Revistas
Revista:
EDUCATIONAL RESEARCH REVIEW
ISSN:
1747-938X
Año:
2023
Vol.:
38
Págs.:
100488
This systematic review offers an overview of the results of research from the last 10 years con-cerning the teacher-student relationship and its connection with other attachment theory con-structs and child development variables. An exhaustive search of Web of Science, SCOPUS, and PsycINFO was performed, finding a total of 24 studies that met the established eligibility criteria. The evidence accumulated between 2010 and 2020 suggests that: 1) early care experiences have an effect on the formation of new relationships at primary school, although it is possible that children will construct new mental representations based on interactions in day to day life, 2) at the level of the teacher's characteristics, attachment style and the availability towards children's needs seem to be associated with school adjustment and problematic behaviour in children, and 3) the quality of the teacher-student relationship is significantly associated with externalizing and internalizing behaviour, school liking, peer acceptance, academic performance, self-concept and emotional regulation in children. For its part, when evaluating the quality of the teacher-student relationship, STRS continues to be widely used to study the teacher's perspective. However, in recent years other measurement instruments have become available that explore the perspective of the student, most notably CARTS and SPARTS. Advances in the study of the teacher-student relationship as a bond with important implications for the development of children in the pri-mary education stage are discussed.
Revista:
JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
ISSN:
0964-2633
Año:
2022
Vol.:
66
N°:
1-2
Págs.:
50-67
Background There is certain empirical evidence of, on the one hand, a positive correlation between executive functions (EFs) and intelligence in people with intellectual disability (ID) and, on the other hand, a slower rate of development of EFs in these people relative to people without ID. This evidence is not, however, unequivocal, and further studies are required. Methods We analysed the relationship between development of EFs and both age and intellectual capacity, in a sample of 106 students with either ID or borderline intellectual functioning (BIF) at a special education centre [63 boys and 43 girls, 11-18 years old, mean total intelligence quotient (TIQ) of 59.6]. We applied nine instruments to evaluate both neuropsychological development (working memory, inhibitory control, cognitive flexibility, planning, processing speed and verbal fluency) and behavioural development [teachers' perceptions of the EFs of their students by Behavior Rating Inventory of Executive Function - Second Edition (BRIEF-2) School]. ID and BIF groups were statistically compared in terms of mean performance measures in EF tests. We looked at the correlation between EFs and age, and correlations between EFs and intelligence: TIQ, fluid intelligence [measured by the perceptual reasoning (PR) sub-index of Wechsler Intelligence Scale for Children-IV (WISC-IV)] and crystallised intelligence (measured by the verbal comprehension (VC) sub-index of WISC-IV). Regression models were built for variables with strong correlation. Results In most of the tests used to evaluate EFs, the ID subgroup performed significantly worse than the subgroup with BIF. In general, teachers' thought that participants had 'medium-low' levels of EFs. TIQ, by WISC-IV scale, correlated significantly with scores in all tests for all EFs. The PR sub-index correlated significantly with 14 of the tests for EFs; 35% of the variation in PR can be explained by variation in performance in Picture Span (working memory) and Mazes (planning). The VC sub-index correlated weakly with seven of the EF tests. We found significant correlations in the ID group between age and scores in all tests of working memory and inhibitory control. Age - considering all participants - did not correlate with any of the variables of teachers' perception except for working memory, and this correlation was not strong. Conclusions The results of our study are consistent with descriptions of the typical population: (1) fluid intelligence is more related to EFs than crystallised intelligence is; and (2) working memory capacity is the EF most strongly related with general, fluid and crystallised forms of intelligence. The results suggest that as children and adolescents with ID/BIF get older, their capacities for working memory and inhibitory control increase; development of the other EFs studied was less evident. Teachers' perceptions of the EFs of children with ID or BIF were independent of intellectual capacity and age. More research is needed to delve further into the development of EFs in people with ID/BIF.
Revista:
JOURNAL OF EDUCATIONAL RESEARCH
ISSN:
0022-0671
Año:
2022
Vol.:
115
N°:
2
Págs.:
173-186
Recent studies in museum education focus on the quality of visitor experience to help engagement. To understand how it occurs when it comes to dealing with young visitors to modern art museums, the researchers studied the esthetic experience of Mark Rothko's masterpiece Untitled (1969) with 678 primary and 335 secondary students. Four dimensions-sensory, emotional, cognitive, and spiritual, are taken into consideration for the development and preliminary validation of a specific instrument to evaluate the so-called "Rothko experience." Based on quantitative data analysis, results suggest that school visitors can experience Mark Rothko's modern art intensely by perceiving changes in its color and other sensory features while making self-references to time and space vanish. Besides, cultural background makes a difference in intensely experiencing Rothko's modern art. Suggestions are made for the development of pedagogical strategies that engage young audience in museum experience of modern art.
Revista:
FRONTIERS IN PSYCHOLOGY
ISSN:
1664-1078
Año:
2021
Vol.:
12
Págs.:
652884
Positive family functioning during adolescence is usually studied analyzing parents¿ competences and children¿s relationship abilities. We present an instrument for the assessment of parental competence, which encompasses both educational style and transmission of values. The objective of the study was to analyze its factor structure and to assess its value in predicting adolescent outcomes. We recruited 2,459 high school students, aged 12-15, in 40 schools from Spain, Peru, Mexico, and Chile. They responded to the instrument and to other questions regarding lifestyles. Exploratory and confirmatory factor analyses were carried out in order to assess the internal structure of the instrument, and internal consistency of the resulting dimensions was calculated. Finally, regression analyses were performed to establish associations between the parenting dimensions and adolescent outcomes. Factor analyses showed a consistent structure, with good fit indices in the four countries. The final four factors include parenting styles (Warmth and Demandingness) and education in values (Fortitude and Privacy). Regression analyses showed associations with adolescent outcomes. For example, adolescents¿ life satisfaction was best predicted by Warmth and Education in fortitude. Practical implications are suggested.
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1660-4601
Año:
2020
Vol.:
17
N°:
21
Págs.:
8170
This study aimed to determine the associations between parental monitoring and affection and three adolescent lifestyle aspects: constructive leisure, non-constructive leisure and substance use. A cross-sectional study was conducted in four countries (Chile, Mexico, Spain and Peru). Adolescents aged 12-15 self-completed a multi-purpose questionnaire. Multiple logistic regressions were performed to analyse the association between the parental monitoring and affection variables and the outcomes in terms of the children's lifestyles. The results indicate that parental monitoring is conducive to more constructive leisure and less non-constructive leisure and seems to be conducive to the prevention of substance use. Furthermore, parental affection is conducive to constructive leisure and the prevention of substance use. The discussion focuses on the fact that the family can be a protective resource associated with positive adolescent development.
Revista:
COMPUTERS IN HUMAN BEHAVIOR
ISSN:
0747-5632
Background: Due to MOOC high attrition rates, this study aims to assess differences in self-regulated learning strategies and other variables related to MOOC retention (perceived effectiveness, MOOC interaction, motivation and socio-demographic characteristics) between course completers and non-completers. This work also aims to translate into Spanish and validate an instrument for the assessment of self-regulated learning (SRL) behaviours in MOOCs. Materials and methods: 582 participants answered the translated SRL questionnaire and other questions related to MOOC retention. The comparison between MOOC completers and non-completers was carried out in a subgroup of 176 undergraduate students. Results: Completer students were more capable of self-regulating their learning and showed significantly higher levels of perceived effectiveness and of engagement with MOOC contents than non-completers. In addition,a logistic regression analysis indicated that the variables with greatest predictive value to discriminate between completers and non-completers were goal-setting, task interest and the academic discipline of studies of MOOC participants. The percentage of cases correctly predicted by the model was over 84%. The Spanish version of the instrument replicated the original factor structure of the SRL questionnaire and showed high internal consistency (alpha = 0.948).
Revista:
INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN:
1661-7827
Año:
2019
Vol.:
16
N°:
17
Págs.:
1-20
Recent studies have shown different results in identifying which parenting style is the most beneficial for children, which has encouraged certain authors to wonder whether parental control is still needed for optimal parenting. As such investigations have been conducted with different measuring instruments, it is necessary to check whether the use of different instruments leads to different results. In order to figure this out, a systematic review of the recent literature (Web of Science and Scopus, 2000¿2017) was carried out. This review found that, using certain instruments, parental control is associated with better outcomes in children, while using certain others, control is associated with worse outcomes. The difference seems to be in the way of measuring parental control.
Revista:
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
ISSN:
0883-0355
Año:
2019
Vol.:
93
N°:
1
Págs.:
33-52
Revista:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Año:
2015
N°:
260
Págs.:
23 - 51
El estudio que presentamos se centra en la dimensión social y cívica de la educación superior; pretende medir el índice de compromiso cívico de los estudiantes. Presentamos un estudio de campo de carácter cuasi-experimental, sobre una muestra de 1.250 alumnos de las diferentes facultades de una universidad del norte de España, en el contexto de la formación en competencias. Así, la principal variable objeto de análisis ha sido la competencia cívica. Para su evaluación se aplicó un instrumento creado al respecto y constituido por: una prueba de conocimientos sobre educación cívica, una escala de actitudes de compromiso cívico y un cuestionario de habilidades de participación social. La fiabilidad de la escala de actitudes compuesta por 39 ítems fue de .78. Entre otras de las hipótesis contrastadas, partíamos de considerar que las actitudes eran el elemento central del índice de compromiso cívico y observamos que efectivamente sus valores medios eran los más elevados. Sin embargo, comprobamos que lo que más correlaciona con dicho índice son los conocimientos (r=.76, p=.000), seguido de las habilidades de participación (r=.66) y en tercer lugar de las actitudes (r=.54). Entre otras conclusiones planteamos la conveniencia de que en la educación universitaria se incida de modo transversal en la formación cívica de los alumnos
Revista:
PARTICIPACION EDUCATIVA
ISSN:
1886-5097
Año:
2015
Vol.:
4
N°:
7
Págs.:
39-49
El objetivo del presente trabajo es realizar un estudio comparado de algunos aspectos de la participación de las familias en la escuela, desde la perspectiva de los profesores, de los directores y de las propias familias. En concreto, se presenta un análisis comparado en relación a la comunicación de las familias con el centro; a su colaboración en las actividades del centro y en el proyecto educativo; a la satisfacción y el sentido de pertenencia al centro y a las expectativas de los padres con el rendimiento de sus hijos. El trabajo mostrado en este artículo, se realiza sobre la base de datos procedente del estudio llevado a cabo por el consejo escolar Del estaDo, sobre la participación de las familias en el sistema educativo escolar en España (MECD, 2014). Se ha utilizado una muestra de 14.295 familias, 758 tutores y 193 directores de centros educativos de toda España. Algunos de los principales resultados señalan que tanto las familias como los tutores y directores consideran que existe una buena comunicación de las familias con el centro, aunque en la etapa de Educación Secundaria, como era de esperar, los tutores opinan que las familias acuden poco a las reuniones de clase. En lo que se refiere a actividades formativas para padres y madres, los resultados nos informan de la poca participación de las familias. En este punto son los directores los que mantienen la peor visión sobre la participación de los padres. Por otro lado, los tutores manifiestan que la participación de los padres ni es «siempre suficiente» ni es «siempre constructiva» y solo un pequeño porcentaje de tutores, el 21 %, afirma que los padres «casi siempre» les apoyan.
The principal aim of this paper is a comparative study of some aspects of parental involvement in school, from the perspective of parents, teachers and school heads. Specifically, we present a comparative analysis about: families school's communication; partnership in the center's activities and in the educational project; satisfaction and sense of belonging; parental expectations with children performance. The work presented in this article, it is made on a database from the study conducted by the Consejo esColar del estado, on the involvement of families in the school education system in Spain (MECD, 2014). To do this, a sample of 14,295 families, 758 tutors and 193 school heads from Spain was used. Some of the main results indicate that families, tutors and directors consider that there is good communication between families and schools, although in high school, as expected, the tutors feel that parents do not participate in class meetings. As regards educational activities for parents, the results tell us little involvement of families. Here are the directors who hold the worst vision of parent involvement. On the other hand, tutors report that parental involvement is not «always enough» nor is it «always constructive» and only a small percentage of tutors, 21 % said that parents «usually» support them.
Revista:
REVISTA PANAMERICANA DE PEDAGOGIA
ISSN:
1665-0557
Año:
2014
Vol.:
21
Págs.:
37 - 73
Revista:
EDUCACION XXI: REVISTA DE LA FACULTAD DE EDUCACION
ISSN:
1139-613X
Año:
2014
Vol.:
17
N°:
1
Págs.:
243-270
En este artículo se presentan los resultados más relevantes de una investigación centrada en el análisis del Programa Escuela 2.0 en los centros educativos de La Rioja. Entre otros objetivos, se pretende conocer qué recursos de la Escuela 2.0 se utilizan con mayor frecuencia en la realidad educativa investigada, cual es su sentido en los procesos de enseñanza y aprendizaje, la percepción docente con relación a su eficacia en los procesos educativos del centro, así como la opinión del profesorado sobre su propia formación docente para una integración curricular efectiva de estos recursos en los centros donde desarrollan su práctica educativa. Para llevar a cabo la investigación se ha considerado conveniente adoptar un enfoque metodológico de carácter cuantitativo, desarrollado mediante un procedimiento de encuesta online dirigido a todo el profesorado de enseñanza no universitaria de La Rioja. A grandes rasgos, los resultados vienen a confirmar los datos obtenidos por otros autores en investigaciones similares realizadas en otros contextos educativos. En este sentido, cabría destacar la necesidad formativa sentida por el profesorado investigado con relación a los aspectos pedagógicos de las tecnologías de la información y la comunicación (en adelante TIC). (...)
Revista:
PROCEDIA: SOCIAL & BEHAVIORAL SCIENCES
ISSN:
1877-0428
Año:
2013
Vol.:
84
Págs.:
1704-1711
This paper highlights the need to pay attention to those features that support and accompany the learning interactions of a group of adolescents with attention deficit disorder and hyperactivity disorder (ADHD) as part of an intervention approach which is essentially cognitive. This contribution is part of a study in progress with a threefold purpose, namely: first, to describe and assess the factors that tend to favor the development of processes, skills and behaviors that are latent in the portfolio individually, but whose outward manifestation is usually insufficient or deficient and in inadequate family contexts, educational and socia l; secondly, it is intended to test whether the change in the quality of some skills affect cognitive processes that unde rlie the social- emotional competence of people, and thirdly, to outline a proposal for an educational complex that promotes the development of all stakeholders in a learning interaction with adolescents with ADHD. We present here some of the main findings so far.
Revista:
EDUCACION XXI: REVISTA DE LA FACULTAD DE EDUCACION
ISSN:
1139-613X
Año:
2013
Vol.:
16
N°:
2
Págs.:
209-230
Revista:
REVISTA ESPAÑOLA DE PEDAGOGIA
ISSN:
0034-9461
Año:
2012
Vol.:
253
Págs.:
417-439
A la escuela se le pide que lleve a cabo una educación para la convivencia y la ciudadanía. De este objetivo general se desprenden algunos objetivos específicos: transmitir unos contenidos, promover ciertos valores y actitudes, y desarrollar determinadas
Revista:
ESE. ESTUDIOS SOBRE EDUCACION
ISSN:
1578-7001
Año:
2011
Vol.:
20
Págs.:
9-19
Revista:
INTERNATIONAL JOURNAL ABOUT PARENTS IN EDUCATION
ISSN:
1973-3518
Año:
2011
Vol.:
5
N°:
2
Págs.:
134-143
Revista:
ESE. ESTUDIOS SOBRE EDUCACION
ISSN:
1578-7001
Año:
2010
Vol.:
2010
N°:
18
Págs.:
139 - 163
Junto al aumento de la utilización de preservativos, asistimos también al aumento de la transmisión de infecciones de transmisión sexual, al adelanto en la edad de inicio de relaciones sexuales y al aumento de embarazos en adolescentes. En este sentido cobra especial importancia la educación sexual recibida en el último tramo de la educación obligatoria. Es importante, desde el punto de vista de la Salud Pública, desarrollar contenidos que permitan al alumno adquirir habilidades sociales que le ayuden a tomar decisiones más libres e informadas encaminadas a retrasar el inicio de las relaciones sexuales. En este trabajo se presentan los resultados de la evaluación comparativa sobre los contenidos de los libros escolares del área de Biología de 3º de la ESO en su capítulo sobre sexualidad y reproducción humana con un texto escolar alternativo. Se evalúa si posibilitan la consecución de los objetivos educativos señalados en el currículo y si promocionan estilos de vida saludables que lleguen a prevenir conductas de riesgo.
Otros (PIUNA, fundaciones, contratos…)
Título:
Proyecto AME: Artes, Museos y Educación. Factores clave de la experiencia significativa con la obra de arte en la población infantil y juvenil que visita los museos o centros de arte.
Financiador:
UNIVERSIDAD DE NAVARRA
Convocatoria:
2020 Convocatoria PIUNA
Fecha de inicio:
01/09/2020
Fecha fin:
31/08/2022
Importe concedido:
7.550,00€
Título:
La transición a la vida adulta de jóvenes de la comunidad gitana en Navarra. Perfil de competencias y propuestas de mejora
Código de expediente:
2016-03
Investigador principal:
Araceli Arellano Torres
Financiador:
UNIVERSIDAD DE NAVARRA
Convocatoria:
2016 PIUNA
Fecha de inicio:
01/09/2016
Fecha fin:
31/08/2019
Importe concedido:
20.800,00€