Miembros del Grupo
Roldán Díaz de la Tejera
Líneas de Investigación
- Formación basada en evidencia de directivos, profesores y alumnos
- Liderazgo y autonomía en los centros educativos
- Mejora de los procesos de enseñanza-aprendizaje
- Coaching educativo
- Evaluaciones externas internacionales
- In-service teachers
- Innovación educativa
- Interacciones de aula
- Liderazgo pedagógico
- Liderazgo transformador
- Políticas educativas
- Pre-service teachers
- Variables de contexto
Publicaciones Científicas desde 2018
Autores: Ugarte Artal, Carolina; Urpí Guercia, Carmen; Costa Paris, Ana (Autor de correspondencia)Revista: INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATIONISSN: 1360-3124 Vol.25 N° 1 2022 págs. 124 - 146ResumenThis article aims to point out how school autonomy helps principals reach higher quality by increasing flexibility in three areas: pedagogy, organization and management. Autonomy leads to an improvement in student performance and, consequently, in educational quality. A theoretical framework based on literature review and PISA results is followed by a qualitative field study with school management teams in Spain. The study questions how far goes real autonomy in pedagogical, organizational and management issues of the schools. Data from 12 Spanish schools are collected by using a questionnaire made ad hoc to assess the three mentioned areas of flexibility. Results show that flexibility for pedagogy, organization and management is very limited in the Spanish schools consulted, coinciding with minimal autonomy granted to these areas by current Spanish legislation on education. The main conclusion reached is that management teams have a key role in promoting autonomy when governments confer it to schools. In accordance with this aim, teacher and management team training is crucial. Broadening the study by data triangulation with other members of the school community (teachers, students and families) is proposed.
Autores: Erro-Garcés, A. (Autor de correspondencia); Urien Angulo, Begoña; Cyras, G.; et al.Título: Telework in Baltic countries during the pandemic: effects on wellbeing, job satisfaction, and work-life balanceRevista: SUSTAINABILITYISSN: 2071-1050 Vol.14 N° 10 2022 págs. 5778ResumenAs a result of the rapid and unplanned adoption of telework by European companies during the pandemic, specific telework characteristics have arisen. Thus, employees' experience of telework requires further analysis. Based on the Living, Working, and COVID-19 results for Baltic countries, this paper studies the effect of telework experience on wellbeing, both directly and mediated by Work-Life balance and job satisfaction, through structural equation modelling. After verifying the significant differences in telework preferences, the model is also tested in high versus low telework preference groups. The main findings corroborate the effect of a positive telework experience on perceived wellbeing, but only indirectly via Work-Life balance. Additionally, data from the group with a high telework preference best fits the proposed model, revealing not only the mentioned indirect effect, but also the direct positive effect of telework experience on wellbeing. Thus, employees with a negative experience of telework during the pandemic will be more reluctant to accept telework over more traditional work arrangements. The implications as well as some limitations to be examined in further studies are also presented.
Autores: Salas Rodríguez, Fátima María (Autor de correspondencia); Lara Ros, Sonia; Martínez Villar, MartínRevista: FRONTIERS IN PSYCHOLOGYISSN: 1664-1078 Vol.12 2021 págs. 714145ResumenThe Teachers' Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers' gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.
Autores: Salas Rodríguez, Fátima María; Lara Ros, Sonia; Martínez Villar, MartínRevista: FRONTIERS IN PSYCHOLOGYISSN: 1664-1078 Vol.12 N° 714145 2021 págs. 1-12ResumenThe Teachers Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers¿ gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.
Autores: Urien Angulo, Begoña (Autor de correspondencia); Rico, R.; Demerouti, E.; et al.Revista: REVISTA DE PSICOLOGIA DEL TRABAJO Y DE LAS ORGANIZACIONESISSN: 1576-5962 Vol.37 N° 3 2021 págs. 175 - 186ResumenBecause we work in teams more than ever, we should craft them fostering team members' motivation, wellbeing, and performance. To that aim, we propose a multi-level model explaining the emergence of team burnout, articulating the interplay between individual and team level mechanisms around ten empirically testable research propositions. Drawing from the JD-R theory, we formulated an emergence model of team burnout by combining team effectiveness and occupational health literatures. Our model explains how cycles of attention, information integration, and information-affect sharing on burnout cues foster the emergence of team burnout. It also explains how team burnout moderates the relationship between team structural variables and team members' burnout and how team burnout impairs team effectiveness through co-regulatory mechanisms. This model is timely because it addresses the importance of team burnout through a systematic effort connecting individual and team levels in explaining its emergence and the mechanisms through which it impairs team effectiveness.
Autores: Lara Ros, Sonia (Autor de correspondencia); González Torres, María Carmen; Ibarrola García, Sara; et al.Revista: SUSTAINABILITYISSN: 2071-1050 Vol.13 2021 págs. 2600ResumenThe objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quantitative tests have been used to assess their communicative competence and motivational orientation in the classroom. The results obtained are discussed.
Autores: Lara Ros, Sonia (Autor de correspondencia)Título: (Reseña) Manual para el desarrollo de la metodología activa y el pensamiento visible en el aulaRevista: ESTUDIOS SOBRE EDUCACIONISSN: 1578-7001 N° 39 2020 págs. 331 - 334
Autores: Salas Rodríguez, Fátima María (Autor de correspondencia); Lara Ros, SoniaRevista: REVISTA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADOISSN: 0213-8646 N° 95 2020 págs. 11 - 35ResumenIn recent years, collective teacher efficacy has been presented as a promising factor in improving student performance (Donohoo, 2017; Eells, 2011; Hattie, 2016). However, unlike self-efficacy beliefs, collective teacher efficacy has been studied much less. Hence, this systematic literature mapping seeks to deepen the development and study of the collective efficacy beliefs of teachers in the academic field, with the objective of understanding and synthesizing the information of various investigations regarding the subject in question. Through the methodology of systematic mapping, a total of 60 potential studies published between 2000 and 2019 and indexed in the Scopus and Web of Science databases were found. After the application of the inclusion and exclusion criteria, 35 studies were included in the present investigation. The results show the geographical distribution of the studies, the most frequently cited articles, the variables related to collective teacher efficacy, the instruments used to evaluate these beliefs, and the educational levels in which they have been studied. There is a clear interest in the study regarding the impact of collective teacher efficacy on student learning and performance. However, there is a lack of research on this subject in Spanish-speaking countries, as well as research focused on the promotion and development of collective teacher efficacy. This study concludes with a proposal for future lines of research.
Autores: Balaguer Estaña, Alvaro J. (Autor de correspondencia); Benítez Sastoque, Edgar Ricardo; Albertos San José, Arantza; et al.Título: Not everything helps the same for everyone: relevance of extracurricular activities for academic achievementRevista: HUMANITIES & SOCIAL SCIENCES COMMUNICATIONSISSN: 2662-9992 Vol.7 N° 1 2020 págs. 79ResumenParticipation 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.
Autores: Urien Angulo, Begoña (Autor de correspondencia); Diez-Valdes, V.; Osca-Segovia, A.Título: Justice, satisfaction and counterproductive behaviour: A Job Demands-Resources (JD-R) theory study on social workersRevista: CUADERNOS DE TRABAJO SOCIALISSN: 0214-0314 Vol.32 N° 1 2019 págs. 141-152ResumenSocial work professionals have to confront an increasingly strenuous job context (e.g., more users into the system, budgetary cuts, increasing bureaucracy, etc.), and these changes added to their interest in social justice turn their job into a very demanding one. Furthermore, over the few last years, organizational justice has produced a great deal of research, although not in this particular discipline. Based on the Job Demands and Resources theory (JD-R), this paper analyses (1) the direct relationships of job demands (Demands) and organizational justice (Resource) on job satisfaction and on counterproductive behaviour, and (2) the buffering effect of organizational justice as a resource, on the relationship between job demands and job satisfaction, and between job demands and counterproductive behaviour. The sample is made up of 213 social work professionals from various Spanish regions (198 female and mean-age 40.56 years old). Hierarchical regression equations showed that more than job demands, it is organizational justice which is the variable that exerts the highest influence on results (satisfaction and counterproductive behaviour). Specifically, organizational justice explains a great deal of the variance on job satisfaction (40%). Justice also impacts on counterproductive behaviour, both directly as well as reducing the negative effect of high demands. These findings are important both from the theoretical and applied perspectives, since these underline the key rol
Autores: Urien Angulo, Begoña; Erro Garcés, Amaya; Osca Segovia, AmparoRevista: EDUCATION AND INFORMATION TECHNOLOGIESISSN: 1360-2357 Vol.24 N° 4 2019 págs. 2585-2602ResumenAlthough the negative effects of mobile instant messaging have been stressed, its exponential increment justifies studying its application in education. This paper analyses whether college¿ students perception of WhatsApp usefulness influences cognitive processes important for teamwork (i.e., specialization and coordination), specifically for complex decision-making assignments. Additionally, it seeks to clarify to what extent the relationship between perception of WhatsApp usefulness and these cognitive processes could exert some influence on team efficacy, both perceived and objective (grades). For that purpose, a role-play was specifically designed in which WhatsApp played a mayor function as a communication tool. A sample of university students (N¿=¿200) worked in teams to reach decisions. A student in each team was set apart all team members could only communicate through WhatsApp. Findings confirm the relationships between perceived WhatsApp usefulness and specialization and coordination, as well as perceived WhatsApp usefulness and perceived team efficacy. Both the role-play case designed and results obtained are relevant since show that WhatsApp could be applied as a communication tool in team activities, due to the fact that the perception of its usefulness could help to develop positive attitudes towards teamwork (i.e., team perceived efficacy). From an applied perspective WhatsApp could be used for virtual teamwork through, for example, the proposed role-play case.
Autores: Orón Semper, José Víctor; Ibarrola García, SaraTítulo: Aportaciones sobre la interrelación de las emociones con factores más globales personales. Implicaciones para el proceso de enseñanza-aprendizajeRevista: A&H (MÉXICO)ISSN: 2448-5764 Vol.5 N° 8 2018 págs. 58 - 79ResumenEsta investigación incorpora desde la neuropsicología los conocimientos sobre el proceso madurativo propio del adolescente con el fin de aportar nuevas orientaciones para tratar aspectos emocionales en contextos educativos. A partir del marco teórico expuesto se realiza un estudio sobre la impulsividad y las creencias (fija o incremental) durante el aprendizaje en una muestra de 60 alumnos de primer curso de educación secundaria (11-12 años). Por otro lado, los profesores de los alumnos evaluaron a los mismos en: motivación, la tranquilidad y serenidad en clase, el autocontrol, la acogida de las correcciones, la constancia en la realización de sus trabajos y los partes (reportes) de disciplina escolar. Los resultados señalan una relación significativa y favorable para el aprendizaje entre la baja impulsividad y la mentalidad incremental del alumnado con la mayoría de las conductas observadas por sus profesores. Se estudia también la existencia de un perfil favorable para el aprendizaje (baja impulsividad y mentalidad incremental). Se concluye con la necesidad de abordar las dificultades del aprendizaje de forma conjunta e interactivamente para darle un tratamiento más global y ajustado a la realidad del alumnado.
Autores: Ugarte Artal, Carolina; Tárrago Mingo, JorgeLibro: Escenarios de aprendizaje. Diálogos entre arquitectura, diseño y educaciónISSN: 978-84-18970-91-7 2022 págs. 158-188
Autores: Villanueva Fernández, María; Lara Ros, SoniaTítulo: Creatividad, escuela y escala: arquitectura y mobiliario para escenarios de aprendizaje colaborativosLibro: Escenarios de aprendizaje. Diálogo entre arquitectura diseño y educaciónISSN: 9788418970917 2022 págs. 307 - 338
Autores: Ugarte Artal, CarolinaTítulo: Mejorar los centros educativos mediante la aplicación del coaching educativo en la orientación profesional del alumnado de educación secundaria en EspañaLibro: Orientare nelle transizioni scuola-università-lavoro promuovendo le carácter skillsISSN: 9788867609703 2022 págs. 133-144
Autores: Ruíz-Prados Víbora, L.; Urien Angulo, BegoñaLibro: Hacia la disrupción digital del Trabajo SocialISSN: 978-84-1390-538-9 2021 págs. Cap.6
Autores: Ruiz Prados Víbora, L.; Urien Angulo, BegoñaLibro: Hacia la disrupción digital del Trabajo SocialISSN: ISBN 978-84-1390-537-2 2021 págs. 115-130
Autores: Ruiz-Prados Víbora, L.; Urien Angulo, BegoñaLibro: Investigación, práctica y trabajo socialISSN: 978-84-09-22058-8 2020 págs. 155-167
Autores: Lara Ros, SoniaLibro: Docencia RUBIC: Aprendizajes de la enseñanza universitaria en tiempos de COVID-19ISSN: 978-84-313-3485-7 2020 págs. 23-44ResumenEste libro se acabó de escribir el 13 de junio de 2020, tres meses después de que la Universidad de Navarra se viera obligada a cerrar sus aulas por la pandemia de la Covid-19. Como el resto de universidades, tuvo que afrontar un desafío extraordinario e inédito en sus 68 años de vida. En apenas un fin de semana, del 13 al 15 de marzo, sus 1.140 profesores y 11.988 estudiantes de Grado, Máster y Doctorado se recluyeron en sus casas ante la expansión de la enfermedad. Con gran determinación, profesores y estudiantes continuaron sus clases en remoto gracias a la tecnología disponible y a una responsabilidad ejemplar. Estas páginas son un ejercicio de memoria para no olvidar las lecciones de unos meses muy intensos, en los que casi cada día era preciso hacer frente a un nuevo desafío, resolver inquietudes, y marcar el rumbo con unas prioridades previamente establecidas. La monografía sirve de homenaje a los hombres y mujeres que con tanto esfuerzo y acierto hicieron de la Universidad de Navarra un lugar excelente para estudiar, también en tiempos de incertidumbre.