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Most recent scientific publications (since 2010)

Authors: Balaguer Estaña, Alvaro J.; Benítez Sastoque, Edgar Ricardo (Autor de correspondencia); de la Fuente Arias, Jesús; et al.
Journal: ANALES DE PSICOLOGIA
ISSN 0212-9728  Vol. 37  Nº 1  2021  pp. 77-87
Oliva¿s Escala para la Evaluación del Estilo Parental (EEEP) [Scale for the evaluation of parenting styles] asks adolescents about their parents¿ education styles separately (¿your father¿ and ¿your mother¿) or in a combined way (¿your parents¿), but only the separated version has been tested for validity. The objective of this work was to carry out a validation of the combined version. A sample of 1507 adolescents, aged 12 to 18 years, was recruited. Exploratory and confirmatory factor analyses were run in two independent subsamples. Then, structural equation models (SEM) were run in order to test the association between the EEEP¿s subscales and adolescent outcomes (optimism, pessimism, and academic achievement). Results showed a good fit of the instruments¿ structure. Furthermore, the subscales showed associations with the outcomes. The EEEP can be reliably used in its combined form, which results in a reduction of items, often beneficial for research.
Authors: Balaguer Estaña, Alvaro J.; Martínez Villar, Martín; Naval, Concepción
Journal: REVISTA PANAMERICANA DE PEDAGOGIA
ISSN 1665-0557  Nº 30  2020  pp. 54-72
Resumen Las vivencias de los adolescentes en los centros educativos son determinantes en su rendimiento académico y adaptación al mismo. Este artículo compara las diferencias en torno a la percepción del clima y funcionamiento del centro según curso, edad, sexo, titularidad y ámbito del centro y rendimiento académico. El estudio analiza las diferencias en una muestra de 1208 estudiantes adolescentes sobre la escala de Percepción del Clima y Funcionamiento del Centro (PCFC), y las dimensiones que la conforman. Estas dimensiones son clima, vínculo con el centro, claridad de normas y valores, y empoderamiento y oportunidades. Entre los resultados se hallaron diferencias significativas en la escala PCFC en función del curso, edad, sexo, tipo de centro y rendimiento académico. Se observa en las mujeres, una mejor percepción en las dimensiones de Vínculo y Claridad de las normas del centro educativo. La percepción global del centro disminuye con el aumento del nivel educativo y de la edad, pero aumenta con mayor rendimiento académico y en centros de titularidad privada-concertada frente a la pública. Con base en los hallazgos, proporcionamos orientaciones para centros y elaboradores de políticas educativas. A lo largo de la adolescencia, los estudiantes requieren mayor responsabilidad y participación en la toma de decisiones del centro educativo, así como que este les proporciones mayores oportunidades para su desarrollo. Abstract The experiences of adolescents in schools are decisive for their academic achievement and adaptation. This article compares the differences around the perception of the climate and school functioning according to the educational level, age, sex, ownership and school location, and academic achievement. In this article, the differences in a sample of 1208 adolescent students on the Scale of Climate Perception and School Functioning (PCFC) and their dimensions are analyzed. These dimensions are climate, school bonds, clarity of norms and values, and empowerment, and opportunities. Significant differences are found in the PCFC scale depending on the course, age, sex, type of center, and academic performance. Bonds and Clarity are better observed in women. The overall perception of the school decreases with the increase in educational level and age, but increases with greater academic achievement, as well as in schools of private ownership over the public. From the findings, we provide guidelines for schools and educational policymakers. Throughout adolescence, students claim for greater responsibility and participation in the decision making of the school, as well as providing them with greater opportunities for their development.
Authors: Balaguer Estaña, Alvaro J. (Autor de correspondencia); Benítez Sastoque, Edgar Ricardo; Albertos San José, Arantza; et al.
Journal: HUMANITIES & SOCIAL SCIENCES COMMUNICATIONS
ISSN 2662-9992  Vol. 7  Nº 1  2020  pp. 79
Participation in organized Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions¿ in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed.
Authors: Balaguer Estaña, Alvaro J.; Orejudo Hernández, S.; Rodríguez Ledo, C.; et al.
Journal: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN 1696-2095  Vol. 18  Nº 51  2020  pp. 179 - 206
Introduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing Personal Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories. Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the personal constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents. Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways. Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote Personal Positive Youth Developme
Authors: Rodriguez-Ledo, C., (Autor de correspondencia); Orejudo, S.; Cardoso, M. J.; et al.
Journal: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 9  2018  pp. 2162
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.
Authors: Rodríguez Ledo, César; Orejudo Hernández, Santos; Cardoso Moreno, María Jesús; et al.
Book title:  Trait Emotional Intelligence: Foundations, Assessment, and Education
2020  pp. 75-84
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
Authors: Balaguer Estaña, Alvaro J.
Book title:  Una acción educativa pensada. Reflexiones desde la filosofía de la educación
2020  pp. 56-63
El carácter de desempeño constituye un pilar de la educación del carácter imprescindible para la eficacia en cualquier contexto que implique rendimiento. Su reciente inclusión en modelos de educación del carácter, en consonancia con enfoques ecológicos como el desarrollo positivo adolescente, persigue dotar de competencias clave en procesos de adaptación al medio. La aplicación de la educación de carácter en general y del carácter de desempeño en particular al currículo educativo supone un auténtico reto, que encierra en sí mismo importantes beneficios en el aspecto académico y en el desenvolvimiento de la persona en las múltiples facetas de su vida. A este efecto, abogamos por la introducción de la educación del carácter en el currículo académico, especialmente en la etapa adolescente. En la línea con el enfoque de desarrollo positivo adolescente, ello contribuiría a la prevención y a la promoción de múltiples competencias necesarias para desenvolverse en distintas situaciones, con la finalidad de explotar los talentos personales y servir mejor a la sociedad.
Authors: Royo Más, Francisco; Balaguer Estaña, Alvaro J.; Orejudo Hernández, Santos; et al.
Book title:  Estrategias transformadoras para la educación :Una visión para el siglo XXI
2018  pp. 179-204