, yielded 14 eligible studies (1 111 557 individuals). Analyses showed a higher risk of ADHD individuals being involved in IPV as perpetrators (six studies, OR 2.5, 95% CI 1.51-4.15) or victims (four studies, OR 1.78, 95% CI 1.06-3.0). Likewise, individuals with ADHD were at increased risk of being perpetrators (three studies, OR 2.73, 95% CI 1.35-5.51) or victims of SV (six studies, OR 1.84, 95% CI 1.51-2.24). Results were overall robust to different analytical choices. Conclusions: Individuals with ADHD are at an increased risk of being involved in cases of violence, namely IPV and SV, either as victims or perpetrators. Although the causal path or mediating variables for these results are still unclear, this increased risk should inform evidence-based psychoeducation with individuals with ADHD, their families, and partners about romantic relationships and sexuality.
- Leisure time activities in adolescents predict problematic technology use(Springer, 2023) Ibabe, I. (Izaskun); Lopez-del-Burgo, C. (Cristina); Albertos-San-José, A. (Aránzazu)The problematic use of technology of children and adolescents is becoming a growing problem. Research has shown that excessive technology use predicts a variety of psychological and physical health problems. The aim of this study was to analyze the role of leisure time activities (structured and unstructured) in adolescents as a predictor of problematic technology use. Participants were 7723 adolescents, of which 55% were girls, from four Spanish-speaking countries (Chile, Spain, Mexico, and Peru) between the ages of 13 and 18 years. The evaluation instrument applied was the YOURLIFE project self-report questionnaire. Two executive functions were measured: goal setting and inhibitory control. Using structural equation modeling, findings indicated that structured leisure time activities predicted less PTU, whereas unstructured activities predicted more PTU, MLχ2 (69, N = 7723) = 806.60; CFI = 0.929, RMSEA = 0.042, and the model had good predictive capacity for PTU (R2 = 0.46). Structured and unstructured activities also showed indirect effects on PTU through executive functions. As adolescents spent more time in unstructured leisure activities, poorer goal setting, inhibitory control skills, and more PTU were found. The opposite was true for structured leisure time activities. Implications of structured leisure activities to develop executive functioning and to prevent PTU for adolescents are discussed.
- Uso problemático de las tecnologías, actividades de ocio y funciones ejecutivas en adolescentes(Ministerio de Educación, 2021) Ibabe, I. (Izaskun); Albertos-San-José, A. (Aránzazu)Introducción: El objetivo principal de este estudio es analizar la relación entre el uso problemático de las tecnologías de la información y comunicación (UPT), las funciones ejecutivas (control inhibitorio, planificación y logro de metas) y las actividades de ocio de los/as adolescentes (ocio positivo y ocio no estructurado), en función del género, la edad y el rendimiento académico. Metodología: En esta investigación han participado 3.831 adolescentes escolarizados de 13 a 18 años de 4 países (Chile, España, México y Perú). El instrumento utilizado es el cuestionario de autoinforme del proyecto YOURLIFE. Se ha realizado un análisis de regresión lineal múltiple con el fin de obtener un modelo predictivo. Resultados Los análisis han mostrado que el UPT era más frecuente en el grupo de más edad. El modelo predictivo ha indicado que un menor control inhibitorio, así como las actividades de ocio no estructurado, se asociaban con el UPT. A su vez, las actividades de ocio positivo (actividades familiares y lectura recreativa) se han presentado como factores protectores de la PUT. Discusión: En el artículo se discute sobre la necesidad de desarrollar programas para adolescentes que promuevan actividades de ocio positivo, la intervención educativa y psicológica y la implicación de los padres y madres en la educación para el uso responsable y eficiente de las Tecnologías de Información y Comunicación.
- Potential connection between positive frustration in family leisure time and the promotion of adolescent autonomy(Frontiers, 2023) Rivas, S. (Sonia); Albertos-San-José, A. (Aránzazu)Family relationships during leisure time in adolescence have the potential to promote positive development, particularly in terms of autonomy. However, the scientific literature that links specifically positive family leisure to the development of adolescent autonomy is scarce, and lower when analyzing the role of frustration in leisure time. Grounded in Self-Determination Theory (SDT) this article examines the potential relationship between positive frustration in family leisure time and the promotion of adolescent autonomy. For that purpose, the manuscript addresses four objectives to be discussed consecutively: (1) to delimit the concept of adolescent autonomy and point out the difficulty of parental support; (2) to explore positive frustration, a concept aligned with Csikszentmihalyi’s theory of flow, as a construct that can promote socioemotional development in adolescence; (3) to describe the components of family leisure; and (4) to understand how the experience of optimal frustration may be linked to the development of adolescent autonomy during family leisure time. From this central question, several additional inquiries emerge: the interplay of frustration and failure in adolescence, the importance of parents and adolescents spending quality time together, the enjoyment in structured family leisure time, the autonomy-supportive parenting in leisure time activities in relation to daily activities, the need to strengthen adolescent bonds developed in infancy, and the complexity of paternal and maternal autonomy granting.