Procesos psicológicos en educación y salud

GRUPO DE INVESTIGACIÓN

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

Palabras Clave

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

Publicaciones Científicas desde 2018

  • 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); 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: Lopez Madrigal 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); Sander, Paul; Garzón Umerenkova, Alngélica; et al.
    Revista: FRONTIERS IN PSYCHOLOGY
    ISSN 1664-1078 Vol.12 N° 602904 2021 págs. 1-18
    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: 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); 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: 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); 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); 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; 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); 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: 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: 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); 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: 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: 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: Urien Angulo, Begoña; Erro Garcés, Amaya; Osca Segovia, Amparo
    Revista: EDUCATION AND INFORMATION TECHNOLOGIES
    ISSN 1360-2357 Vol.24 N° 4 2019 págs. 2585-2602
    Resumen
    Although 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: Urien Angulo, Begoña (Autor de correspondencia); Diéz Valdés, Vicente; Osca Segovia, Amparo
    Revista: CUADERNOS DE TRABAJO SOCIAL
    ISSN 0214-0314 Vol.32 N° 1 2019 págs. 141-152
    Resumen
    Social 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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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: Díaz Robredo, Luis Ángel; Robles Sánchez, José Ignacio
    Revista: SANIDAD MILITAR
    ISSN 1887-8571 Vol.74 N° 1 2018 págs. 7-12
  • 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 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 E INNOVACIÓN
    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 €
    Fondos FEDER: SI