Nuestros investigadores

Jesús de la Fuente Arias

Departamento
Teoría y Métodos de Investigación Educativa y Psicológica
Facultad de Educación y Psicología. Universidad de Navarra
Líneas de investigación
Autorregulación en el aprendizaje, Procesos de enseñanza y aprendizaje, Procesos motivacionales-afectivos y salud, Psicología e I+D+i
Índice H
20, (Google Scholar, 26/09/2018)

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; Kauffman, D. F; Diaz-Orueta, U.;
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 10  Nº 2232  2019  págs. 1-1
Autores: de la Fuente, Jesús, (Autor de correspondencia); Jorge;
Revista: ANALES DE PSICOLOGIA
ISSN 0212-9728  Vol. 35  Nº 3  2019  págs. 472 - 482
Autores: de la Fuente, Jesús, (Autor de correspondencia); Jose Manuel; Francisco Javier; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 10  2019 
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, Jesús, (Autor de correspondencia); Inmaculada Cubero; Javier; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 10  Nº 127  2019  págs. 1-11
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, Jesús, (Autor de correspondencia); Garcia-Torrecillas, J. M.; Solinas, G.; et al.
Revista: FRONTIERS IN NEUROLOGY
ISSN 1664-2295  Vol. 10  2019  págs. 498
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, 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; Israel, (Autor de correspondencia); Clemente; et al.
Revista: INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH
ISSN 1661-7827  Vol. 15  2018  págs. E2230
Autores: Angélica; de la Fuente, Jesús; Jorge; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 9  Nº 536  2018  págs. 1-12
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, Jesús; Jorge; Paul;
Revista: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN 1696-2095  Vol. 16  Nº 2  2018  págs. 345-365
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, Jesús, (Autor de correspondencia); Doug; Unai; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 9  2018  págs. 1188
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: Juan José, (Autor de correspondencia); Catalina; Eduardo; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 9  2018  págs. 1492
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: Mari Carmen, (Autor de correspondencia); Paco; Angelica; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 9  Nº 1370  2018  págs. 1-14
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, 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: de la Fuente, Jesús; Lopez-García, M.; Vera-garcia, Manuel Mariano; et al.
Revista: ESTUDIOS SOBRE EDUCACIÓN (ESE)
Vol. 32  2017  págs. 9-26
Autores: de la Fuente, Jesús; Inmaculada; Mari Carmen; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 8  Nº 1800  2017  págs. 1-14
The competency for interacting with alcohol is a highly useful Educational Psychology model for preventing and for understanding the different behavioral levels of this interaction. Knowledge of facts, concepts and principles about alcohol use, self-regulated behavior, and attitudes toward alcohol are predictive of adequate interaction with alcohol. The objective of this study was to empirically evaluate this postulated relationship. A total of 328 Spanish adolescents participated, between the ages of 12 and 17. All were enrolled in 1st¿4th year of compulsory secondary education, in the context of the ALADO Program for prevention of alcohol intake in adolescents. An ex post facto design was used, with inferential analyses and SEM analyses. Results show an interdependence relationship, with significant structural prediction between the behavioral levels defined and the level of alcohol intake, with principles, self-regulating control and attitudes carrying more weight. Analyses are presented, as are implications for psychoeducational intervention using preventive programs based on this competency model.
Autores: Artuch-garde, Raquel; Gonzalez-torres, Mari Carmen; de la Fuente, Jesús; et al.
Revista: FRONTIERS IN PSYCHOLOGY
Vol. 8  Nº 612  2017  págs. 1-11
Autores: de la Fuente, Jesús; Sander, P.; Martinez Vicente, J.M.; et al.
Revista: FRONTIERS IN PSYCHOLOGY
Vol. 8  Nº 232  2017  págs. 1-19
Autores: Garzón-Umerenkova, A.; de la Fuente, Jesús; Martinez Vicente, J.M; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 8  Nº 276  2017  págs. 1-11
Autores: de la Fuente, Jesús;
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 8  Nº 1675  2017  págs. 1-14
The Theory of Self- vs. Externally-Regulated LearningTM has integrated the variables of SRL theory, the DEDEPRO model, and the 3P model. This new Theory has proposed: (a) in general, the importance of the cyclical model of individual self-regulation (SR) and of external regulation stemming from the context (ER), as two different and complementary variables, both in combination and in interaction; (b) specifically, in the teaching-learning context, the relevance of different types of combinations between levels of self-regulation (SR) and of external regulation (ER) in the prediction of self-regulated learning (SRL), and of cognitive-emotional achievement. This review analyzes the assumptions, conceptual elements, empirical evidence, benefits and limitations of SRL vs. ERL Theory. Finally, professional fields of application and future lines of research are suggested.
Autores: de la Fuente, Jesús; Martínez Vicente, J.M.; Salmerón, J.L.; et al.
Revista: ANALES DE PSICOLOGÍA
Vol. 32  Nº 2  2016  págs. 457-465
El Estilo Acción-Emoción (EAE) es un constructo psicológico de tipo motivacional-afectivo referido a la motivación de logro, basado en el Patrón de Conducta tipo A (PCTA), característico de los alumnos, en interacción con situaciones de estrés. La combinación de la competitividad y la sobrecarga laboral, con las emociones de la impaciencia y hostilidad, conduce a una clasificación en cinco categorías de estilo de acciónemoción (Tipo B, tipo Impaciente-hostil, Tipo Medio, Tipo CompetitivoSobrecarga Laboral y Tipo A). El objetivo de la presente investigación fue establecer la relación entre las características del EAE con los enfoques de aprendizaje (enfoque profundo y enfoque superficial) y las estrategias de afrontamiento (centradas en la emoción y centradas en el problema). La muestra estuvo compuesta por 225 estudiantes del Programa de Licenciatura en Psicología. Se realizaron análisis de correlaciones bivariados de Pearson y análisis multivariados. Los resultados mostraron una asociación positiva y significativa de las características de la competitividad-sobrecarga con el enfoque profundo y las estrategias centradas en el problema, así como de la impaciencia-hostilidad con el enfoque superficial y las estrategias centradas en la emoción. El nivel de estilo de acción-emoción tuvo un efecto principal significativo. Los resultados obtenidos verifican las hipótesis planteadas referidas a la relación entre el estilo de acción-emoción, los enfoques de aprendizaje y las estrategias de afrontamiento.
Autores: de la Fuente, Jesús; Zapata, L.; Jose Manuel; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 6  Nº 339  2015  págs. 1-25
The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of 1101 university students participated in the study. The design was cross-sectional and retrospective with attributional (or selection) variables, using correlations and structural analysis. The results provide consistent and significant empirical evidence for the relationships hypothesized, incorporating variables that are part of and influence the teaching¿learning process in Higher Education. Findings confirm the importance of interactive relationships within the teaching¿learning process, where personal selfregulation is assumed to take place in connection with regulatory teaching. Variables that are involved in the relationships validated here reinforce the idea that both personal factors and teaching and learning factors should be taken into consideration when dealing with a formal teaching¿learning context at university.
Autores: Pichardo, M. C.; Justicia, F.; de la Fuente, Jesús; et al.
Revista: THE SPANISH JOURNAL OF PSYCHOLOGY
ISSN 1138-7416  Vol. 17  Nº E62  2014  págs. 1-8
The Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory. In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis. The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to self-regulated learning (r = .40, p < .01) and students¿ grades (r = .15, p < .01). Differences from other studies done in North America are discussed, as well as similarities to a study from North-West University (in South Africa).
Autores: de la Fuente, Jesús; Zapata, L.; Sander, P.; et al.
Revista: INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN 0214-9877  Vol. 1  Nº 4  2014  págs. 197-208
Autores: de la Fuente, Jesús; Justicia, F.; Sander, P.; et al.
Revista: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN 1696-2095  Vol. 12  Nº 3  2014  págs. 597-620
Introduction. The 3P and DEDEPRO Models predict interactive relationships among presage, process, and product variables through teaching and learning of self-regulation. The DEDEPRO Model has established different possibilities for interaction between student characteristics of self-regulation and external characteristics of regulatory teaching. The aim of this investigation is empirical validate the model of four interaction types. Method. The sample included 765 undergraduate students from two universities in the south of Spain. Using an ex post-facto design, the date collection was obtained from three validated instruments: Self-regulation scale (SRQ), the Scales for Assessment of the Teaching-Learning Process (ATLP-S) and the Academic Behaviour Confidence (ABC) scales at two different points in time. Academic performance was evaluated through the final grade for each subject area. Multivariate Analyses were used and from Structural Equation Modelling was used to explore possible causal relationships. Results. Results offer evidence for a consistent, four-fold interaction typology and empirical causal model, thus giving significant confirmation of the proposed rational model. As predicted, the most significant of these interactions was the student¿s self-regulation with regulatory instruction. Conclusion. The best type of interaction is high personal self-regulation with a highly regulated teaching-learning process, yielding high performance and academic confidence. Keywords: DEDEPRO Model, Personal Self-Regulation, Regulatory teaching, Self-Regulated Learning, Achievement, Academic Confidence.
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: de la Fuente, Jesús; Zapata Sevillano, L.; Peralta Sánchez, F.J.; et al.
Revista: INFAD. PSICOLOGIA DE LA INFANCIA Y LA ADOLESCENCIA
ISSN 0214-9877  Vol. 1  Nº 4  2014  págs. 187-196
Autores: de la Fuente, Jesús; López-García, M.; Zapata Sevillano, L.; et al.
Revista: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN 1696-2095  Vol. 12  Nº 3  2014  págs. 717-746
Autores: de la Fuente, Jesús; Paul; David;
Revista: REVISTA DE PSICODIDACTICA
ISSN 1136-1034  Vol. 18   Nº 2  2013  págs. 375-393
The aims of this research were: (1) Interdependence between academic confidence with approach to learning and achievement, by gender; (2) Model the relationship between the confidence academic, approach to learning and academic outcome. Data from 2429 psychology undergraduate students from three universities (two in Spain and one in the UK) was analysed using parametric tests of difference and structural equation modelling. Working with the ABC scale, the revised study process questionnaire two factor (R-SPQ-2) scale and academic performance measured by grade point average (GPA). The results showed that male students had higher levels of verbalising confidence. The female students showed higher confidence in studying and attendance and a lower surface approach to learning. Higher confidence was associated with a deep approach to learning but not directly with GPA scores. The implications are discussed.
Autores: de la Fuente, Jesús; Berbén, Ana B. G.; ZAPATA-SEVILLANO, LUCÍA;
Revista: INFANCIA Y APRENDIZAJE
ISSN 1578-4126  Vol. 36  Nº 3  2013  págs. 375-385
The 3P and DEDEPRO Models predict interactive relationships among presage, process, and product variables in teaching and learning. This study examines the effects of a teacher training programme in regulatory teaching-learning strategies on students¿ perception of the two processes. The sample included 737 undergraduate students and 12 teachers from two universities in southern Spain. Using a quasi-experimental design, data was collected using three validated instruments: The Scales for Assessment of the Teaching-Learning Process, student version (ATLP-S), the Scales for Interactive Assessment of the Teaching-Learning Process (IATLP) and the Experiences of Teaching and Learning questionnaire (ETLQ). MANOVAs and structural equation analysis were applied. As predicted, results offer evidence for a consistent effect of the training, in interaction with the level of regulation in teaching, on university students¿ perception of regulatoryteaching, of self-regulated learning and on their level of satisfaction. Implications for the trainingof university teachers are discussed.
Autores: de la Fuente, Jesús; Javier; Loli; et al.
Revista: PSICOTHEMA
ISSN 0214-9915  Vol. 24  Nº 2  2012  págs. 330-336
The aim of this study was to analyze the exploratory and confi rmatory structure, as well as other psychometric properties, of the Cuestionario de Problemas de Convivencia Escolar (CPCE; in Spanish, the Questionnaire on School Maladjustment Problems [QSMP]), using a sample of Spanish adolescents. The instrument was administered to 60 secondary education teachers (53.4% females and 46.6% males) between the ages of 28 and 54 years (M= 41.2, SD= 11.5), who evaluated a total of 857 adolescent students. The fi rst-order exploratory factor analysis identifi ed 7 factors, explaining a total variance of 62%. A second-order factor analysis yielded three dimensions that explain 84% of the variance. A confi rmatory factor analysis was subsequently performed in order to reduce the number of factors obtained in the exploratory analysis as well as the number of items. Lastly, we present the results of reliability, internal consistency, and validity indices. These results and their implications for future research and for the practice of educational guidance and intervention are discussed in the conclusions.
Autores: de la Fuente, Jesús; Cardelle-Elawar, M.; Peralta Sánchez, F.J.; et al.
Revista: FRONTIERS IN PSYCHOLOGY
ISSN 1664-1078  Vol. 2  Nº 28  2011  págs. 1-10
Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching¿learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience. Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student¿s grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable. Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students¿ perceptions of the TLP. These factors included: Student¿s grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP. Discussion and Conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS.
Autores: Sander, P.; de la Fuente, Jesús; Keith; et al.
Revista: PSYCHOLOGY LEARNING & TEACHING
ISSN 1475-7257  Vol. 10  Nº 1  2011  págs. 11-24
Research has shown that UK university students¿ confidence in engaging with their academic studies can be usefully measured using the Academic Behavioural Confidence (ABC) scale. The scale is best considered as a 17-item scale measuring confidence towards grades, studying, verbalising and attendance. A substantial collaborative study with research partners in Spain created the need for the ABC scale to be translated into Castellan Spanish, providing an opportunity to carry out a cross-cultural validation of the scale. A total of 2,056 Spanish psychology students from the universities of Almería and Granada in south-eastern Spain completed an appropriately translated version of the ABC scale. Exploratory and confirmatory factor analysis showed that the four-subscale structure derived from equivalent UK students was still the best description of the data, although the fit of the four-factor model to the Spanish data was not quite as good as it had been with an equivalent UK sample. Possible explanations for the poorer fit are discussed. A further opportunity arose to validate the Spanish version of the ABC scale against the Revised Two-Factor Study Process Questionnaire. The findings showed that the ABC subscales of Grades, Studying and Verbalising significantly correlated with a deep approach to learning, as predicted, although it is noted that the correlation coefficients, whilst significant (p < .01), were again not as high as seen with the UK student data. It is nevertheless argued that the ABC scale in both its Spanish and English versions is a useful way of understanding students¿ orientation to their university study, and can be used in research, as a diagnostic tool or to aid tutors in creating more effective learning opportunities for their students.
Autores: Fuente-Arias, Jesus De La; de la Fuente, Jesús; Sander, P.; et al.
Revista: ELECTRONIC JOURNAL OF RESEARCH IN EDUCATIONAL PSYCHOLOGY
ISSN 1696-2095  Vol. 8  Nº 2  2010  págs. 815-840
Autores: de la Fuente, Jesús; Lozano Díaz, A.;
Revista: PSICOTHEMA
ISSN 0214-9915  Vol. 22  Nº 2  2010  págs. 278-283
Autores: de la Fuente, Jesús; Vera Martínez, M.M;
Revista: PAPELES DEL PSICOLOGO
ISSN 0214-7823  Vol. 31  Nº 2  2010  págs. 162-170
Current academic and professional reality in Psychology has brought the pursuit of undergraduate and graduate qualifications to an important crossroads. The objective of this study is to explain the need to adopt an integrated approach, both academic and professional, in order to construct a single scientific/technological model that underpins work in psychology in today¿s knowledge-based society. First, through a consideration of the academic and professional changes affecting the field of psychology, we identify the current parameters of Educational Psychology, giving special emphasis to scientific/technological factors. Next, we review the different professional areas of Educational Psychology, and propose R&D&I activity as an element that should represent a common theme running throughout Educational and School Psychology for the 21st century. Finally, we offer examples of the components of this new area of work in Educational Psychology, which link it with the classical fields of the discipline. We conclude by pointing out the need to analyze today¿s reality, in its scientific-technological, academic and professional aspects, with a view to making R&D&I an integral part of Psychology in general and of Educational Psychology in particular. To this end, we postulate a Strategic Action Programme to meet the challenges facing Psychology as a science and as a profession
Autores: de la Fuente, Jesús; Martínez Vicente, J.M.; Peralta Sánchez, F.J.; et al.
Revista: PSICOTHEMA
ISSN 0214-9915  Vol. 22  Nº 4  2010  págs. 806-812
Autores: de la Fuente, Jesús;
Revista: AULA DE INNOVACION EDUCATIVA
ISSN 1131-995X  Nº 192  2010  págs. 11-14
Autores: de la Fuente, Jesús; Franco Justo, C.; Mañas Mañas, I.;
Revista: ESE. ESTUDIOS SOBRE EDUCACION
ISSN 1578-7001  Vol. 19  2010  págs. 31-52
Esta investigación evaluó si un programa de mindfulness (conciencia plena) producía una reducción en el cansancio emocional y burnout, y mejora en el engagement académico, en estudiantes universitarios. Se utilizó un diseño experimental, con medidas pretest, postest y seguimiento. Los análisis estadísticos mostraron diferencias significativas, a favor del grupo experimental, en todas las variables, observándose una reducción significativa del cansancio emocional y el burnout, e incremento del engagement académico. Las medidas de seguimiento mostraron que estos resultados se mantuvieron a los seis meses. Se discute la importancia y la utilidad de las técnicas de mindfulness en el sistema educativo universitario.
Autores: de la Fuente, Jesús; Sander, P.; Cardelle-Ellawar, M.; et al.
Libro:  Teaching and Learning: Principles, Approaches and Impact Asessment
2016  págs. 131-150
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, Jesús; Amate, J.; Gonzalez-Torres, M.C.;
Libro:  Early Childhood Education: teachers¿s perspectives, efective programs and impact in cognitive development
2015  págs. 13-36
Autores: de la Fuente, Jesús; Mireia; Lucia; et al.
Libro:   Progress in Education.
Vol. 33  2015  págs. 63-76
The intent of this chapter is to demonstrate current possibilities of online assessment and intervention systems for addressing the problems of university students in coping with maladjusted achievement emotions (stress, anxiety, burnout, etc.). Through an online tool, the Educational Psychologist can provide an individualized online selfassessment system for each student. The system responds in real time with behavioral strategies for self-help and improvement. In our experience, this online self-help system has proved to be useful and effective in detecting and offering a first response to mental health problems associated with academic stress at university, and it can be extrapolated to other fields and uses by other mental health professionals.
Autores: de la Fuente, Jesús; Juanma; Rodriguez Vargas, S.;
Libro:  Coping Strategies and Health
2015  págs. 27-41
The university academic context can be a variable that induces stress and mental health problems. Several motivational-affective variables, ¿ Corresponding author: Jesús de la Fuente, Ph D., Department of Psychology, Developmental and Educational Psychology Area, Faculty of Psychology, University of Almería, Carretera de Sacramento s/n, 04120 La Cañada de San Urbano, Almería, Spain. E-mail: jfuente@ual. es, tel: +34 950015354. Complimentary Contributor Copy 28 J. de la Fuente, J. Manuel García Torrecillas and S. Rodríguez Vargas such as coping strategies, can help buffer this problem. The present research objective was to establish the relationship between coping strategies, test anxiety, and academic burnout-engagement. A total of 200 university students participated (148 women and 52 men), from the second and fourth years of a Psychology degree program. The mean age of participants was 21.06 years (SD = 3.10). An ex post-facto correlational and inferential design was used, with several Pearson bivariate correlations and MANOVAs carried out among the different variables. Coping strategies, focused on emotions vs. on the problem, showed consistent associations (positive and negative, respectively) with test anxiety, burnout and engagement. Levels (high, medium, low) of use of emotion- vs. problem-focused coping strategies were interdependent with levels of test anxiety and burnout, but not with engagement. This information can help in the development of future interventions to improve coping strategies in our students, within the university setting
Autores: de la Fuente, Jesús; Lucia; Jose Manuel;
Libro:  Academic Performance: Student Expectations, Environmental Factors and Impacts on Health
2015  págs. 77-89
Introduction: In this chapter, we want to examine certain variables typical of clinical perspectives, but applying them within the sphere of educational psychology to the teaching-learning process. Personal self-regulation is a construct which is defined as a person¿s ability to plan, monitor and direct his or her behavior in changing situations. Coping strategies can be defined as behavioral and cognitive efforts that are carried out in order to deal with stress, so as to resolve both external and internal stress-generating demands. Context of stress refers to different situations that contextualize the teachinglearning process: university students and professional exam candidates. The objective of the present research is to establish how personal self-regulation and different contexts of stress produce differences in the coping strategies used by students, whether university students or guaduates who are preparing for competitive exams. Method: A total of 243 students from the University of Almeria (Spain) or who were preparing for competitive exams participated in the study. The measures used were: (1) Personal self-regulation, through the Short Self-Regulation Questionnaire SSRQ in its Spanish version; (2) Coping strategies, through the Coping Strategies Spanish Scales, in Complimentary Contributor Copy 78 Jesús de la Fuente, Lucía Zapata Sevillano and José Manuel Martínez-Vicente their original version. The analyses made were association analysis, though Pearson bivariate correlations, cluster analysis, and MANOVAs with an ex post-facto design. Results: The context of stress has an effect on coping strategies, but it depends on the student¿s level of self-regulation. In this study, the university students use more problemfocused strategies (positive reappraisal and firmness) and the competitive exam candidates use more emotion-focused strategies (reduction of anxiety and avoidance and emotional venting and isolation). Conclusion: Evidence is offered to defend that the competitive exam situation produces strong emotional reactions that must be dealt with effectively in order to enable one to study more successfully. With this result we can focus intervention strategies on different kinds of students, whether university students or professional exam candidates.
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: Paul; David; de la Fuente, Jesús;
Libro:  Theory and Method in Higher Education Research
Vol. 9  2013  págs. 219-241
This chapter argues that there are many, just many many variables which contribute to academic performance as measured in degree outcome, and, as such, simple bivariate analysis is inappropriate. We use structural equation modelling, and explore the contribution of academic behavioural confidence, to make the point that it does contribute to academic performance, but to a lesser extent than self-efficacy theory argues. We suggest that this is because degree outcome is made up of many efficacy variables, which we argue are better captured overall in academic behavioural confidence.
Autores: de la Fuente, Jesús; María; José Manuel; et al.
Libro:   Handbook of Academic Performance : predictors, learning strategies and influences of gender
2013  págs. 205-217
Introduction: Coping Strategies and Resilience have emerged as two variables that determine behavior when facing stress in academic situations. Current research examines their role among other motivational-affective variables of a cognitive type. The objective of this study was to establish how the gender of university students relates to strategies for coping with stress and to resilience. An interdependence relationship was hypothesized between students¿ gender and the type of coping strategies used, and between gender and resilience behavior. Method: The participants were 243 students from the Psychology degree program at the University of Almería (Spain). An ex post-facto design was used. The assessment instruments were: (1) for Coping Strategies, the Escalas de Estrategias de Coping, a Spanish version of the Coping with Stress Questionnaire by Lazarus and Folman (Chorot & Sandín, 1987, Sandín & Chorot, 2003), assessing coping strategies that either focus on the problem or focus on emotion, when managing academic stress; (2) for Resilience, the CD-RISC inventory, Spanish version (Connor & Davidon, 2003). The latter is a likerttype scale made up of 25 items and five factors: (1) personal competence, high standards and tenacity, (2) tolerance of negative affect and strengthening effects of stress, (3) positive acceptance of change, and secure relationships, (4) control and (5) spiritual influences. Cluster analyses, correlation and ANOVAs were performed. Results: Significant differences appeared in the variables assessed as a function of gender. Female university students scored higher on total coping strategies, and on The license for this PDF is unlimited except that no part of this digital document may be reproduced, stored in a retrieval system or transmitted commercially in any form or by any means. The publisher has taken reasonable care in the preparation of this digital document, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained herein. This digital document is sold with the clear understanding that the publisher is not engaged in rendering legal, medical or any other professional services. 206 J. de la Fuente, M. Cardelle-Elawar, J. M. Martínez-Vicente et al. coping strategies focused on emotion and on the problem. As for resilience, male students had higher scores in withstanding stress, while female students scored higher on the spirituality factor. Discussion: The results provide evidence of the importance of coping strategies and resilience in the life of the university student, according to students¿ gender. Furthermore, they concur with other prior evidence. An important line of research is thus marked out for the study of motivational and affective variables involved in how university students learn.
Autores: de la Fuente, Jesús; MARIA; Paul; et al.
Libro:   Student Learning: Improving Practice
2013  págs. 139-149
Introduction. The Action-Emotion Style (AES) is the combination of competitiveness and overwork characteristics, with emotions of impatience and hostility, based in the construct Type-A Behavior Pattern. Test Anxiety is an emotional reaction involved in adaptive or maladaptive processes when facing adverse or dangerous events. Resilience has been defined as a person or group¿s capacity to continue moving forward toward the future, despite destabilizing events, difficult life conditions and sometimes serious traumas. The objective of the present research is to establish the relationship between characteristics of action-emotion style with test anxiety and the resilience constructs. Method. The sample was composed of 121 students of the Psychology Degree Program at the University of Almería. The measures used were: (1) The Jenkins Activity Survey for students-Form H (JASE-H), Spanish version, designed to measure AES. (2) Test Anxiety Inventory (TAI-80), Spanish version. This questionnaire is a reduced, validated adaptation of the State Trait Anxiety Inventory (STAI). (3) Resilience, the Connor-Davison Resilience Inventory, Spanish version was used. Pearson correlation analyses, ANOVAs and MANOVAs were used to analyse data. Results. Results showed: (1) Significant positive association between both competitive-hardworking and impatience-hostility, and test anxiety; (2) significant positive association between competitive-hardworking characteristics and resilience, and a negative association between impatience-hostility and resilience. The level of actionemotion style had a significant main effect. Conclusion. Evidence is offered to defend the value of the construct AES for detecting possible learning difficulties stemming from students¿ experience of Complimentary Contributor Copy 140 Jesús de la Fuente, María Cardelle-Elawar, Paul Sander et al. achievement motivation and of certain negative feelings while learning at university, especially in stressful situations.
Autores: de la Fuente, Jesús; Paul;
Libro:  Learning Strategies, Expectations and Challenges
2012  págs. 93-107
Introduction. Academic Confidence and Gender have emerged as variables that determine cognitive behavior while learning. At present, research examines their role as types of motivational-affective variables. The objective of this study was to establish dependence relationships of academic confidence and gender with Perception of the teaching-learning process. We hypothesized a dependence relationship and joint effect of students¿ level of academic confidence and their gender on their perception of the teaching-learning process. Method. A total of 494 university students from the Psychology Degree programs at the University of Almeria (Spain) and Cardiff Metropolitan University (UK) participated in the study. The Academic Behavioural Confidence Scale, ABC (2009) was used to measure academic confidence. This questionnaire contains four subscales and has acceptable reliability and validity values. Perception of the teaching-learning process was assessed through the Interactive Assessment of Teaching Learning Process Scale, IATLP (2009), shown to have consistent psychometric properties. Results. Overall, there was a significant effect of the level of academic confidence on perception of the teaching-learning process. More specifically, there was a significant effect of the level of academic confidence on the level of students¿ satisfaction with the learning process. Likewise, gender had a significant effect on self-regulated learning, in favor of the female students. As for interactions, greater levels of academic confidence in the female students were associated with a perception of the teaching as more regulatory. However, greater academic confidence in male students did not result in the perception of more regulatory teaching. The license for this PDF is unlimited except that no part of this digital document may be reproduced, stored in a retrieval system or transmitted commercially in any form or by any means. The publisher has taken reasonable care in the preparation of this digital document, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained herein. This digital document is sold with the clear understanding that the publisher is not engaged in rendering legal, medical or any other professional services. 94 Jesús de la Fuente and Paul Sander Discussion. The most interesting effect¿which re-appears in several later results¿is the interaction of the level of academic confidence and gender. This effect has been given the label ¿delta effect¿ by the authors. Its importance for understanding university teaching and learning is discussed in terms of the variables analyzed.
Autores: de la Fuente, Jesús; Lozano Diaz, A.;
Libro:  Fostering self-regulated learning through ICTS
2011  págs. 39-53
Autores: de la Fuente, Jesús;
Libro:   Higher Education in a State of Crisis
2011  págs. 205-222
The DEDEPRO® Model, having emerged from the 3P Model of Presage-ProcessProduct, makes the contribution of other specific interaction relationships among the presage variables (personal self-regulation), process variables (design and development of regulated teaching and learning) and product variables (satisfaction, performance and competencies). Such relationships can help us analyze with greater precision the different interaction typologies that are present in the teaching and learning processes of Higher Education. The objective of this chapter is two-fold. The first aim is to analyze and delimit possible hypothetical relationships, based on existing empirical evidence. The second aim is to establish the implications of such relations for analyzing and improving the design and development of the teaching-learning process in Higher Education, so as to ensure a good product (satisfaction and performance), according to the different types of students and different types of interactions that may be produced in this sphere.
Autores: Martínez Vicente, J.M.; de la Fuente, Jesús; Mariano; et al.
2019 
Autores: de la Fuente, Jesús; Kauffman, D.; Diaz-Orueta, U.;
2019 
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: de la Fuente, Jesús; Fernando;
2018 
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.
Autores: de la Fuente, Jesús; Lucía;
2012 
Autores: de la Fuente, Jesús; Javier; Sánchez Roda, M.D; et al.
2012 
El Programa ALADO está diseñado para contribuir a que adolescentes y alumnado de la ESO y Bachillerato puedan aprender a gestionar su contacto con situaciones de alcohol. Basado en las investigaciones más recientes, respecto al efecto del alcohol en el cerebro inmaduro y la importancia de la autorregulación personal, como elemento nuclear del desarrollo, pretende ayudar a que el alumnado de esta edad, mejore su competencia en autonomía personal y en cuidado de su salud. Su versatilidad le permite ser utilizado, tanto en contextos formales, que requieren la Guía Docente que se adjunta, como en otros, no formales e informales, más flexibles y susceptibles de provocar un efecto mayor en los procesos educativos. Es importante señalar que esta publicación es la Propuesta Docente General del Programa ALADO, desarrollado parcialmente, en su versión online (www.alado.es). Por ello, la estructura y el orden no es coincidente en su totalidad. El Manual está estructurado en dos partes. La primera, en donde se presenta el diseño de enseñanza-aprendizaje, y la segunda, en donde se ejemplifican nueve lecciones-tipo desarrolladas. Vistos los datos arrojados por el Programa- en fase actual de análisis y difusión- y los efectos empíricos del mismo, animamos a colectivos, instituciones y familias a utilizarlo en los procesos educativos de sus hijos adolescentes. La labor preventiva en insustituible para afrontar este reto de lograr jóvenes que sepan gestionar adecuadamente su contacto con el alcohol.
Autores: de la Fuente, Jesús; Javier; Loli; et al.
2012 
El Programa ALADO está diseñado para contribuir a que adolescentes y alumnado de la ESO y Bachillerato puedan aprender a gestionar su contacto con situaciones de alcohol. Basado en las investigaciones más recientes, respecto al efecto del alcohol en el cerebro inmaduro y la importancia de la autorregulación personal, como elemento nuclear del desarrollo, pretende ayudar a que el alumnado de esta edad, mejore su competencia en autonomía personal y en cuidado de su salud. Su versatilidad le permite ser utilizado, tanto en contextos formales, que requieren la Guía Docente que se adjunta, como en otros, no formales e informales, más flexibles y susceptibles de provocar un efecto mayor en los procesos educativos. Es importante señalar que esta publicación es la Propuesta Docente General del Programa ALADO, desarrollado parcialmente, en su versión online (www.alado.es). Por ello, la estructura y el orden no es coincidente en su totalidad. El Manual está estructurado en dos partes. La primera, en donde se presenta el diseño de enseñanzaaprendizaje, y la segunda, en donde se ejemplifican nueve lecciones-tipo desarrolladas. Vistos los datos arrojados por el Programa- en fase actual de análisis y difusióny los efectos empíricos del mismo, animamos a colectivos, instituciones y familias a utilizarlo en los procesos educativos de sus hijos adolescentes. La labor preventiva en insustituible para afrontar este reto de lograr jóvenes que sepan gestionar adecuadamente su contacto con el alcoho
Autores: de la Fuente, Jesús, (Editor); Mourad, (Coeditor)
2010 
In recent years, self-regulated learning has been one of the most prolific research topics in the field of Psychology and Education. Researchers in this field rely on benchmark studies beginning with the now classic work by Zimmerman and Schunk (2001), and continuing through the most recent studies (Dettori & Persico, in press; Schunk & Zimmerman, 2008, Zimmerman, 2008), not to mention studies produced by Pintrich (Boekaerts, Pintrich & Zeidner, 2000) until the time of his passing (Limón, 2004). The collateral impact of this topic on other lines of research has been significant, with influence in areas related to development, learning, teaching (Valle, Núñez, Cabanach, González-Pienda & Rodríguez, 2008), and competencies (Elliot & Dweck, 2007) This scientific production has progressively expanded to different spheres of both theory and application. The objective of this International Handbook on Applying Self-Regulated Learning in Different Settings is to give an overview of the current state of research and applied practice at different educational levels, as endorsed by researchers specializing in this field. Contributions have been organized into different sections to accomplish this purpose.
Autores: Ana Belén; de la Fuente, Jesús; Mari Carmen; et al.
2010 
El análisis teórico-metodológico que se realiza en este manual se dirige principalmente a mostrar la evidencia empírica del modelo DIDEPRO, así como a sugerir relaciones y resultados que se esperan tras la revisión analítica realizada. En la consecución de estos fines, este manual se estructura en cuatro capítulos. El capítulo primero contiene los planteamientos teóricos de la enseñanza/aprendizaje en la universidad que se desprenden de la perspectiva cognitiva, concretamente de dos teorías actuales sobre el aprendizaje académico: el aprendizaje autorregulado y los enfoques de aprendizaje. Finalmente, se describe la construcción y estructura del Modelo DIDEPRO, sus fuentes teóricas y empíricas. El resto de capítulos -segundo, tercero y cuarto- responden a los momentos presagioproceso-producto, respectivamente. De modo general, se hace una aclaración de algunos constructos, conceptos y variables incluidos en cada momento del modelo, añadiendo una revisión de las investigaciones existentes sobre cada momento. Así, en el capítulo Introducción 5 segundo se definen y delimitan las características personales (edad, género y autorregulación personal) y contextuales (nacionalidad, universidad y titulación) incluidas en el momento presagio y se presentan los hallazgos de las investigaciones sobre las variables presagio en relación con otras variables del aprendizaje (pertenecientes al momento proceso).

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