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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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.
- Internal developmental assets and substance use among Hispanic adolescents. A cross-sectional study(Wiley, 2021) Belintxon, M. (Maider); Balaguer-Estaña, A.J. (Álvaro J.); Osorio, A. (Alfonso); Vidaurreta, M. (Marta); Calatrava, M. (María)Aims: To determine the associations between internal assets (planning and decision- making, interpersonal competence and commitment to learning) and substance use (tobacco, alcohol, binge drinking, marijuana use and other drugs).Design: A cross-sectional study was conducted in four countries (Chile, Mexico, Spain and Peru).Methods: Adolescents aged 12–18 self-completed a multi-purpose questionnaire be-tween 2016 and 2019. Multiple logistic regressions and structural equation models were performed to analyse the association between internal assets (planning and decision- making, interpersonal competence, and commitment to learning) and sub-stance use.Results: The results indicate that planning and decision- making and commitment to learning are conducive to the prevention of substance use. On the contrary, interper-sonal competence was not associated with substance use.Conclusion: The present study shows that planning and decision- making and com-mitment to learning can be relevant factors in explaining substance use during ado-lescence. Internal assets can be an important aspect to include in health promotion interventions with children, youth and families to prevent substance use. These find-ings may be useful for researchers, schools, paediatric nurse practitioners, and health professionals in general to design health programs focused on children and adoles-cents. Furthermore, the Developmental Assets framework has been proved as a suit-able frame of reference for paediatric nurse practitioners to assess and develop child and adolescent positive development and design health promotion interventions to prevent substance use.
- The role of gender and age in the emotional well-being outcomes of young adults(MDPI, 2021) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); López-Madrigal, C. (Claudia); García-Manglano, J. (Javier); Amate-Romera, J. (Jorge); Peralta-Sánchez, F.J. (Francisco Javier)Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people’s resources to face adversity.