Grupos Investigadores

Miembros del Grupo

Colaboradores
Raquel
Artuch Garde
Salvatore
Fadda
Angélica
Garzón Umerenkova
José Manuel
Martínez Vicente
F. Javier
Peralta Sánchez
Paul
Sander
Manuel Mariano
Vera Martínez

Líneas de Investigación

  • Variables psicológicas en los procesos de Salud y Enfermedad: salud comportamental, bienestar, estrés, ansiedad.
  • Variables psicológicas en los procesos Educativos: aprendizaje, enseñanza y rendimiento académico, stress, autorregulación

Palabras Clave

  • Behavior Health
  • Education
  • Self-Regulation
  • Stress
  • Well-being

Publicaciones Científicas desde 2018

  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Martínez-Vicente, J. M.; Santos, F. H.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.14 2023 págs. 1166478
    Resumen
    In the published article, an author name was incorrectly written as ¿Angélica Karagiannopoulou.¿ The correct spelling is ¿Evangelia Karagiannopoulou.¿ All other relevant parts of the article have been updated to reflect this amendment. Additionally, in the published article, the reference for ¿de la Fuente et al., 2022¿ was incorrectly written as ¿de la Fuente, J., Martínez-Vicente, J. M., Santos, F. H., Sander, P., Fadda, S., Karagiannopoulou, A., Boruchovitch, E., and Kauffman, D. F. (2022) Advances on self-regulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts. Front. Psychol. 13:861493. doi: 10.3389/fpsyg.2022.861493.¿ It should be ¿de la Fuente, J., Martínez-Vicente, J. M., Santos, F. H., Sander, P., Fadda, S., Karagiannopoulou, E., Boruchovitch, E., and Kauffman, D. F. (2022) Advances on selfregulation models: A new research agenda through the SR vs ER behavior theory in different psychology contexts. Front. Psychol. 13:861493. doi: 10.3389/fpsyg.2022.861493.¿ The authors apologize for these errors and state that they do not change the scientific conclusions of the article in any way. The original article has been updated. © 2023 de la Fuente, Martínez-Vicente, Santos, Sander, Fadda, Karagiannopoulou, Boruchovitch and Kauffman.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Kauffman, D. F.; Boruchovitch, E.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.14 2023 págs. 5-6
  • Autores: Samfira, E. M. (Autor de correspondencia); Dughi, T. S.; de la Fuente Arias, Jesús
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.14 2023 págs. 5-7
  • Autores: Artuch-Garde, R. (Autor de correspondencia); González Torres, María Carmen; Martínez-Vicente, J. M.; et al.
    Revista: HELIYON
    ISSN: 2405-8440 Vol.8 N° 6 2022 págs. e09713
    Resumen
    Objectives: This article presents a validation study of the 28-item Child and Youth Resilience Measure (CYRM-28). The sample contained 365 Spanish youth ages between 15 to 21, from Navarre (Spain), all of them enrolled in Initial Vocational Qualification Programs.Method: The CYRM-28 was administered to students from 27 secondary schools in the province of Navarre. Confirmatory analyses were conducted.Results: The structure of the original scale was confirmed, as well as acceptable psychometric properties.Discussion: Findings add support to the CYRM-28 as a reliable and valid self-report instrument that measures three components of resilience processes in the lives of youth with complex needs. The CYRM-28 shows adequate psychometric properties, the CFA presents indices of goodness and fit (Chi-squared = 60,170, df = 17, p < .001; CFI = .960, TLI = .934, IFI = .961, RFI = .911 and NFI = .946; RMSEA = .084).Conclusion: Advanced statistical modeling yielded evidence that the scale, originally developed for use in several countries, can be used to assess resilience in Spanish youth.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Martínez-Vicente, J. M.; Santos, F. H.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 861493
    Resumen
    The aim of this paper is to demonstrate how Bandura's Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman's Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Kauffman, D. F.; Soylu, M. Y.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 910980
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Kauffman, D. F.; Dempsy, M. S.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 961261
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Urien Angulo, Begoña; Luis García, Elkin Oswaldo; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 856558
    Resumen
    The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales. Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths, reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Pachón Basallo, Mónica; Martínez-Vicente, J. M.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 922633
    Resumen
    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.
  • Autores: Lopez Madrigal, Claudia (Autor de correspondencia); García Manglano, Javier; de la Fuente Arias, Jesús
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.19 N° 16 2022 págs. 10223
    Resumen
    Previous literature has established the importance of personal and contextual factors in college students' trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Vera Martínez, M.M.; Peralta Sánchez, F.J.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 954475
    Resumen
    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. We conclude that there is a need for a General Register of validated programs.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Martínez Vicente, J.M.; Pachón Basallo, M.G.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 876292
    Resumen
    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 proposed hypotheses, for both association and prediction. The most important result refers to the discriminant value of the five-level combination heuristic for predicting Executive Function and External (contextual) Dys-Regulation.
  • Autores: Sander, P.; de la Fuente Arias, Jesús
    Revista: CURRENT PSYCHOLOGY
    ISSN: 1046-1310 Vol.41 N° 7 2022 págs. 4329 - 4340
    Resumen
    The research presented here is founded on the Big Five trait approach to personality which has been shown to be related toacademic success, students' academic confidence or self-efficacy and the emotions related to academic achievement.To explore whether Personality characteristics would be differentially associated with Academic Confidence and both would jointly predict Academic Emotions.A bespoke online platform was used to survey undergraduate students in two Spanish universities. The data was used to assess bivariate correlation and to build Structural EquationModels.A total of 1398 undergraduate students studying Psychology, Primary Education, or Educational Psychology degree programmes completed the validated Spanish version of the Academic Behavioural Confidence scale. Of those, 636 also completed a validated Spanish language scale to assess Personality along the Big Five dimensions and 551 of the 1398 students complete a validated Spanish language scale to assess Academic Emotions. A total of 527 students completed all three scales.The correlations showed that the student Personality traits of Openness, Conscientiousness, Extraversion and Agreeableness were significantly and positively related to their Academic Confidence whilst Neuroticism was negatively correlated with the degree of Academic Confidence. Similarly student Academic Confidence correlated positively with positive Academic Emotions and negatively with negative Academic Emotions. ...
  • Autores: Pachón Basallo, Mónica (Autor de correspondencia); de la Fuente Arias, Jesús; González Torres, María Carmen; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.13 2022 págs. 968733
    Resumen
    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-regulation variables in learning [regulation (SRL)/non-regulation (NRL)/dysregulation (DRL)]; as well as positive predictive effects between SRL on SRB, RT and metacognitive SRS. Additionally, external regulation (ERL) not only predicted but mediated numerous relations among the variables studied. Other findings and important considerations for future research in the field of self-regulation are discussed.
  • Autores: Erro-Garcés, A. (Autor de correspondencia); Urien Angulo, Begoña; Cyras, G.; et al.
    Revista: SUSTAINABILITY
    ISSN: 2071-1050 Vol.14 N° 10 2022 págs. 5778
    Resumen
    As 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: de la Fuente Arias, Jesús (Autor de correspondencia); Sander, P. ; Garzon-Umerenkova, A.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.12 2021 págs. 602904
    Resumen
    The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed.
  • Autores: Martínez Villar, Martín; Luis García, Elkin Oswaldo (Autor de correspondencia); Yair Oliveros, E.; et al.
    Revista: HEALTH AND QUALITY OF LIFE OUTCOMES
    ISSN: 1477-7525 Vol.19 N° 1 2021 págs. 1
    Resumen
    In a context where there is no treatment for the current COVID-19 virus, the combination of self-care behaviours together with confinement, are strategies to decrease the risk of contagion and remain healthy. However, there are no self-care measures to screen self-care activities in general population and which, could be briefly in a lockdown situation. This research aims to build and validate a psychometric tool to screen self-care activities in general population. Firstly, an exploratory factor analysis was performed in a sample of 226 participants to discover the underlying factorial structure and to reduce the number of items in the original tool into a significant pool of items related to self-care. Later a confirmatory factor analyses were performed in a new sample of 261 participants to test for the fit and goodness of factor solutions. Internal validity, reliability, and convergent validity between its score with perceived stress and psychological well-being measures were examined on this sample. The exploratory analyses suggested a four-factor solution, corresponding to health consciousness, nutrition and physical activity, sleep, and intra-personal and inter-personal coping skills (14 items). Then, the four-factor structure was confirmed as the best model fit for self-care activities. The tool demonstrated good reliability, predictive validity of individuals¿ perception of coping with COVID-19 lockdown, and convergent validity with well-being and perceived stress.
  • Autores: Bermejo Martins, Elena; Luis García, Elkin Oswaldo (Autor de correspondencia); Sarrionandia, A.; et al.
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.18 N° 5 2021 págs. 2253
    Resumen
    The aim of the present cross-sectional study was to analyze the differential impact of the first COVID-19 lockdown (3rd April 2020) on stress, health practices, and self-care activities across different Hispanic countries, age range and gender groups. 1082 participants from Spain, Chile, Colombia, and Ecuador took part in this study. Irrespective of the country, and controlling for income level, young people, especially females, suffered a greater level of stress, perceived the situation as more severe, showed less adherence to health guidelines and reported lower levels of health consciousness, in comparison to their male peers and older groups. However, in the case of self-care, it seems that older and female groups are generally more involved in self-care activities and adopt more healthy daily routines. These results are mostly similar between Colombia, Ecuador, and Spain. However, Chile showed some different tendencies, as males reported higher levels of healthy daily routines and better adherence to health guidelines compared to females and people over the age of 60. Differences between countries, genders and age ranges should be considered in order to improve health recommendations and adherence to guidelines. It would also be crucial to identify vulnerable groups to promote the adoption of health behaviors that may help in the development of effective public health strategies. Future studies should be addressed to explore the possible causations of such [...]
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Santos, F. H. ; Garzon Umerenkova, A.; et al.
    Revista: FRONTIERS IN PSYCHIATRY
    ISSN: 1664-0640 Vol.12 N° 596453 2021
    Resumen
    In a population of young adults, this study analyzes possible linear relations of resilience and positivity to coping strategies and engagement-burnout. The aim was to establish a model with linear, associative, and predictive relations, to identify needs and make proposals for therapeutic intervention in different student profiles. A population of 1,126 undergraduate students with different student profiles gave their informed, written consent, and completed validated questionnaires (CD-RISC Scale; Positivity; Coping Strategies of Stress; Engagement, and Burnout). An ex post-facto design involved bivariate association analyses, multiple regression and structural predictions. The results offered evidence of associations and predictive relationships between resilience factors, positivity, coping strategies and engagement-burnout. The factors of resilience and positivity had significant differential associations (positive and negative) with factors of coping strategies. Their negative relationship to burnout factors, and positive relation to engagement factors, is especially important. Results of structural analysis showed an acceptable model of relationships between variables. We conclude with practical implications for therapeutic intervention: (1) the proactive factors of resilience reflect a perception of self-efficacy and the ability to change adaptively; (2) the reactive factors of resilience are usually associated with withstanding experiences of change, uncertainty or trauma.
  • Autores: Urien Angulo, Begoña (Autor de correspondencia); Rico, R.; Demerouti, E.; et al.
    Revista: REVISTA DE PSICOLOGIA DEL TRABAJO Y DE LAS ORGANIZACIONES
    ISSN: 1576-5962 Vol.37 N° 3 2021 págs. 175 - 186
    Resumen
    Because 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: Artuch Garde, Raquel; González Torres, María Carmen
    Revista: DEDICA
    ISSN: 2182-0171 N° 18 2021 págs. 129 - 151
    Resumen
    Se plantea una investigación que tiene como objetivo evaluar la resiliencia de un grupo de 103 alumnos y alumnas de primaria y secundaria, a través de una encuesta online para conocer su percepción general y establecer las diferencias en función de la etapa educativa. El estudio se llevó a cabo en el mes de junio de 2020 cuando todavía todos estaban confinados en sus casas. Entre los resultados se destaca la importancia de trabajar con todos ellos la comunicación emocional con las familias, sentirse partes del centro educativo, desarrollar habilidades y destrezas y fomentar el conocimiento de sus fortalezas. Se encuentran pocas diferencias significativas entre estas edades (10-15 años) y se propone tener en cuenta el modelo de Henderson y Milstein para desarrollar la resiliencia en el ámbito educativo.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia)
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.12 2021 págs. 562372
    Resumen
    The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models-the presage-process-product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory-underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage-process-product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); González Torres, María Carmen; Artuch-Garde, R.; et al.
    Revista: FRONTIERS IN PSYCHIATRY
    ISSN: 1664-0640 Vol.12 2021 págs. 600240
    Resumen
    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-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.
  • Autores: Orón Semper, José Víctor; Navarro-Rubio Coello-Portugal, Sonsoles; Luis García, Elkin Oswaldo (Autor de correspondencia)
    Revista: JOURNAL OF THEORETICAL AND PHILOSOPHICAL PSYCHOLOGY
    ISSN: 1068-8471 Vol.41 N° 2 2021 págs. 115 - 130
    Resumen
    This article offers a proposal related to early childhood emotional education. It is in line with Erikson's (1959) ideas surrounding psychosocial development and his theory of attachment and social referencing, Bridges' (1932) emotional development scheme, and Rogers' notion related to "acceptance" of emotional complexity toward healthy development. This proposal is reinforced with approaches from Winnicott (1986) and Kohut (2009), who demonstrate that children's emotional education is indeed a process of self-consciousness development through interaction with their primary caregiver(s). These approaches demonstrate that early childhood emotional education is really a process related to children's development of self-consciousness through interaction, or lack thereof, with their primary caregiver(s). We coin our approach "emotional integration," which is conceptualized as a response to the dominant "emotional regulation" narrative. While emotional regulation focuses on behavioral and structured routines for facing diverse emotional situations, emotional integration is centered on interpersonal relationship improvements in different emotional contexts. For the emotional regulation approach, the child regulates her behavior depending on the primary caregiver's reactions. In emotional integration, the child acquires certain dispositions toward the self, starting from her interaction with her caregiver. In small children, caregiver behavior certainly has a determining role. For the emotional regulation approach, the caregiver tries to solve possible problems in behavior, whereas for emotional integration, the caregiver seeks to develop inner processes of personal growth through the child's interaction with the other.
  • Autores: Lopez Madrigal, Claudia (Autor de correspondencia); de la Fuente Arias, Jesús; García Manglano, Javier; et al.
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.18 N° 2 2021 págs. 522
    Resumen
    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.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Pachón Basallo, Mónica; Santos, F. H.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.12 2021 págs. 626340
    Resumen
    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 the year 2020 on factors and symptoms of stress. The results showed that studying in the year of the COVID-19 outbreak did not have a significant effect on stress triggered by the teaching process. From these results, we draw implications for specific guidance interventions with university teachers and students.
  • Autores: Wang, K.; Goldenberg, A.; Dorison, C.A.; et al.
    Revista: NATURE HUMAN BEHAVIOUR
    ISSN: 2397-3374 Vol.5 N° 8 2021 págs. 1089-1110
    Resumen
    The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n=21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Kauffman, D.F.; Dempsy, M.S.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.12 2021 págs. 613881
    Resumen
    This theoretical analysis seeks to contribute to three objectives within the context of the proposed Frontiers Research Topic: (1) delimit two levels of analysis in the present pandemic situation: medicine-epidemiology and behavioral psychology, still under-addressed. While medicine has its essential role on the biological side, psychology has a comparable role on the behavioral side. (2) Analyze the importance of behavioral-educational factors in the pandemic situation, using a precise theoretical model from educational psychology for this analysis. (3) Propose preventive, psychoeducational intervention strategies based on the previous analyses.
  • Autores: Amate-Romera, J.; de la Fuente Arias, Jesús (Autor de correspondencia)
    Revista: ANALES DE PSICOLOGIA
    ISSN: 0212-9728 Vol.37 N° 2 2021 págs. 276-286
    Resumen
    The research objective was to establish relationships of associa-tion, interdependence and structural prediction between the variables of test anxiety, self-regulation and stress coping strategies. The theoretical framework of reference was the Competence for Studying, Learning and Perform-ing under Stress (CSLPS) model. Participating were 142 students who were preparing for professional examinations to attain a post as public school teacher (primary education), enrolled at academies in Almería (Spain) for this purpose. Previously validated questionnaires were administered for da-ta collection. The study design was linear ex post-facto, with bivariate, in-ferential analyses of association (ANOVAs and MANOVAs) and of struc-tural prediction. Results showed a negative relationship between test anxie-ty self-regulation, especially in students with high emotionality, and a nega-tive impact on decision making. Positive relationships were found between test anxiety and strategies for coping with stress. Finally, a positive predic-tive relationship was verified between self-regulation and coping strategies, while associative and inferential analyses highlighted the role of goals as determining factors in strategies used for coping with stress, especially strategies that focus on problem solving. Results are discussed and implica-tions for improving these processes in professional examination candidates are established.
  • Autores: Pachón Basallo, Mónica; de la Fuente Arias, Jesús (Autor de correspondencia); González Torres, María Carmen
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.18 N° 7 2021 págs. 3793
    Resumen
    The Self-Regulation vs. External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual's context. This gives rise to a behavioral heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students' health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Malpica-Chavarría, E. A.; Garzón-Umerenkova, A.; et al.
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.18 N° 17 2021 págs. 8944
    Resumen
    This investigation aimed to analyze the predictive differential value of personal (self-regulation, self-efficacy, procrastination) and contextual characteristics (parents' socio-educational level), regarding academic achievement, among Colombian adolescents. A total of 430 students (from 11 to 18 years old) from both genders filled out validated self-reports and informed their academic achievement. We performed an ex-post-facto design, simple regression analyses, structural equations predictions analyses (SEM), and variance analyses (ANOVAs). The results showed that self-regulation is the most potent personal variable predictive of procrastination and achievement, positively associated with self-efficacy; additionally, the parents' educational level was also a predictor, although to a lesser level. The female group and the elderly group negatively predicted academic achievement, behaving as modulatory variables of the above results.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia)
    Revista: PAPELES DEL PSICOLOGO
    ISSN: 0214-7823 Vol.41 N° 1 2020 págs. 74 - 74
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Lahortiga Ramos, Francisca; Laspra Solis, Carmen; et al.
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.17 N° 6 2020 págs. 2106
    Resumen
    Achievement emotions that the university student experiences in the learning process can be significant in facilitating or interfering with learning. The present research looked for linear and predictive relations between university students¿ achievement emotions, coping strategies, and engagement-burnout, in three dierent learning situations (classroom, study time, and testing). Hypotheses were identified for a possible model that would analyze the two facets of perfectionism based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive emotions would predispose the use of problem-focused coping strategies and an emotional state of engagement; in the case of perfectionistic concerns, however, negative emotions would predispose the use of emotion-focused strategies and a state of burnout. A total of 654 university students participated in the study, using an online tool to complete validated questionnaires on the three study variables. All students provided informed consent and corresponding permissions. Given the ex-post facto linear design, the predictions could be verified for each situation by means of logistic regression analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree, to the proposed theoretical relations. The testing situation was of particular interest. We discuss implications for perfectionism research and for the practice of prevention, education and health care in the university setting.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Paoloni, P.; Kauffman, D. ; et al.
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.17 N° 3602 2020 págs. 1-20
    Resumen
    The study focused on the analysis of linear relations between personality, self-regulation, coping strategies and achievement emotions. The main objective was to establish a model of linear, empirical, associative to infer needs and proposals for intervening in emotional health in the dierent profiles of university students. A total of 642 undergraduate students participated in this research. Evidence of associative relations between personality factors, self-regulation and coping strategies was found. The neuroticism factor had a significant negative associative relationship with Self-Regulation both globally and in its factors; especially important was its negative relation to decision making, and coping strategies focused in emotion. The results of Structural Equation Model showed an acceptable model of relationships, in each emotional context. Results and practical implications are discussed.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Sander, P.; Kauffman, D.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.11 N° 543884 2020 págs. 1 - 20
    Resumen
    The aim of this research was to determine the degree to which undergraduate students¿ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Amate Romera, J. ; González Torres, María Carmen; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.11 N° 22 2020 págs. 1-16
    Resumen
    The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student¿s levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students¿ level of self-regulation (low¿medium¿high), in combination with the level of regulation promoted in teaching (low¿medium¿high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 1; 3 3; 5 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching¿ learning process at university and for students¿ emotional health are discussed.
  • Autores: Garzón Umerenkova, A.; Gil-Flores, J.; de la Fuente Arias, Jesús
    Revista: BORDON
    ISSN: 0210-5934 Vol.72 N° 1 2020 págs. 49 - 65
    Resumen
    INTRODUCTION. Procrastination involves a self-regulatory deficit, defined by the voluntary and irrational delay on the course of an action, that in turn generates negative consequences for an individual. It is reported in the literature that between 40 and 80% of students present procrastination conducts which negatively impact their performance, as well as their physical and mental health. There are various causes for procrastination that affect students differently in accordance to certain personal and social characteristics. For this study, three students' profiles are categorised, according to the main reason to procrastinate: rebellion, fear of being assessed and laziness. The paper analyzed which traits characterize each reason: demographic traits (gender, age), academic traits (daily routine, semester, dedication, time planning, procrastination frequency, academic performance) and personal traits (good habits, psychological stability and self-regulation - goals, perseverance, decision making and learning from mistakes). METHOD. The sample was of 457 universtity students from different programs and semesters. The relation between the reasons to procrastinate and the demographic, academic and personal traits was explored through bivariate and punctual biserial correlations; and the relative weight of each variable on the three considered types of procrastination was assessed through multiple linear regression. RESULTS. It was found that the profile characterized by "rebellion" is associated with young men with low perseverance and decision making; "fear of being assessed" is associated to younger students, with less psychological stability and low capacity to make decisions; the "laziness" profile is associated to men with low general self-regulation. DISCUSSION. The implications for the design of preventive academic interventions for the management of procrastination, in accordance to the specific needs of each type of procrastination is discussed.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Peralta-Sanchez, F. J. ; Martinez-Vicente, J. M.; et al.
    Revista: SUSTAINABILITY
    ISSN: 2071-1050 Vol.12 2020 págs. 6984
    Resumen
    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 implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Peralta-Sanchez, F. J. ; Martinez-Vicente, J. M.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.11 2020 págs. 1773
    Resumen
    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 self-regulation (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 anex postfacto design by selection, ANOVAs and MANOVAs (3 x 3; 5 x 1; 5 x 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.
  • Autores: Russo Sierra, G. S.; González Torres, María Carmen
    Revista: ESPACIOS EN BLANCO. SERIE INDAGACIONES
    ISSN: 1515-9485 Vol.30 N° 1 2020 págs. 23 - 40
    Resumen
    The present work considers Child Sexual Abuse (CSA) as a complex problem in which the educational institution constitutes a primordial space to carry out strategies of prevention and detection. A review is made on the conceptualization of the CSA and the obstacles that the teachers show for its approach. Then we introduce ourselves in the detection of abuse through the story of the victims, and the psychic and physical indicators. Likewise, possibilities of intervention in the educational field and prevention linked to teacher training and affective-sexual education programs are indicated. Aiming to an optimal and co-responsible approach to the prevention, detection and intervention of child sexual abuse, it is imperative the need to build channels of communication and articulated work between the education system and other organizations that deal with the defense of the rights of children and adolescents.
  • Autores: de la Fuente Arias, Jesús; Sander, P. (Autor de correspondencia)
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1660-4601 Vol.17 N° 15 2020
    Resumen
    Within a socio-situational and socio-behavioural context, the relationships between the Big Five personality traits and the academic confidence of university students and how they differed by sex of the student was explored. Previous research has identified both conscientiousness and academic confidence as being linked to university performance. In respect of sex, female students have been found to score higher on all of the Big Five measures, whereas the relationship between sex and academic confidence has been mixed. Using self-report measures of personality and academic confidence from 1523 Spanish students, it was found that the female students were more confident in their grades, studying and attendance components of academic confidence and had higher scores for conscientiousness, agreeableness and neuroticism personality measures. A multiple regression analysis found that personality predicts academic confidence, with conscientiousness being the trait that statistically loaded the most strongly. This research further confirms the validity of the Academic Behavioural Confidence scale and suggests that measures of personality and, especially, academic confidence could be usefully used in student support situations to help students acquire the strategies and skills that lead to successful university study. It is suggested that further research in the area needs to include outcome or achievement measures and measures of hypothetical constructs, such as personality and academic confidence, that go beyond self-report measures.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); González Torres, María Carmen; Aznárez Sanado, Maite; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.10 N° 1919 2019 págs. 1 - 14
    Resumen
    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.
  • Autores: de la Fuente Arias, Jesús; Kauffman, Douglas F.; Diaz Orueta, Unai
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.10 N° 2232 2019 págs. 1-1
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Amate Romera, Jorge
    Revista: ANALES DE PSICOLOGIA
    ISSN: 0212-9728 Vol.35 N° 3 2019 págs. 472 - 482
  • Autores: Pérez Barrero, Asier; Luis García, Elkin Oswaldo
    Revista: EUROPEAN JOURNAL OF CHILD DEVELOPMENT, EDUCATION AND PSYCHOPATHOLOGY
    ISSN: 2340-924X Vol.7 N° 2 2019 págs. 107-118
  • Autores: Díaz Robredo, Luis Ángel
    Revista: REVISTA DE ESTUDIOS DE SEGURIDAD INTERNACIONAL
    ISSN: 2444-6157 Vol.5 N° 2 2019 págs. 89-106
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Garcia-Torrecillas, J. M.; Solinas, G.; et al.
    Revista: FRONTIERS IN NEUROLOGY
    ISSN: 1664-2295 Vol.10 2019 págs. 498
    Resumen
    Introduction: Traditionally, predictive models of in-hospital mortality in ischemic stroke have focused on individual patient variables, to the neglect of in-hospital contextual variables. In addition, frequently used scores are betters predictors of risk of sequelae than mortality, and, to date, the use of structural equations in elaborating such measures has only been anecdotal. Aims: The aim of this paper was to analyze the joint predictive weight of the following: (1) individual factors (age, gender, obesity, and epilepsy) on the mediating factors (arrhythmias, dyslipidemia, hypertension), and ultimately death (exitus); (2) contextual in-hospital factors (year and existence of a stroke unit) on the mediating factors (number of diagnoses, procedures and length of stay, and re-admission), as determinants of death; and (3) certain factors in predicting others. Material and Methods: Retrospective cohort study through observational analysis of all hospital stays of Diagnosis Related Group (DRG) 14, non-lysed ischemic stroke, during the time period 2008-2012. The sample consisted of a total of 186,245 hospital stays, taken from the Minimum Basic Data Set (MBDS) upon discharge from Spanish hospitals. MANOVAs were carried out to establish the linear effect of certain variables on others. These formed the basis for building the Structural Equation Model (SEM), with the corresponding parameters and restrictive indicators. Results: A consistent model of causal predictive relationships between the postulated variables was obtained. One of the most interesting effects was the predictive value of contextual variables on individual variables, especially the indirect effect of the existence of stroke units on reducing number of procedures, readmission and in-hospital mortality. Conclusion: Contextual variables, and specifically the availability of stroke units, made a positive impact on individual variables that affect prognosis and mortality in ischemic stroke. Moreover, it is feasible to determine this impact through the use of structural equation methodology. We analyze the methodological and clinical implications of this type of study for hospital policies.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Martínez Vicente, Jose Manuel; Peralta Sánchez, Francisco Javier; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.10 2019
    Resumen
    The SRL vs.ERL Theory predicts that a student's own self-regulation and the regulatory nature of the context are factors that jointly determine the student's level of motivational-affective variables. However, this principle has not yet been verified in the case of achievement emotions. The aim of this research was to test this prediction, with the hypothesis that students' level of self-regulation (low-medium-high), in interaction with the regulatory nature of the teaching (low-medium-high), would determine positive or negative emotions as well as the degree of burnout/engagement. A total of 440 university students completed validated questionnaires on self-regulation; regulatory teaching; achievement emotions in class, in study and in testing situations; and on burnout/engagement. Using a quasi-experimental design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1) were carried out. The results confirmed that the level of self-regulation and the level of external regulation jointly determined university students' level of achievement emotions, as well as their level of burnout/engagement. Based on these results, a five-level progressive scale was configured. We conclude that this scale may be useful and adequate as a heuristic technique or model for understanding and analyzing the type of student-teacher interaction that is taking place in the university classroom, and thereby learn the probability of stressful effects and the students' level of emotional health.
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Cubero, Inmaculada; Peralta Sánchez, Francisco Javier; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.10 N° 127 2019 págs. 1-11
    Resumen
    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. Keywords: prevention of alcohol intake, competence model, adolescence, e-Program, technological utility
  • Autores: Garzón Umerenkova, Angélica; de la Fuente Arias, Jesús; Amate Romera, Jorge; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.9 N° 536 2018 págs. 1-12
    Resumen
    This research aimed to analyze the linear bivariate correlation and structural relations between self-regulation -as a central construct-, with flow, health, procrastination and academic performance, in an academic context. A total of 363 college students took part, 101 men (27.8%) and 262 women (72.2%). Participants had an average age of 22 years and were between the first and fifth year of studies. They were from five different programs and two universities in Bogotá city (Colombia). A validated ad hoc questionnaire of physical and psychological health was applied along with a battery of tests to measure self-regulation, procrastination, and flourishing. To establish an association relationship, Pearson bivariate correlations were performed using SPSS software (v. 22.0), and structural relationship predictive analysis was performed using an SEM on AMOS software (v. 22.0). Regarding this linear association, it was established that (1) self-regulation has a significant positive association on flourishing and overall health, and a negative effect on procrastination. Regarding the structural relation, it confirmed that (2) self-regulation is a direct and positive predictor of flourishing and health; (3) self-regulation predicts procrastination directly and negatively, and academic performance indirectly and positively; and (4) age and gender have a prediction effect on the analyzed variables. Implications, limitations and future research scope are discussed.
  • Autores: Pichardo, Maria del Carmen (Autor de correspondencia); Cano, Francisco; Garzón Umerenkova, Angélica; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.9 N° 1370 2018 págs. 1-14
    Resumen
    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 anti-social 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.
  • Autores: de la Fuente Arias, Jesús; Amate Romera, Jorge; Sander, Paul
    Revista: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
    ISSN: 1696-2095 Vol.16 N° 2 2018 págs. 345-365
    Resumen
    Introduction. The objective of this research study was to establish interdependence relationships between cognitive learning strategies, motivational strategies toward study and academic stress, as variables of the Competency Model for Studying, Learning and Performing under Stress (SLPS), in a group of professional examination candidates. Method. Participating were a total of 179 candidates who sought to obtain posts as primary school teachers. The variables were measured using previously validated self-reports. The study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs). Results. The results showed very significant, positive interdependence relationships between cognitive learning strategies and motivational strategies toward study. In addition, very significant, negative relationships were found between motivational strategies toward study and academic stress. However, direct interdependence relationships did not appear between cognitive learning strategies and academic stress. Discussion. These results show that subjects with a high level of cognitive learning strategies used more motivational strategies toward study than subjects with a medium level, and these in turn used more motivational strategies than subjects with a low level. Moreover, they also show that subjects high in motivational strategies toward study suffered less academic stress than the medium and low subjects in this variable. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked on, not only as support for study, but also as prevention of academic stress and its negative effects, especially in highly stress-prone contexts.
  • Autores: de la Fuente Arias, Jesús; Mañas, Israel (Autor de correspondencia); Franco Justo, Clemente; et al.
    Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
    ISSN: 1661-7827 Vol.15 2018 págs. E2230
  • Autores: de la Fuente Arias, Jesús; Martínez-Vicente, J. M.; Peralta-Sánchez, F. J.; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.9 N° 1932 2018 págs. 1-14
  • Autores: de la Fuente Arias, Jesús (Autor de correspondencia); Kauffman, Douglass; Díaz Orueta, Unai; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.9 2018 págs. 1188
    Resumen
    Educational Psychology, as an area of Psychology that specializes in formative processes, faces several important challenges in the information and knowledge society of this twenty first century. One of these challenges is to facilitate a paradigm shift from a nearly exclusive focus on social science to the scientific-technological approach of a discipline that produces innovation and meaningful transfer of science and technology. The Research, Development, and Innovation (RD & I) value chain means pursuing these three endeavors in both the academic and professional lines of Educational Psychology. It is a strategy of innovation that leads us to integrate academic or research activity (R), research-related or professional scientific-technological development of innovation (D) and transfer and entrepreneurship activity (I). Generating innovation and transfer, applicable to educational contexts, can be an important stimulus of activity for new practicing psychologists in Educational Psychology. The RD & I value chain can become an academic, research-related or professional advantage in different activities, since it pertains to the processes, products and services found in the sphere of Educational Psychology. Several examples of how the RD & I chain can help improve psychoeducational activities are presented. First, we analyze competitive improvements that the RD & I chain can offer in competitive bids. Second, we give examples of the RD & I chain in the development of new processes, products and services in Projects of Innovation and Entrepreneurship in Educational Psychology, specifically illustrating the chain in each case. In order for this conception to take shape, a new cross-functional area must be created in professional and educational organizations. Specifically, this means creating an RD & I Department, or some area that branches across the other functions. The mission of this cross-functional unit is the actual implementation of the RD & I chain in the educational organization, as well as an incentive for innovative activities: use of ICT applications, organizational improvement, improved assessment, analysis of information produced by the organization itself, cost-benefit analysis, strategic decision-making processes, and so on.
  • Autores: Díaz Robredo, Luis Ángel; Robles Sánchez, José Ignacio
    Revista: SANIDAD MILITAR
    ISSN: 1887-8571 Vol.74 N° 1 2018 págs. 7-12
  • Autores: Navarro Hidalgo, Juan José (Autor de correspondencia); Mourgues Codern, Catalina; Guzmán, Eduardo; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN: 1664-1078 Vol.9 2018 págs. 1492
    Resumen
    In recent decades there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subject¿s performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that Frontiers in Psychology | www.frontiersin.org 1 August 2018 | Volume 9 | Article 1492 fpsyg-09-01492 August 25, 2018 Time: 10:59 # 2 Navarro et al. Curriculum-Based Dynamic Computerized-Adaptive Assessment reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests.
  • Autores: Eudave Ramos, Luis Humberto; Martínez Villar, Martín; Luis García, Elkin Oswaldo; et al.
    Revista: HUMAN BRAIN MAPPING
    ISSN: 1065-9471 Vol.39 N° 11 2018 págs. 4196 - 4212
    Resumen
    Numerous daily tasks, including car driving, require fine visuospatial tuning. One such visuospatial ability, speed discrimination, declines with aging but its neural underpinnings remain unknown. In this study, we use fMRI to explore the effect of aging during a high speed discrimination task and its neural underpinnings, along with a complete neuropsychological assessment and a simulated driving evaluation in order to examine how they interact with each other through a multivariate regression approach. Beyond confirming that high speed discrimination performance is diminished in the elderly, we found that this deficit might be partly due to a lack of modulation in the activity and connectivity of the default mode network (DMN) in this age group, as well as an over-recruitment of frontoparietal and cerebellar regions, possibly as a compensatory mechanism. In addition, younger adults tended to drive at faster speeds, a behavior that was associated to adequate DMN dynamics and executive functioning, an effect that seems to be lost in the elderly. In summary, these results reveal how age-related declines in fine visuospatial abilities, such as high speed discrimination, were distinctly mediated by DMN functioning, a mechanism also associated to speeding behavior in a driving simulator.
  • Autores: de la Fuente Arias, Jesús (Editor); Kauffman, D.F. (Coeditor); Dempsey, M.S. (Coeditor); et al.
    ISSN: ISBN 978-2-83250-447-5 2022
    Resumen
    This monograph has allowed us to present a psychoeducational view of the effects of the COVID-19 pandemic. We confirm here that research in education contributes its own evidence and specific models for identifying this problem. The first paper gives us a general overview and review of the problem (Cachón-Zagalaz et al.). Next, a joint editorial paper presents a novel theoretical model that provides for a purely psychoeducational analysis of the pandemic (de la Fuente, Kauffman, et al.). A second group of articles presents the psychological and emotional impact of the COVID-19 pandemic in students of different ages. Several papers address university students (Fernández-Castillo). Next, other research studies address the preuniversity level, in childhood and adolescence (Andrés-Romero et al.; Berasategi et al.; Martarelli et al.; Valadez et al.; Zaccoletti et al.). Finally, two studies show the psychological impact on students with specific educational needs (Lavigne-Cerván et al.; Soriano-Ferrer et al.). One especially relevant aspect is the behavioral change in technology use during the pandemic (Nieto-Escamez and Roldán-Tapia; Obrero-Gaitán et al.; Provenzi et al.; Yang et al.). Other changes in the teaching-learning process have also come about during this period (Buško and Bezinovi¿c; de la Fuente et al.; Jeli¿nska and Paradowski; Xu et al.; Ozamiz-Etxebarria et al.). An interesting closing paper offers the perspective of psychoeducational support that has been provided during the pandemic (Karaman et al.). Frontiers
  • Autores: de la Fuente Arias, Jesús; Kauffman, Douglas F.; Diaz-Orueta, Unai
    ISSN: 978-2-88963-237-4 2019
    Resumen
    The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples of research on the characteristics of Innovation and Entrepreneurship, whether as a review (Sánchez-García et al.), an analysis of a personal factor that is predictive of this activity (Arco-Tirado et al.), the role of psychological characteristics (Hu et al.), and even a tool for assessing this construct (Cuesta et al.). Other articles document evidence of technological development. In primary education, evidence is presented about an app for learning mathematics (Mera et al.) and about a technological tool for assessing reading competence (Navarro et al.). In secondary education, we find evidence of online prevention of cyberbullying in adolescence (Garaigordobil and Martínez-Valderrey), as well as the characteristics and structure of an online tool for preventing alcohol intake in adolescence (de la Fuente et al.). In university education, we witness the effects of using technological tools during learning (Sáez-Manzanares et al.) and the use of another technological tool for assessing stress in university students (de la Fuente et al.). Finally, pure research has been applied to the field of intracranial stimulation for musical perception (Sánchez-Kuhn et al.). In conclusion, other studies show examples of transfer activities, the central vision of Leadership and Entrepreneurship (Palazzeschi et al.), the effects of training for this activity in the workplace (Ho et al.) and a market study (Wan et al.).
  • Autores: Martínez Vicente, José Manuel; de la Fuente Arias, Jesús; Vera Martínez, Manuel Mariano; et al.
    ISSN: 978-84-17261-69-6 2019
  • Autores: de la Fuente Arias, Jesús; Justicia, Fernando
    ISSN: 978-84-9727-757-0 2018
    Resumen
    La Psicología de la Educación es una disciplina psicológica centrada en el estudio y la comprensión de los fenómenos educativos, de cualquier ámbito y tipología. Tiene una gran trayectoria investigadora internacional, con aportaciones relevantes para el campo académico y profesional del Psicólogo Educativo (APA, División 15). Sin embargo, el desconocimiento de tales aportaciones específicas ha llevado consigo una notable confusión actual de los ámbitos de investigación psicoeducativo, educativo, didáctico o psicopedagógico. Este manual pretende contribuir a que el investigador novel o el alumnado en formación sepan ubicarse en el ámbito disciplinar y profesional de la investigación psicoeducativa. Para ello se aportan elementos disciplinares, contenidos, enfoques, resultados y campos emergentes de investigación, con la esperanza de contribuir a revalorizar y posicionar con mayor claridad el perfil académico y profesional psicoeducativo, bastante diluido dentro del perfil general de la investigación y la orientación educativa española.

Proyectos desde 2018

  • Título: Efecto del Grado de Regulación (Interna y Externa) en la Competencia para el Bienestar Psicológico, la Salud Emocional y el Flourishing en Contextos Educativos y Psicológicos
    Código de expediente: PID2022-136466NB-I00
    Investigador principal: JESUS ENRIQUE DE LA FUENTE ARIAS, JOSE MANUEL MARTINEZ VICENTE.
    Financiador: AGENCIA ESTATAL DE INVESTIGACION
    Convocatoria: 2022 AEI Proyectos de Generación del Conocimiento
    Fecha de inicio: 01-09-2023
    Fecha fin: 31-08-2026
    Importe concedido: 45.250,00€
    Otros fondos: Fondos FEDER
  • Título: ESTRES, SALUD MENTAL, BIENESTAR PSICOLÓGICO, TICS EN EVALUACION Y MEJORA, UNIVERSIDAD
    Código de expediente: PDC2022-133145-I00
    Investigador principal: JESUS ENRIQUE DE LA FUENTE ARIAS.
    Financiador: AGENCIA ESTATAL DE INVESTIGACION
    Convocatoria: 2022 AEI Proyectos de I+D+i para la realización de pruebas de concepto
    Fecha de inicio: 01-12-2022
    Fecha fin: 30-11-2024
    Importe concedido: 63.250,00€
    Otros fondos: Fondos MRR
  • Título: Efecto de las emociones académicas en el proceso de enseñanza-aprendizaje en la salud de los estudiantes universitarios.
    Código de expediente: PGC2018-094672-B-I00
    Investigador principal: JESUS ENRIQUE DE LA FUENTE ARIAS.
    Financiador: MINISTERIO DE CIENCIA, INNOVACIÓN Y UNIVERSIDADES
    Convocatoria: 2018 AEI - MCIU - Proyectos de Generación del Conocimiento
    Fecha de inicio: 01-01-2019
    Fecha fin: 31-12-2021
    Importe concedido: 30.976,00€
    Otros fondos: Fondos FEDER