Revistas Científicas de la Universidad de Murcia
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Efectos de una intervención educativa con apoyo a la autonomía en la motivación y competencia académica en educación física
Get PDFThe aim of the study was to test the effect of an autonomy support teaching style on subject interest, academic competence, basic psychological needs and autonomous motivation in adolescent students in physical education classes. The sample consisted of 142 students aged 12 to 14, out of whom 84 students were in the intervention group and 58 in the control group. After an intervention with autonomy support for 22 classes, differences were found in favour of the intervention group in satisfaction of basic psychological needs, autonomous motivation, interest and academic competence in physical education classes. The study provides evidence of the effectiveness of autonomy support programs in physical education classes, emphasizing the importance of pedagogical strategies and educational programs that promote the development of basic psychological needs, self-determined motivation and their positive consequences in relation to physical education classes.El objetivo del estudio fue comprobar el efecto de un estilo interpersonal de apoyo a la autonomía del docente en el interés por la materia, la competencia académica, las necesidades psicológicas básicas y la motivación autónoma en estudiantes adolescentes en clases de educación física. La muestra estuvo compuesta por 142 estudiantes de entre 12 y 14 años, de ellos 84 estudiantes estaban en el grupo de intervención y 58 en el grupo control. Tras una intervención con apoyo a la autonomía durante 22 clases, se encontraron diferencias a favor del grupo de intervención en la satisfacción de las necesidades psicológicas básicas, la motivación autónoma, el interés y la competencia académica en clases de educación física. El estudio proporciona evidencias de la eficacia de los programas que apoyan a la autonomía en las clases de educación física, haciendo hincapié en la importancia de las estrategias pedagógicas y los programas educativos que promueven el desarrollo de las necesidades psicológicas básicas, la motivación autodeterminada y sus consecuencias positivas en relación con las clases de educación física
Does Intrinsic Motivation Improve Academic Achievement, or Vice Versa? : Providing Longitudinal Evidence for the Main Theories of Motivation Based on Primary Education Students’ Age and Sex
Get PDF A significant number of teachers justify intrinsic motivation as a driver for the improvement of academic performance in primary school students. However, the main theories of motivation that exist today support the opposite idea. To date, the existing longitudinal studies on students at this stage are scarce, which makes it really difficult to verify whether this statement is true or whether it is an educational myth. For this reason, the objective of this study has been to verify whether intrinsic motivation leads to improvements in academic performance or vice versa, and whether this relationship is mediated by the student's age and gender. A total of 852 primary education students (M = 10.82; DT = .867) participated, and longitudinal data on their intrinsic motivation and academic performance was collected at the beginning (T1) and end (T2) of a 7-month period. The results revealed that, regardless of the student's sex and age, intrinsic motivation at T1 did not significantly predict academic performance at T2. However, academic performance at T1 did predict intrinsic motivation at T2, and this relationship was mediated by the student's age but not by their gender. These results are of special interest for teachers to eliminate possible educational myths and to observe how providing opportunities for success can be of special interest in improving students’ intrinsic motivation.Un número significativo de profesorado justifica la motivación intrínseca como motor para mejorar el rendimiento académico del alumnado de Educación Primaria. No obstante, las principales teorías de la motivación existentes apoyan la idea contraria. A día de hoy, los estudios longitudinales existentes sobre alumnos/as de esta etapa son escasos, lo que hace realmente difícil comprobar si esta afirmación es cierta o se trata de un mito educativo. Por este motivo, el objetivo de este estudio ha sido comprobar si la motivación intrínseca conduce al rendimiento académico o viceversa, y si esta relación está moderada por la edad y el género del alumno. Participaron 852 estudiantes de educación primaria (M = 10,82; DT = .867), recogiéndose datos longitudinales sobre su motivación intrínseca y rendimiento académico antes (T1) y después de 7 meses de diferencia entre el inicio y el final del estudio (T2). Los resultados revelaron que, independientemente del género y la edad del estudiante, la motivación intrínseca en T1 no predijo significativamente el rendimiento académico en T2. Sin embargo, el rendimiento académico en T1 sí predecía la motivación intrínseca en T2, y esta relación estaba moderada por la edad del estudiante pero no por su género. Estos resultados son de especial interés para el profesorado a la hora de eliminar posibles mitos educativos y para observar cómo ofrecer oportunidades de éxito puede ser de especial interés para mejorar la motivación intrínseca del alumnado
El reto de enseñar y aprender en la universidad: Percepción del alumnado en torno al uso de las tecnologías digitales
Get PDFThe present study, based on the TRAY-AP project, explains the role of digital technologies (DT) in the learning process of university students. From a collaborative and inclusive perspective, we have developed 50 learning trajectories with university students from Catalonia and the Basque Country (Spain) as a result of several meetings (usually four with each student). Based on the analysis of the transcripts of the meetings and the documents produced by each participant, the researchers wrote their learning trajectories which were then validated by each student. Drawing on the data obtained from the trajectories, we provided results on the role of DT in the personal and social life of students, and in their learning process. The main conclusions show the need to rethink the notion of knowledge, the dimensions and methodologies of teaching and learning at university, and the role of DT and Artificial Intelligence. The current challenge is an educational transformation to achieve a more inclusive, participatory and humane university in which students learn with meaning and responsibility for themselves and the world surrounding them.Este artículo, basado en el proyecto TRAY-AP, da cuenta del papel de las tecnologías digitales (TD) en la vida de aprendizaje del alumnado universitario. Desde una perspectiva colaborativa e inclusiva, hemos desarrollado 50 trayectorias de aprendizaje con estudiantes universitarios de Cataluña y el País Vasco (España) fruto de varios encuentros (generalmente, cuatro con cada estudiante). A partir del análisis de las transcripciones de los encuentros y de los documentos producidos por cada participante, los y las investigadoras redactamos sus trayectorias de aprendizaje que después cada estudiante validó. Aportamos resultados de estas trayectorias sobre el papel de las TD en la vida personal y social del alumnado, y en su proceso de aprendizaje universitario. Las principales conclusiones evidencian la necesidad de que la universidad se replantee la noción de conocimiento, las dimensiones y metodologías de enseñanza y de aprendizaje, y el papel de las TD y de la Inteligencia Artificial. El reto actual es una transformación educativa para lograr una universidad más inclusiva, participativa y humana en la que el alumnado aprenda con sentido y responsabilidad con él mismo y con el mundo que le rodea
Household Social Composition and Academic Performance in Primary School: Univariate and Multivariate Effects of Family Occupation and Education in Europe
Get PDF Studies linking inequality in educational achievement to social inequality often use parental occupation and educational attainment, but considering only the highest value of one parent for both variables. This approach masks the household joint effect, limiting the range of variability in performance. The aim of this study is to analyse the aggregate effect of household social composition on educational outcomes. We will examine the combined effect of the occupational and educational level of both parents on student performance in Maths and reading and assess the improvement in the explained variance compared to solely considering the highest occupational or educational level of one parent. Data come from TIMSS-2019 (maths) and PIRLS-2021 (reading), with two samples of 57,735 and 69,849 4th grade students from 12 European countries. One- and two-way ANOVA models were estimated to identify the effects of household occupational and educational conditions, and their interaction, on educational performance. The results indicate that the significant variation in performance is higher when both parents are considered, for either education or occupation, as well as when both variables are included in the two-way model. The inclusion of the household aggregate effect reveals greater inequality in student performance between more disadvantaged households, with lower cultural (related to education) and material (related to occupation and income) resources, and more socioeconomically advantaged households, with more resources. We argue that the household represents more accurately the effects of inequality of educational opportunity on students with lower socio-economic and cultural resources.
es.Los estudios que relacionan la desigualdad de resultados educativos con la desigualdad social recurren habitualmente a la ocupación y los estudios de los progenitores, tomando el valor más alto de cada variable. Este procedimiento invisibiliza el efecto conjunto del hogar, limitando el intervalo de variabilidad del rendimiento. Nuestro objetivo es analizar el efecto agregado de la composición social del hogar en los resultados educativos. Estudiaremos el efecto combinado del nivel ocupacional y educativo de ambos padres en el rendimiento y evaluaremos la mejora en la varianza explicada frente a la sola consideración del nivel ocupacional u educativo más alto de uno de ellos. Utilizamos datos de TIMSS-2019 (matemáticas) y PIRLS-2021 (lengua) de dos muestras de 57.735 y 69.849 estudiantes de 4º de Primaria en 12 países europeos. Estimamos Modelos ANOVA de una y dos vías para identificar los efectos de la condición ocupacional y educativa del hogar y su interacción sobre el rendimiento académico. Los resultados muestran que la variación significativa del rendimiento del alumnado es mayor cuando se considera a ambos progenitores frente a uno, tanto con estudios como con ocupaciones, así como cuando se incluyen ambas variables en el Modelo. El efecto agregado del hogar muestra la mayor desigualdad de rendimiento del alumno/a, entre los hogares más desfavorecidos, con menos recursos culturales (asociados a estudios) y materiales (ocupación y renta), y los más favorecidos. Sostenemos que el hogar representa con mayor precisión los efectos de la desigualdad de oportunidades educativas del alumnado con menores recursos socioeconómicos y culturales
Inteligencia Artificial como asistente para desarrollar un currículum de educación continua basado en competencias
Get PDFIn this article, an exploratory study is presented, evaluating the curricular alignment of a competency-based continuing education program generated through an artificial intelligence tool. A rubric for assessing the curricular coherence of the program was developed, and the content validity of the instrument was established through the judgment of 13 experts in the curricular field. Specific instructions were generated to be used in the artificial intelligence tool for the development of the competency-based program. These instructions resulted in the draft of an online education program with a duration of 120 hours. Subsequently, the collaboration of 13 experts in the field was sought to use the previously created rubric to assess the curricular coherence of the program. According to the results, the use of artificial intelligence does not replace the curriculum design process for a program; however, it can be a valuable tool to make the design process much more efficient.En este artículo se presenta un estudio exploratorio que evalúa la alineación constructiva de un programa de educación continua basado en competencias, generado mediante herramientas de inteligencia artificial. Para evaluar la coherencia curricular del programa se construyó una rúbrica, cuya validez de contenido se realizó mediante juicio de expertos y expertas curriculares. Se generaron “prompts” específicos para ser utilizados en la herramienta de inteligencia artificial para el desarrollo del programa basado en competencias. Estos “prompts” resultaron en un borrador de un programa de educación en línea con una duración de 120 horas. Posteriormente, se buscó la colaboración de 13 expertos y expertas en el área de la educación en línea para evaluar la coherencia curricular del programa generado. Según los resultados, el uso de inteligencia artificial no reemplaza el proceso de diseño curricular de un programa; sin embargo, puede ser una herramienta útil para hacer que el proceso de diseño sea mucho más eficiente
Lar paterno inseguro: análise do processo político de apreensão e censura no cinema iraniano de violência doméstica
No full textIranian filmmakers always try to fulfill their mission to raising awareness by showing hidden and unpleasant social issues in the family and presenting a real picture of domestic violence, but the traditional view of the Iranian society towards the family as a sanctified taboo has been associated with the Islamicization policy of the Iran's regime. This petrified and biased view leads to the seize and censorship of films that break the taboo and show another side of family relationships. This article analyzes the view of patriarchy and cultural taboos of Iranian society in the banned films Friday Evening, The Paternal House and Girl's House ,by using the interpretivist criticism method. A critical look at Iran's politicized cinema can be effective to remove the barriers of raising awareness in the field of girls victims.
The fusion of the Islamicization policies of the Iranian government with the society full of cultural taboos and sanctification of the family has caused films made in the field of domestic violence to face censorship and banning in order to break this sanctity. Separating cinema as a source of inspiration in the field of domestic violence prevention, from politics, will help the process of breaking unjustified cultural taboos and thus women's immunity from domestic violence.Iranian filmmakers always try to fulfill their mission to raising awareness by showing hidden and unpleasant social issues in the family and presenting a real picture of domestic violence, but the traditional view of the Iranian society towards the family as a sanctified taboo has been associated with the Islamicization policy of the Iran's regime. This petrified and biased view leads to the seize and censorship of films that break the taboo and show another side of family relationships. This article analyzes the view of patriarchy and cultural taboos of Iranian society in the banned films Friday Evening, The Paternal House and Girl's House ,by using the interpretivist criticism method. A critical look at Iran's politicized cinema can be effective to remove the barriers of raising awareness in the field of girls victims.
The fusion of the Islamicization policies of the Iranian government with the society full of cultural taboos and sanctification of the family has caused films made in the field of domestic violence to face censorship and banning in order to break this sanctity. Separating cinema as a source of inspiration in the field of domestic violence prevention, from politics, will help the process of breaking unjustified cultural taboos and thus women's immunity from domestic violence. I cineasti iraniani cercano sempre di compiere la loro missione di sensibilizzazione mostrando i problemi sociali nascosti e spiacevoli della famiglia e presentando un'immagine reale della violenza domestica, ma la visione tradizionale della società iraniana nei confronti della famiglia come tabù santificato è stata associata alla politica di islamizzazione. del regime iraniano. Questa visione pietrificata e parziale porta al sequestro e alla censura di film che rompono il tabù e mostrano un altro lato delle relazioni familiari.
Questo articolo analizza la visione del patriarcato e dei tabù culturali nella società iraniana nei film vietati Friday Evening, The Paternal House e Girl's House, utilizzando il metodo della critica interpretavista. Uno sguardo critico al cinema politicizzato iraniano può essere efficace nell'eliminare gli ostacoli alla sensibilizzazione delle ragazze vittime.
La fusione delle politiche di islamizzazione del governo iraniano con una società piena di tabù culturali e di santificazione della famiglia ha portato i film realizzati nel campo della violenza domestica a dover affrontare la censura e il divieto di infrangere questa sacralità. Separare il cinema come fonte di ispirazione nel campo della prevenzione della violenza domestica dalla politica aiuterà il processo di rottura dei tabù culturali ingiustificati e, quindi, dell'immunità delle donne dalla violenza domestica.Os cineastas iranianos tentam sempre cumprir a sua missão de sensibilização, mostrando problemas sociais ocultos e desagradáveis na família e apresentando uma imagem real da violência doméstica, mas a visão tradicional da sociedade iraniana relativamente à família como um tabu santificado tem sido associada à política de islamização. do regime iraniano. Essa visão petrificada e tendenciosa leva à apreensão e à censura de filmes que quebram o tabu e mostram um outro lado das relações familiares.
Este artigo analisa a visão do patriarcado e dos tabus culturais na sociedade iraniana nos filmes proibidos Friday Evening, The Paternal House e Girl's House, utilizando o método da crítica interpretativista. Uma análise crítica do cinema politizado do Irão pode ser eficaz na eliminação de barreiras à sensibilização das raparigas vítimas.
A fusão das políticas de islamização do governo iraniano com uma sociedade repleta de tabus culturais e de santificação da família fez com que filmes realizados no domínio da violência doméstica enfrentassem a censura e a proibição de quebrar esta santidade. Separar o cinema como fonte de inspiração no domínio da prevenção da violência doméstica da política ajudará no processo de quebra de tabus culturais injustificados e, portanto, na imunidade das mulheres face à violência doméstica
O abuso infantil e o abuso de animais como formas de violência vicária na violência de género
No full textGender violence constitutes a multifaceted problem of extraordinary magnitude in Spain. The progressive awareness and gradual understanding of its various manifestations has led to a continuous adaptation of legal regulation to deal with its consequences. The work explores the response of the Spanish penal system to what is known as vicarious violence in the context of gender violence, which recently raises concern when it is projected onto minor sons and daughters, but which also extends to domestic animals. The originality of the contribution consists of examining in parallel the Spanish punitive response to acts of child abuse and animal abuse in this context, something that is considered to be a contribution to reflection for the improvement of legislation in this area.La violencia de género constituye en España un problema poliédrico de magnitudes extraordinarias. La progresiva toma de conciencia y paulatina comprensión de sus diversas manifestaciones ha dado lugar a una continua adaptación de la regulación legal para hacer frente a sus consecuencias. El trabajo explora la respuesta del sistema penal español a la conocida como violencia vicaria en el contexto de la violencia de género, que recientemente suscita preocupación cuando se proyecta sobre los hijos e hijas menores de edad, pero que asimismo se extiende a los animales domésticos. La originalidad de la aportación consiste en examinar en paralelo la respuesta punitiva española frente a actos de maltrato infantil y de maltrato animal en este contexto, algo que se considera que puede suponer un aporte de reflexión para la mejora de la legislación en este ámbito.La violenza di genere costituisce un problema multiforme di straordinaria portata in Spagna. La progressiva consapevolezza e la graduale comprensione delle sue diverse manifestazioni ha portato ad un continuo adattamento della regolamentazione giuridica per far fronte alle sue conseguenze. Il lavoro esplora la risposta del sistema penale spagnolo alla cosiddetta violenza indiretta nel contesto della violenza di genere, che recentemente suscita preoccupazione quando è proiettata su figli e figlie minorenni, ma che si estende anche agli animali domestici. L'originalità del contributo consiste nell'esaminare parallelamente la risposta punitiva spagnola agli atti di abuso sui minori e sugli animali in questo contesto, cosa che si considera un contributo alla riflessione per il miglioramento della legislazione in questo settore.A violência de género constitui um problema multifacetado de extraordinária magnitude em Espanha. A progressiva consciencialização e a compreensão gradual das suas diversas manifestações têm levado a uma adaptação contínua da regulamentação legal para lidar com as suas consequências. A obra explora a resposta do sistema penal espanhol ao que é conhecido como violência vicária no contexto da violência de género, que recentemente suscita preocupação quando é projetada sobre filhos e filhas menores, mas que também se estende aos animais domésticos. A originalidade da contribuição consiste em examinar paralelamente a resposta punitiva espanhola aos atos de abuso infantil e de abuso de animais neste contexto, o que se considera ser uma contribuição à reflexão para a melhoria da legislação nesta área
Perspectivas Estudiantiles y Docentes sobre la IA en la Educación Sanitaria: Revisión Sistemática Exploratoria
Get PDFThe teaching and learning process in Medical Education evolves with technological advancements. Artificial Intelligence (AI) has become an increasingly utilized tool in student learning. However, its implementation is questioned by both faculty and students in health-related fields. In this scoping review, the perceptions, opportunities, and challenges of undergraduate health students regarding AI implementation were examined. Following PRISMA guidelines, searches were conducted in MEDLINE/PubMed, Scopus, and ISI/Web of Science for relevant articles; duplicate articles were removed and selected according to our eligibility criteria. Of the 121 studies selected, 14 were included in the review; a thematic analysis was conducted based on categories from the selected studies. Most findings show good perception, interest, and willingness from students regarding the implementation of AI in the medical curriculum. However, the lack of understanding of AI’s usefulness, along with resistance to change due to fear of job replacement, stands out as a major challenge. Furthermore, the ethical challenge of the dehumanization of medicine is also raised. The main limitation is that the research topic is still developing, with the available literature still in its early stages.El proceso de enseñanza y aprendizaje en la Educación Médica evoluciona con los avances tecnológicos. La Inteligencia Artificial (IA) se ha convertido en una herramienta cada vez más utilizada en el aprendizaje de estudiantes. Sin embargo, su implementación es cuestionada por docentes y alumnos de carreras relacionadas al ámbito sanitario. En este scoping review, se examinaron las percepciones, oportunidades y desafíos de estudiantes de pregrado de carreras de salud en relación a la implementación de la IA. Siguiendo las guías PRISMA, se realizaron búsquedas en MEDLINE/PubMed, Scopus y ISI/Web of Science por artículos pertinentes; se eliminaron artículos duplicados y se seleccionaron de acuerdo a nuestros criterios de elegibilidad. De los 121 estudios seleccionados, 14 se incluyeron en el estudio; se realizó un análisis temático basado en categorías de los estudios seleccionados. La mayoría de los hallazgos evidencian una buena percepción, interés y disposición de los estudiantes sobre la implementación de la IA en el currículum médico. No obstante, se destaca como desafío el desconocimiento de la utilidad de la IA, sumado a una resistencia al cambio por miedo a la sustitución de labores profesionales. Asimismo, se plantea como desafío ético la deshumanización de la medicina. La principal limitación es la temática de investigación aún en desarrollo, con una literatura disponible aún en etapas iniciales de investigación
Las revistas del Emerging Sources Citation Index se abren paso: El nuevo escenario de las revistas de Educación e Investigación Educativa en el ranking unificado del Journal Impact Factor
Get PDFThe “publish or perish” culture —which pressures researchers to publish more, faster, and in higher-impact journals to secure their careers and funding— has been a breeding ground for questionable publishing practices, such as predatory journals and the so-called “nefarious numbers”, urging for a properly curated and reliable academic-scientific journal corpus, as well as for robust, transparent, and trustworthy bibliometric measures. To take its part, Clarivate, the owner of Web of Science, has implemented a series of editorial policy updates —including the extension of the Journal Impact Factor (JIF) calculation to the Emerging Sources Citation Index (ESCI) and the Arts & Humanities Citation Index (AHCI) journals, and the posterior JIF ranking unification— which signify a milestone in the journal evaluation scenario. In this paper, we analyze the new landscape of the Education and Educational Research journals included in the JIF ranking of the Journal Citation Reports (JCR) 2023, making special focus on the impact of the integration of ESCI journals, of which the 11.22 % and 23.26 % have been positioned in the JIF Q1 and JIF Q2, respectively. In this way, we aim to help researchers, publishers, and funders in the field to evaluate —in terms of the JIF ranking— the quality journals included in the JCR 2023, besides the collection in which they are indexed, providing them with valuable insights for informed decision-making in terms of impactful research dissemination media, trustworthy research sources, editorial strategies, and research evaluation.La cultura del “publish or perish” (publica o perece), la cual presiona a los investigadores para que publiquen más, más rápido y en revistas de mayor impacto en pos de progresar en sus carreras y obtener financiación, ha sido el caldo de cultivo de malas prácticas editoriales, tales como las revistas depredadoras y los llamados “nefarious numbers” (números nefastos), poniendo de manifiesto la necesidad de contar con un corpus de revistas adecuadamente curado, así como con métricas robustas, transparentes y confiables, utilizadas dentro de un marco responsable. Para hacer frente a estas amenazas, Clarivate, el dueño de Web of Science, implementó una serie de actualizaciones en su política editorial, entre las cuales se destacan la extensión del cálculo del Journal Impact Factor (JIF) a las revistas de Emerging Sources Citation Index (ESCI) y Arts & Humanities Citation Index (AHCI), así como la posterior unificación del ranking según el JIF. En este trabajo, analizamos la nueva morfología de las revistas de la categoría Education and Educational Research (Educación e Investigación Educativa) incluidas en el ranking según el JIF del Journal Citation Reports (JCR) 2023, haciendo especial hincapié en el impacto que tuvo la integración de las revistas de ESCI, de las cuales el 11,22 % y 23,26 % se posicionaron en el JIF Q1 y JIF Q2, respectivamente. De este modo, se espera apoyar a los investigadores, editores y financiadores del área en la evaluación de las revistas de calidad incluidas en el JCR 2023 en términos del ranking según el JIF, más allá de la colección a la que pertenezcan, así como brindarles herramientas clave para la toma de decisión informada a la hora de seleccionar medios de difusión de impacto para publicar sus trabajos, consultar fuentes confiables de información, llevar a cabo estrategias editoriales y evaluar la ciencia