Francisco Javier Peralta Sánchez | Universidad de Almeria (original) (raw)
Papers by Francisco Javier Peralta Sánchez
Frontiers in Psychology, 2021
The effects of the COVID-19 pandemic have required substantial adjustments in terms of university... more The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching–learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18–25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of ...
Frontiers in Psychology, 2018
Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the gene... more Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the generalized ability to regulate behavior. Self-regulation is related to the management of risk behaviors, such as drug abuse or antisocial behaviors. The SRQ has been used in young adult samples. However, some risk behaviors are increasing among adolescents. The aim of this study is to examine the psychometric properties of the SRQ among Spanish adolescents. Methods: 845 high-school Spanish students (N = 443; 52.43% women), from 12 to 17 years old and ranging from the first to the fourth year of studies, completed the SRQ. A confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Then, a study of each subscale was conducted using the Rasch model for dimensionality, adjustment of the sample questions, functionality of the response categories, and reliability. Results: While controlling for method effects, the data showed goodness of fit with the four-factor solution and 17 items (Goal setting, Decision making, Learning from mistakes, and Perseverance), and the four sub-scales were unidimensional according to the Rasch analysis. The Rasch model itself was shown to be reliable, but not at the level of persons. This means that the instrument was not sensitive enough to discriminate people with different self-regulation levels. Discussion: These results support the use of the Spanish Short SRQ in adolescent samples. Some suggestions are made to improve the instrument, particularly in its application as a diagnostic tool.
Conectando Redes Archivo De Ordenador Actas Del Congreso Estatal De Formacion Del Profesorado Organizado Por El Ministerio De Educacion Secretaria De Estado De Educacion Y Formacion Profesional Instituto De Formacion Del Profesorado Investigacion E Innovacion Educativa 2011 Isbn 978 84 369 5014 4..., 2011
Se describe en este trabajo la experiencia de formacion en centros llevada a cabo por el profesor... more Se describe en este trabajo la experiencia de formacion en centros llevada a cabo por el profesorado del IES El Parador (Almeria) sobre competencias basicas. Dado lo novedoso del tema, deciden abarcar solamente dos de ellas: aprender a aprender y tratamiento de la informacion y competencia digital. El profesorado participa en sesiones presenciales con personas expertas en el tema y se autoforman a traves de lecturas. Se realiza una temporalizacion de actividades y tareas que cada docente debera llevar a efecto en su aula. Periodicamente ponen en comun los logros obtenidos y las dificultades con las que se van encontrando. Realizan su programacion incorporando dichas competencias. Se aplican cuestionarios de evaluacion al profesorado y al alumnado antes y despues del tratamiento. Profesorado y alumnado muestran satisfaccion por el procedimiento emprendido. Los analisis estadisticos muestran ganancias significativas en el uso y control de las competencias trabajadas. La consecuencia que extraemos es que los procesos formativos llevados a cabo en los centros de ensenanza pueden ser altamente productivos, habida cuenta la interaccion que se produce entre el profesorado, el alumnado y las familias. Ademas, se contextualizan los procesos de ensenanza-aprendizaje y se socializa al profesorado mas reticente en el uso e incorporacion de nuevas tecnologias
Información del libro El plan de evaluación: instrumentos.
Frontiers in Psychology, Oct 26, 2022
The self-vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Se... more The self-vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.
Frontiers in Psychology
The turn to evidence-based interventions is significant for Psychology in general and for Educati... more The turn to evidence-based interventions is significant for Psychology in general and for Educational Psychology in particular. Although there is a great deal of published evidence for program validation, there is currently no protocol for the evaluation of educational psychology evidence-based intervention programs and there is no General Register of such programs to act as a central information depository. This article has four objectives: (1) To assess the significance of the turn to Evidence-Based Programs in the context of today’s Knowledge Society and Research and Development, Transfer and Innovation (R&Di) activities; (2) To provide a Classification of Programs based on the degree of specialization required for appropriate professional use in line with the requirements of the Code of Ethics in Psychology; (3) To tentatively propose a Protocol for the Registration of Evidence-Based Educational Psychology Programs; and (4) Finally, to identify some implications of the protocol....
Frontiers in Psychology
Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the ... more Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulatio...
Frontiers in Psychology
The aim of this research was to establish linear relations (association and prediction) and infer... more The aim of this research was to establish linear relations (association and prediction) and inferential relations between three constructs at different levels of psychological research – executive dysfunction (microanalysis), self-regulation (molecular level), and self- vs. external regulation (molar level), in the prediction of emotion regulation difficulties. We hypothesized that personal and contextual regulatory factors would be negatively related to levels of executive dysfunction and emotion regulation difficulties; by way of complement, non-regulatory and dysregulatory personal, and contextual factors would be positively related to these same difficulties. To establish relationships, we used a retrospective, ex post facto design, where 298 university students voluntarily participated by completing standardized self-reports. Linear and structural correlational, predictive analyses were performed, as well as inferential analyses. Results were consistent and validated the propos...
Frontiers in Psychiatry, 2021
The aim of this cross-sectional study was to establish predictive relationships of the Big Five p... more The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-reg...
Frontiers in Psychology, 2020
The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and re... more The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student selfregulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students' level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students' level of academic stress. The implications for university students' emotional health, stress prevention, and well-being are established.
Sustainability, 2020
The research aim of this paper was two-fold: to generate evidence that personality factors are li... more The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implicat...
Frontiers in Psychology, 2018
The general purpose of this report is: (1) research was to check whether the degree of satisfacti... more The general purpose of this report is: (1) research was to check whether the degree of satisfaction with the self-assessment activity of university students was related to the scores obtained and the degree of different variables, associated with level of Self-Regulation; (2) to present the online utility, e-Coping with Academic Stress TM , as a technological development in Educational Psychology; (3) analyze the possibilities of transfer of this technological innovation. A total of 929 university students, coming from a public university, participated in the use of this online utility. University students can use the tool's online inventories to make self-assessments in the different variables of Studying, Learning and Performing under Stress (SLPS Competency Model). Descriptives, correlational and inferential analyzes (ANOVAs and MANOVAs) were carried out. The results allowed to know the profile of competences of the analyzed university students, in addition to the degree of satisfaction with the self-evaluation. Finally, we communicate possible actions and options available for transfer of this resulting technology, through RD transfer contracts arranged directly or with other universities.
Frontiers in Psychology, 2019
The proliferation of research production in Psychology as a science has been increasing exponenti... more The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.
Electronic Journal of Research in Education Psychology, 2017
Introducción. En las últimas décadas ha habido un justificado interés por el tema del aprendizaje... more Introducción. En las últimas décadas ha habido un justificado interés por el tema del aprendizaje autorregulado o, más recientemente, el desarrollo de la competencia de “aprender a aprender”. La investigación ha mostrado diferencias notables entre estudiantes y docentes que trabajan en esta línea, en relación a otros que no lo hacen. Este trabajo se centra en el estudio del efecto de un Programa de Asesoramiento, respecto a la forma de diseñar y desarrollar el proceso de aprendizaje y enseñanza, tomado como referente Modelo DIDEPRO® (DIseño, DEsarrollo y PROducto) de regulación y autorregulación del proceso de enseñanza y aprendizaje (De la Fuente y Justicia, 2001,2004, 2005). La investigación se desarrolla en el campo de la orientación educativa, dentro de la función asesora que el Departamento de Orientación presta al resto de Departamentos en los Institutos de Educación Secundaria.Método. Un total de 21 docentes y 561 alumnos participaron en la experiencia de innovación educativa...
El articulo forma parte de una seccion monografica dedicada a la competencia de aprender a aprend... more El articulo forma parte de una seccion monografica dedicada a la competencia de aprender a aprender. - Resumen basado en el de la revista
Hacia un modelo de investigación sostenible en educación.
Frontiers in Psychology, Feb 26, 2019
This research report aims to present the characteristics, structure and effects of a psychoeducat... more This research report aims to present the characteristics, structure and effects of a psychoeducational technological innovation (called the e-ALADO Program) for the prevention of alcohol intake in adolescents. Based on the Competency model for interaction with alcohol, this program consists of a total of 24 lessons that promote conceptual, procedural, and attitudinal learning, in ICT format (www.alado.es). The hypothesis of this validation study established that adolescents treated with the program would improve their levels of competence and their interaction behavior with alcohol, depending of their personal level of self-regulation. A total of 148 adolescents from 12 to 16 years of age from three Spanish educational centers with different sociocultural contexts participated. A quasi-experimental methodology with repeated measures and use of inferential analysis was used (ANOVAs and MANOVAs). The results show a main principal effect of the Treatment variable, of the Self-Regulation Level variable, and an interaction effect of Treatment × Self-regulation in the conceptual and attitudinal subcompetence for interaction with alcohol. The results are discussed in the face of new technological developments that allow the evaluation and intervention in the prevention of alcohol intake with adolescents. An important implication of this work is related to the importance of self-regulation as a psychological variable. Also, the suitability of psychoeducational interventions with new technological formats in the prevention of adolescents' alcohol intake as entrepreneurial activity.
Electronic Journal of Research in Education Psychology, Nov 2, 2017
Revista Espanola De Orientacion Y Psicopedagogia, 2013
Información del libro El plan de evaluación: instrumentos.
Frontiers in Psychology, 2021
The effects of the COVID-19 pandemic have required substantial adjustments in terms of university... more The effects of the COVID-19 pandemic have required substantial adjustments in terms of university teaching–learning processes. The aim of this study was to verify whether there were significant differences between the academic year of 2020 and the two preceding years in factors and symptoms and stress. A total of 642 university students (ages 18–25 years) participated by filling out validated self-reports during the months from March to August 2020. Using an ex post facto design, SEM analyses and simple and multiple ANOVAs were performed. Structural results showed that stress factors from the teaching process had a predictive value for the learning process, emotions, and academic burnout, and being a man was a factor predicting negative emotion. In a similar way, inferential results revealed no significant effect of academic year but did show an effect of gender on stress experiences during the pandemic. Aside from certain specific aspects, there was no significant global effect of ...
Frontiers in Psychology, 2018
Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the gene... more Background: The Self-Regulation Questionnaire (SRQ) is an instrument employed to measure the generalized ability to regulate behavior. Self-regulation is related to the management of risk behaviors, such as drug abuse or antisocial behaviors. The SRQ has been used in young adult samples. However, some risk behaviors are increasing among adolescents. The aim of this study is to examine the psychometric properties of the SRQ among Spanish adolescents. Methods: 845 high-school Spanish students (N = 443; 52.43% women), from 12 to 17 years old and ranging from the first to the fourth year of studies, completed the SRQ. A confirmatory factor analysis (CFA) was carried out in order to establish structural adequacy. Then, a study of each subscale was conducted using the Rasch model for dimensionality, adjustment of the sample questions, functionality of the response categories, and reliability. Results: While controlling for method effects, the data showed goodness of fit with the four-factor solution and 17 items (Goal setting, Decision making, Learning from mistakes, and Perseverance), and the four sub-scales were unidimensional according to the Rasch analysis. The Rasch model itself was shown to be reliable, but not at the level of persons. This means that the instrument was not sensitive enough to discriminate people with different self-regulation levels. Discussion: These results support the use of the Spanish Short SRQ in adolescent samples. Some suggestions are made to improve the instrument, particularly in its application as a diagnostic tool.
Conectando Redes Archivo De Ordenador Actas Del Congreso Estatal De Formacion Del Profesorado Organizado Por El Ministerio De Educacion Secretaria De Estado De Educacion Y Formacion Profesional Instituto De Formacion Del Profesorado Investigacion E Innovacion Educativa 2011 Isbn 978 84 369 5014 4..., 2011
Se describe en este trabajo la experiencia de formacion en centros llevada a cabo por el profesor... more Se describe en este trabajo la experiencia de formacion en centros llevada a cabo por el profesorado del IES El Parador (Almeria) sobre competencias basicas. Dado lo novedoso del tema, deciden abarcar solamente dos de ellas: aprender a aprender y tratamiento de la informacion y competencia digital. El profesorado participa en sesiones presenciales con personas expertas en el tema y se autoforman a traves de lecturas. Se realiza una temporalizacion de actividades y tareas que cada docente debera llevar a efecto en su aula. Periodicamente ponen en comun los logros obtenidos y las dificultades con las que se van encontrando. Realizan su programacion incorporando dichas competencias. Se aplican cuestionarios de evaluacion al profesorado y al alumnado antes y despues del tratamiento. Profesorado y alumnado muestran satisfaccion por el procedimiento emprendido. Los analisis estadisticos muestran ganancias significativas en el uso y control de las competencias trabajadas. La consecuencia que extraemos es que los procesos formativos llevados a cabo en los centros de ensenanza pueden ser altamente productivos, habida cuenta la interaccion que se produce entre el profesorado, el alumnado y las familias. Ademas, se contextualizan los procesos de ensenanza-aprendizaje y se socializa al profesorado mas reticente en el uso e incorporacion de nuevas tecnologias
Información del libro El plan de evaluación: instrumentos.
Frontiers in Psychology, Oct 26, 2022
The self-vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Se... more The self-vs. external-regulation behavior theory, SR-ER Theory (2021) model has postulated the Self-Regulation /Non or De-Regulation/Dys-regulation (SR-NR-DR) continuum in the person and in their context. The model also generates a behavioral heuristic that allows us to predict and explain the variability of other dependent behavioral variables in a range of scenarios (clinical, educational, health and technology contexts). Consequently, the objective of this study was to validate the different scales prepared on the basis of the theory presented. A total of 469 students voluntarily completed at different times the five questionnaires presented, to give a total of 1,385 completed questionnaires. Using an ex post facto design, descriptive, correlational, confirmatory factorial analysis (CFA), reliability, and concurrent validity analyses were carried out. The scales were analyzed individually and as a whole. The results showed the acceptable structure of scale and consistent levels of reliability. The five levels generated by the SR-NR-DR (personal and contextual) combinatory heuristic that arises from the theoretical model determined significant differences in the levels of the variables analyzed for each psychological context. We discuss the theoretical implications and the implications for the assessment and improvement of the behaviors analyzed in function of the personal and contextual regulation levels evaluated.
Frontiers in Psychology
The turn to evidence-based interventions is significant for Psychology in general and for Educati... more The turn to evidence-based interventions is significant for Psychology in general and for Educational Psychology in particular. Although there is a great deal of published evidence for program validation, there is currently no protocol for the evaluation of educational psychology evidence-based intervention programs and there is no General Register of such programs to act as a central information depository. This article has four objectives: (1) To assess the significance of the turn to Evidence-Based Programs in the context of today’s Knowledge Society and Research and Development, Transfer and Innovation (R&Di) activities; (2) To provide a Classification of Programs based on the degree of specialization required for appropriate professional use in line with the requirements of the Code of Ethics in Psychology; (3) To tentatively propose a Protocol for the Registration of Evidence-Based Educational Psychology Programs; and (4) Finally, to identify some implications of the protocol....
Frontiers in Psychology
Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the ... more Since the mid-20th century, the study of Self-Regulated Learning (SRL) has aimed to identify the distinctive characteristics that enable individuals to acquire new knowledge and skills under their control. The theory of Internal Self-Regulation vs. External-Regulation in Learning (SRL vs. ERL; 2017) has postulated that a large number of self-regulatory variables are mediated by regulated/non-regulated or dysregulated features of the context. After signing their informed consent, a total of 616 university students completed validated instruments of SRL vs. ERL, behavioral regulation (SRB), regulatory teaching (RT), and metacognitive study control strategies (SRS). Using an ex-post facto design and correlation, regression, structural equation model and mediation analyses, the present research aimed to establish multicausal predictive relationships among the analyzed variables. Results indicated positive predictive effects between the external regulation variables on the self-regulatio...
Frontiers in Psychology
The aim of this research was to establish linear relations (association and prediction) and infer... more The aim of this research was to establish linear relations (association and prediction) and inferential relations between three constructs at different levels of psychological research – executive dysfunction (microanalysis), self-regulation (molecular level), and self- vs. external regulation (molar level), in the prediction of emotion regulation difficulties. We hypothesized that personal and contextual regulatory factors would be negatively related to levels of executive dysfunction and emotion regulation difficulties; by way of complement, non-regulatory and dysregulatory personal, and contextual factors would be positively related to these same difficulties. To establish relationships, we used a retrospective, ex post facto design, where 298 university students voluntarily participated by completing standardized self-reports. Linear and structural correlational, predictive analyses were performed, as well as inferential analyses. Results were consistent and validated the propos...
Frontiers in Psychiatry, 2021
The aim of this cross-sectional study was to establish predictive relationships of the Big Five p... more The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-reg...
Frontiers in Psychology, 2020
The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and re... more The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student selfregulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students' level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students' level of academic stress. The implications for university students' emotional health, stress prevention, and well-being are established.
Sustainability, 2020
The research aim of this paper was two-fold: to generate evidence that personality factors are li... more The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implicat...
Frontiers in Psychology, 2018
The general purpose of this report is: (1) research was to check whether the degree of satisfacti... more The general purpose of this report is: (1) research was to check whether the degree of satisfaction with the self-assessment activity of university students was related to the scores obtained and the degree of different variables, associated with level of Self-Regulation; (2) to present the online utility, e-Coping with Academic Stress TM , as a technological development in Educational Psychology; (3) analyze the possibilities of transfer of this technological innovation. A total of 929 university students, coming from a public university, participated in the use of this online utility. University students can use the tool's online inventories to make self-assessments in the different variables of Studying, Learning and Performing under Stress (SLPS Competency Model). Descriptives, correlational and inferential analyzes (ANOVAs and MANOVAs) were carried out. The results allowed to know the profile of competences of the analyzed university students, in addition to the degree of satisfaction with the self-evaluation. Finally, we communicate possible actions and options available for transfer of this resulting technology, through RD transfer contracts arranged directly or with other universities.
Frontiers in Psychology, 2019
The proliferation of research production in Psychology as a science has been increasing exponenti... more The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions, Self-Regulation, and External Regulation. Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.
Electronic Journal of Research in Education Psychology, 2017
Introducción. En las últimas décadas ha habido un justificado interés por el tema del aprendizaje... more Introducción. En las últimas décadas ha habido un justificado interés por el tema del aprendizaje autorregulado o, más recientemente, el desarrollo de la competencia de “aprender a aprender”. La investigación ha mostrado diferencias notables entre estudiantes y docentes que trabajan en esta línea, en relación a otros que no lo hacen. Este trabajo se centra en el estudio del efecto de un Programa de Asesoramiento, respecto a la forma de diseñar y desarrollar el proceso de aprendizaje y enseñanza, tomado como referente Modelo DIDEPRO® (DIseño, DEsarrollo y PROducto) de regulación y autorregulación del proceso de enseñanza y aprendizaje (De la Fuente y Justicia, 2001,2004, 2005). La investigación se desarrolla en el campo de la orientación educativa, dentro de la función asesora que el Departamento de Orientación presta al resto de Departamentos en los Institutos de Educación Secundaria.Método. Un total de 21 docentes y 561 alumnos participaron en la experiencia de innovación educativa...
El articulo forma parte de una seccion monografica dedicada a la competencia de aprender a aprend... more El articulo forma parte de una seccion monografica dedicada a la competencia de aprender a aprender. - Resumen basado en el de la revista
Hacia un modelo de investigación sostenible en educación.
Frontiers in Psychology, Feb 26, 2019
This research report aims to present the characteristics, structure and effects of a psychoeducat... more This research report aims to present the characteristics, structure and effects of a psychoeducational technological innovation (called the e-ALADO Program) for the prevention of alcohol intake in adolescents. Based on the Competency model for interaction with alcohol, this program consists of a total of 24 lessons that promote conceptual, procedural, and attitudinal learning, in ICT format (www.alado.es). The hypothesis of this validation study established that adolescents treated with the program would improve their levels of competence and their interaction behavior with alcohol, depending of their personal level of self-regulation. A total of 148 adolescents from 12 to 16 years of age from three Spanish educational centers with different sociocultural contexts participated. A quasi-experimental methodology with repeated measures and use of inferential analysis was used (ANOVAs and MANOVAs). The results show a main principal effect of the Treatment variable, of the Self-Regulation Level variable, and an interaction effect of Treatment × Self-regulation in the conceptual and attitudinal subcompetence for interaction with alcohol. The results are discussed in the face of new technological developments that allow the evaluation and intervention in the prevention of alcohol intake with adolescents. An important implication of this work is related to the importance of self-regulation as a psychological variable. Also, the suitability of psychoeducational interventions with new technological formats in the prevention of adolescents' alcohol intake as entrepreneurial activity.
Electronic Journal of Research in Education Psychology, Nov 2, 2017
Revista Espanola De Orientacion Y Psicopedagogia, 2013
Información del libro El plan de evaluación: instrumentos.