Nuestros investigadores

María Carmen González Torres

Publicaciones científicas más recientes (desde 2010)

Autores: de la Fuente, Jesús, (Autor de correspondencia); González Torres, María Carmen; Aznárez-Sanado, Maite; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 10  Nº 1919  2019  págs. 1-14
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, Jesús, (Autor de correspondencia); González Torres, María Carmen; Aznárez-Sanado, Maite; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 10  Nº 1919  2019  págs. 1-14
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, Jesús; Martínez-Vicente, J. M.; Peralta-Sánchez, F. J.; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 9  Nº 1932  2018  págs. 1-14
Autores: Artuch Garde, R. ; González Torres, María Carmen; de la Fuente, J. ; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 8  2017 
The ability to self-regulate behavior is one of the most important protective factors in relation with resilience and should be fostered especially in at-risk youth. Previous research has characterized these students as having behaviors indicating lack of foresight. The aim of the present study was to test the hypothetical relationship between these personal variables. It was hypothesized that self-regulation would be associated with and would be a good predictor of resilience, and that low-medium-high levels of self-regulation would lead to similar levels of resilience. The participants were 365 students-aged 15 and 21- from Navarre (Spain) who were enrolled in Initial Vocational Qualification Programs (IVQP). For the assessment, the Connor Davidson Resilience Scale (CD-RISC) and the Short Self-Regulation Questionnaire (SSRQ) were applied. We carried out linear association analyses (correlational and structural) and non-linear interdependence analyses (MANOVA) between the two constructs. Relationships between them were significant and positive. Learning from mistakes (self-regulation) was a significant predictor of coping and confidence, tenacity and adaptation, and tolerance to negative situations (resilience). Likewise, low-medium-high levels of self-regulation correlated with scores on resilience factors. Implications of these results for educational practice and for future research are discussed.
Autores: de la Fuente, J.; Fernandez-Cabezas, M. ; Cambil, M. ; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 8  2017 
The aim of the present research was to analyze the linear relationship between resilience (meta-motivational variable), learning approaches (meta-cognitive variables), strategies for coping with academic stress (meta-emotional variable) and academic achievement, necessary in the context of university academic stress. A total of 656 students from a southern university in Spain completed different questionnaires: a resiliency scale, a coping strategies scale, and a study process questionnaire. Correlations and structural modeling were used for data analyses. There was a positive and significant linear association showing a relationship of association and prediction of resilience to the deep learning approach, and problem-centered coping strategies. In a complementary way, these variables positively and significantly predicted the academic achievement of university students. These results enabled a linear relationship of association and consistent and differential prediction to be established among the variables studied. Implications for future research are set out.
Autores: Bernal, A; González Torres, María Carmen; Naval, C.;
Revista: PARTICIPACION EDUCATIVA
ISSN 1886-5097  Vol. 4  Nº 6  2015  págs. 35-46
Somos testigos de un interés creciente por la formación personal y moral de los niños y adolescentes que ha llevado a que cada vez sea más común oír hablar de algunas tendencias educativas en las que se concreta cómo llevar a la práctica la educación de la dimensión moral de los más jóvenes. Entre estos enfoques sobresale el denominado de la Educación del carácter (EC) En este artículo en un primer paso se describe brevemente la historia reciente del declive y revitalización de la EC en el siglo XX; en un segundo apartado se relaciona este movimiento con otros contemporáneos como el Social Emotional Learning o el Positive Youth Development y el impacto que ha tenido en su expansión la Psicología Positiva; en la tercera parte se introduce la opinión de algunos expertos internacionales entrevistados, y para finalizar se presenta una breve información de los principales centros de investigación y desarrollo de la EC en la actualidad en el mundo. El estudio que se presenta en este artículo se contextualiza en el ámbito anglosajón, especialmente en EEUU, país clave del movimiento actual de la EC.
Autores: Naval, C.; González Torres, María Carmen; Bernal, A;
Revista: PEDAGOGIA E VITA
ISSN 0031-3777  Vol. 73  2015  págs. 155-184
We are witnessing growing interest in the personal and moral training of children and teenagers which has led to ever more common commentaries on educational tendencies which deal with the practice of education in the moral dimension of the younger members of society. Outstanding amongst these approaches is what has been called Character Education (Ce). The first step in this article is to briefly describe the recent history of the decline and revival of Ce in the 20th century. In the second section, this movement will be compared with other contemporary ones such as Social Emotional Learning or Positive Youth Development and the impact that Positive Psychology has had on its spread. The third part offers the opinion of some international experts who have been interviewed. To finish, we give a short list of some main researcher and development centers. The study presented in this article is set in an Anglo-Saxon context, particularly in the United States, key country for the present-day Character Education movement.
Autores: Lucía Zapata; Jesús de la Fuente; José Manuel Martínez-Vicente; et al.
Revista: INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN 0214-9877  Vol. 1  Nº 4  2014  págs. 175-186
Autores: Sobrino, Ángel María; González Torres, María Carmen;
Revista: CONTEXTOS EDUCATIVOS
ISSN 1575-023X  Nº 17  2014  págs. 45-62
En este artículo se recogen los resultados encontrados al aplicar un cuestionario y una entrevista a profesores universitarios con objeto de conocer algunas de sus creencias pedagógicas pues condicionan su modo de llevar a cabo la enseñanza. La experiencia avala que el Espacio Europeo de Educación Superior (EEES) exige nuevas prácticas docentes, basadas en una enseñanza más centrada en el alumno y su aprendizaje. No obstante este enfoque será más fácil de integrar si los profesores comparten sus principios. Los resultados corroboran esta hipótesis, pues, en general, los docentes apoyan tales premisas aunque todavía perviven ciertas ideas que dificultan su plena puesta en escena, como su control sobre el temario de la asignatura o llevar las riendas del control de la clase.
Autores: González Torres, María Carmen; Artuch, Raquel;
Revista: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN 1696-2095  Vol. 12  Nº 3  2014  págs. 621-648
Autores: Zapata, L.; de la Fuente, Jesús; Martínez Vicente, J.M.; et al.
Revista: INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN 0214-9877  Vol. 1  Nº 4  2014  págs. 175-186
ional context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping
Autores: Jesús de la Fuente; José Manuel Martínez-Vicente; González Torres, María Carmen; et al.
Revista: INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN 0214-9877  Vol. 1  Nº 5  2014  págs. 23-28
Autores: Sobrino, Ángel María; González Torres, María Carmen;
Revista: REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO
ISSN 1575-0965  Vol. 16  Nº 1  2013  págs. 5-14
Autores: Iriarte, María Concepción; González Torres, María Carmen; López de Dicastillo, N.; et al.
Revista: Revista de Ciencias de la Educacion
ISSN 0210-9581  Nº 222  2010  págs. 217 - 240
Autores: de la Fuente, Jesús; Jorge; González Torres, María Carmen;
Libro:  Early Childhood Education : Teachers Perspective, Effective Programs and Impacts on Cognitive Devlopment
2015  págs. 13-34
Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students¿ level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at Complimentary Contributor Copy 14 Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and meta-skills during this stage of education.
Autores: de la Fuente, J.; Amate, J.; González Torres, María Carmen;
Libro:  Early Childhood Education: Teachers¿Perspectives, Effective programs and Impact in Cognitive development .
2015  págs. 13-36
Assessment of cognitive skills and metacognitive self-regulated learning strategies is important in order to discover students' level of cognitive processing, and be able to intervene through the teaching process to mitigate any existing problems. The objective of this study was to assess the use of metacognitive, cognitive and motor strategies on a given task. A total of 68 five-year-old pupils enrolled in Early Childhood Education participated in the study. The assessment was carried out with an ad-hoc instrument based on the think-aloud technique, and having adequate reliability and validity values. Descriptive, associative and inferential analyses were performed. The results showed greater use of cognitive and motor strategies than of metacognitive strategies. A significant association was also found between the use of strategies at each moment of the task and final performance. Implications are discussed for the teaching of cognitive skills and meta-skills during this stage of education.
Autores: De la Fuente, J.; Zapata, L.; González Torres, María Carmen; et al.
Libro:  Handbook on Bullying: Prevalence, Psychological Impacts and Intervention Strategies
2014  págs. 91-108
Autores: de la Fuente, Jesús; Lucía; Mariano; et al.
Libro:  Handbook on Bullying: prevalence psychological impacts and intervention strategies
2014  págs. 91-107
Introduction. Bullying is one of today¿s biggest problems in Public Health. It occurs very frequently, especially in adolescence, and action is needed to lessen its causes and alleviate its consequences. Research has shown that behavior problems usually interact with other risk and protection factors, as well as with factors of etiological development. The objective of this investigation was to establish a hypothetical relationship between personal self-regulation, resilience, coping strategies and engagement-burnout, which would serve as a foundation for new lines of intervention at university. Method. A total of 253 university students participated in this research. Assessment questionnaires for personal self-regulation, coping strategies, resilience and positive-negative emotionality were completed on an anonymous, voluntary basis during class time, at different points during the 2012-2013 academic year. Correlation analyses and structural analysis were performed, using an ex post-facto design. Complimentary Contributor Copy 92 Jesús de la Fuente, Lucía Zapata, M. Mariano Vera et al. Results. Results showed significant association relationships between self-regulation and resilience, between resilience and type of coping strategies used to cope with stress, and between resilience and burnout-engagement. Discussion and conclusions. Greater personal self-regulation is significantly associated and interdependent with a greater level of resilient behavior, and resilient behavior in turn is similarly related to more problem-focused coping strategies, and more engagement behavior in dealing with stressful situations. The results suggest a line of research for skill-training programs as a means to deal with bullying. This evidence should be applied to intervention programs, both for training in personal self-regulation, and for implementing resilient behaviors and coping strategies with engagement behavior for managing this type of stressful situation. Future investigations should explore this line of work, which has not been fully considered to date.
Autores: Ezponda, J.M.; González Torres, María Carmen;
Libro:  Educar para la comunicación y la cooperación social
2010  págs. 247-261
Autores: Torrano, F.; González Torres, María Carmen;
Libro:  International Handbook on applying self-regulated learning in differents settings
2010  págs. 27-50