Sánchez-Roda, M.D. (María Dolores)
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- A evaluación interactiva como estrategia reguladora del proceso de enseñanza-aprendizaje(2003) Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier); Justicia, F. (Fernando)
- Estudio de la validez interna y externa de un cuestionario sobre conductas problemáticas para la convivencia escolar según el profesor(2003) Fuente-Arias, J. (Jesús) de la; Trianes, M.V. (María Victoria); Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier)A poll based on the analyses of discipline reports was made up. These reports are given by teachers of two public high schools in Almeria. Starting from this material, a questionnaire including the following categories was elaborated: undisciplined, antisocial, bullying and disruptive behaviour. The objective of this study is to analyse the validity and reliability of such instrument for the evaluation of interpersonal relationship problem at high school, according to teachers. In order to do this, we have studied the internal consistence. This typology differs its categories according a measure of social competence evaluated by teacher. In this way, we can consider it as an interesting instrument, capable of integrate the evaluation of different problem relational behaviours in high school, nowadays these problems are supposed from different perspectives of study.
- Validation study of the questionnaire on school maladjustmet problems (QSMP)(2012) Fuente-Arias, J. (Jesús) de la; Trianes, M.V. (María Victoria); Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier)The aim of this study was to analyze the exploratory and confi rmatory structure, as well as other psychometric properties, of the Cuestionario de Problemas de Convivencia Escolar (CPCE; in Spanish, the Questionnaire on School Maladjustment Problems [QSMP]), using a sample of Spanish adolescents. The instrument was administered to 60 secondary education teachers (53.4% females and 46.6% males) between the ages of 28 and 54 years (M= 41.2, SD= 11.5), who evaluated a total of 857 adolescent students. The fi rst-order exploratory factor analysis identifi ed 7 factors, explaining a total variance of 62%. A second-order factor analysis yielded three dimensions that explain 84% of the variance. A confi rmatory factor analysis was subsequently performed in order to reduce the number of factors obtained in the exploratory analysis as well as the number of items. Lastly, we present the results of reliability, internal consistency, and validity indices. These results and their implications for future research and for the practice of educational guidance and intervention are discussed in the conclusions.
- Autorregulación personal y percepción de los comportamientos escolares desadaptativos(2009) Fuente-Arias, J. (Jesús) de la; Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier)Este estudio tiene como objetivo comprobar en qué grado la capacidad de autorregulación, en la adolescencia media, incide en su percepción de los problemas de desadaptación escolar. La muestra está constituida por 888 adolescentes de 12 a 17 años de edad. El estudio emplea una metodología inferencial, utilizando dos instrumentos, una versión castellana del Cuestionario de Autorregulación Personal (2003, 2007) y el Cuestionario de Problemas de Convivencia Escolar (2007) para medir las variables objeto de estudio. Los resultados de los análisis inferenciales (anovas) sugieren que el grado de autorregulación personal es interdependiente respecto a la percepción de los problemas de desadaptación y convivencia en los centros escolares. Se discuten los resultados e implicaciones para futuras investigaciones.
- Improving the teaching-learning process through psychoeducational advising(2007) Fuente-Arias, J. (Jesús) de la; Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier)regulated learning, or more recently, in developing the competency ¿learning how to learn¿. Research has shown substantial differences between those students and teachers who work along these lines, as compared to others who do not. This paper studies the effect of an Advisory Program with regard to the way teaching and learning are designed and developed (carried out). Our point of reference is the DEDEPRO¿ model (DEsign, DEvelopment and PROduct), referring to regulation and self-regulation of the teaching and learning process (De la Fuente & Justicia, 2001, 2004, 2005). The research takes place in the area of educational guidance, as part of the advisory function offered by the provincial-level Office of Guidance to the Guidance Departments at the secondary schools. Method: A total of 21 teachers and 561 students participated in this experience in educational innovation. A quasi-experimental design was used, with pretest and posttest measurements, and a non-equivalent control group. Based on methodological strategies which the teacher incorporated into his or her daily practice, differences were measured using the Scales for Interactive Assessment of the Teaching-Learning Process, IATLP (De la Fuente & Martínez, 2004), both student and teacher versions. In order to prepare the teachers, a training process was carried out, supported by the Teacher Development Center in Almería, and in collaboration with Education & Psychology I+D+i (Almería), which performed an advisory role in the design, intervention, measurements and data processing, as well as EOS (Almería), who provided the instruments. Results: Scores obtained from the inferential analyses showed that the intervention produced significant effects in specific teaching and learning behaviors, as expected, in comparison to the control group. These were more profound in the area of teaching and learning process Design. Discussion: This experience shows that it is possible to improve the competency of teaching how to learn (for teaching staff) and in learning how to learn (for students), in ecological contexts, through the Guidance Department, especially if the latter takes on its potential functions in Research & Development & Innovation (R&D&I). Improving the Teaching-Learning Process through Psychoeducational Advising Electronic Journal of Research in Educational Psychology, N. 13 Vol 5(3), 2007. ISSN:1696-2095. pp:853-878 - 855 - Keywords: self-regulated learning, regulated teaching, DEDEPRO model, student-centered teaching, Psychoeducational consulting.
- Students factors affecting undergraduates perceptions of their teaching and learning process within ECTS experience(2011) Cardelle-Elawar, M. (María); Fuente-Arias, J. (Jesús) de la; Martínez-Vicente, J.M. (José Manuel); Sánchez-Roda, M.D. (María Dolores); Peralta-Sánchez, F.J. (Francisco Javier); Zapata, L. (Lucía)Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching¿learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student¿s grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students¿ perceptions of the TLP. These factors included: Student¿s grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. Discussion and Conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS.