Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport
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The Impact of Partner Phubbing on Marital Quality among Married Couples in Malaysia: Moderating Effect of Gender and Age
No full textAbstract. Smartphones and the internet have indeed revolutionized our lives in innumerable ways, among them the emergence of a social phenomenon called ‘phubbing.’ Phubbing is a portmanteau combining the words “phone” and “snubbing”. A person engaging in “phubbing” interacts obsessively with his/her phone rather than communicating with nearby people. Partner phubbing (Pphubbing) is defined as phubbing behaviour when in the presence of one’s spouse or significant other. The aim of this study is to explore the relationship between Pphubbing and marital quality, and to investigate the moderating role of gender and age in this relationship. The participants in the survey were 390 married adults living in Kuala Lumpur. The respondents were selected randomly and volunteered to answer a series of questionnaires made up of the Partner Phubbing Scale, the Dyadic Adjustment Scale and a section on demographic data. Results showed that Pphubbing behaviour has a significant negative relationship with marital quality. Moreover, gender and age were found to have significant moderating effects on the relationship between Pphubbing and marital quality. The reported impact of Pphubbing on marital quality was stronger among females than males, and the effects were also stronger among younger adults. These findings may have implications for family and couple counselling and for the coaching profession. Future research should be done to address this phenomenon more thoroughly.
Keywords: interpersonal communication; marital quality; partner phubbing; phubbing; relationshi
Adolescent gambling and gambling-type games on social networking sites: Issues, concerns, and recommendations
Get PDFResearch indicates that compared to the general population, teenagers and students make the most use of social networking sites (SNSs). Although SNSs were originally developed to foster online communication between individuals, they now have the capability for other types of behaviour to be engaged in such as gambling and gaming. The present paper focuses on gambling and the playing of gambling-type games via SNSs and comprises a selective narrative overview of some of the main concerns and issues that have been voiced concerning gambling and gambling-type games played via social network sites. Overall, there is little empirical evidence relating to the psychosocial impact of adolescents engaging in gambling and gambling-type activities on SNSs, and the evidence that does exist does not allow definitive conclusions to be made. However, it is recommended that stricter age verification measures should be adopted for social games via SNSs particularly where children and adolescents are permitted to engage in gambling-related content, even where real money is not involved
Propuesta didáctica en la enseñanza del waterpolo
Get PDFEl waterpolo requiere una serie de fundamentos técnicos, de fundamentos tácticos, de cualidades psicosociales y de preparación física que se irán asumiendo de manera progresiva a medida que los jugadores y jugadoras avancen por las diferentes etapas de edad.La metodología de aprendizaje es muy importante a la hora de enseñar cualquier deporte. Además, el waterpolo se practica en el medio acuático, que no es el medio natural del ser humano, lo cual le da una especial singularidad respecto al resto de deportes colectivos. En nuestra disciplina no se ha encontrado mucha bibliografía sobre cómo llevar a cabo este proceso y creemos que hay que plantearse, además de qué enseñar, cómo y cuándo enseñarlo.El objetivo del estudio es hacer una propuesta de los planteamientos pedagógicos a seguir durante los diferentes estadios de enseñanza del waterpolo teniendo en cuenta los objetivos y contenidos que deberán asumir en cada una de las categorías.
La posición de la cabeza durante el uso de dispositivos electrónicos y la postura en bípedo / The position of the head during the use of electronic devices and posture in biped
No full textSummary. Posture is a feature that allows us to understand the biological, mechanical, mental and emotional functioning of human beings; the positioning of the head on the body meets the physiological requirements of breathing, hearing, vision and balance, and the stimuli to which the children are subjected determine to a great extent the postural balance they will have in adulthood. The aim of the present study was to determine the relationship between the position of the head during the use of electronic devices and bipedal position in the sagittal plane in children aged 6 to 10 years. It is a cross-sectional study of 56 children enrolled in a private school in Bogotá, mean age of 8.2 + 2 years whose participation was voluntary. The position of the child in the sagittal plane and the position of the head during the use of electronic devices were evaluated by means of photographs. Correlation measurements and non-parametric tests were used for comparison of medians. 69% of the participants presented advanced head, the average distance from cervical 1 (C1) to the perpendicular traced (P) in children with head forward was 5 cm. The average flexion of the head during the use of the digital tablet was 30 ° while with the computer it was 20 ° (p = .005). No relationship was found between head positions and posture in the sagittal plane in the sample evaluated; a significant difference was found between head flexion during tablet and computer use.Resumen. La postura es una característica que permite entender el funcionamiento biológico, mecánico, mental y emocional de los seres humanos; el posicionamiento de la cabeza sobre el cuerpo cumple con requisitos fisiológicos de respiración, audición, visión y equilibrio, además los estímulos a los que los niños están sometidos determinan en gran medida el equilibrio postural que tendrán en la edad adulta. El objetivo del presente estudio era determinar la relación entre la posición de la cabeza durante el uso de dispositivos electrónicos y la postura en bípedo en el plano sagital en niños de 6 a 10 años. Se trata de un estudio transversal realizado en 56 niños escolarizados en un colegio privado de Bogotá, edad promedio de 8.2 + 2 años cuya participación fue voluntaria. Se evaluó la postura del niño en el plano sagital y la posición de la cabeza durante el uso de dispositivos electrónicos por medio de fotografías. Se utilizaron medidas de correlación y pruebas no paramétricas para comparación de medianas. El 69% de los participantes presentó cabeza adelantada, la distancia promedio desde la cervical 1 (C1) hasta la perpendicular trazada (P) en los niños con cabeza hacia adelante fue de 5 cm. El promedio de flexión de la cabeza durante el uso de la tableta digital fue de 30° mientras que con el computador fue de 20° (p = .005). No se encontró relación entre las posiciones de la cabeza y la postura en el plano sagital en la muestra evaluada; se encontró una diferencia significativa entre la flexión de la cabeza durante el uso de la tableta y el computador
Efectividad de la metodología Flipped Classroom en la mejora del clima social en el aula de educación primaria
Get PDFCon la introducción de las nuevas tecnologías al mundo educativo, el Flipped Classroom es una metodología que cada vez va ganando más importancia en las aulas de educación primaria. En este sentido, el objetivo de este estudio ha sido el de conocer el efecto de esta metodología sobre el clima social del aula. Para ello tomaron participaron en el estudio 852 estudiantes (Edad = 10.82; DT = .867), divididos en un grupo control (437 estudiantes) y un grupo experimental (415 estudiantes). Este último se sometió a una intervención Flipped Classroom de 2 trimestres. A ambos grupos se les pasó la escala de clima social percibido (Villa, 1992) tanto al inicio como al finalizar la intervención. Los resultados mostraron que en ninguna de las dimensiones analizadas el grupo experimental presentó diferencias significativas con respecto al grupo control, aunque sí que, en el caso del contexto interpersonal, su empeoramiento fue más leve que el del grupo control. Este fenómeno apoya la idea de que el Flipped Classroom por sí mismo no ayuda a mejorar significativamente el clima social del aula. En vista de estos resultados se discuten posibles motivos y se presentan futuras temáticas de investigación.
Evaluar para aprender con el apoyo de herramientas y recursos digitales
Get PDFRecent years have seen a proliferation of differentkinds of assessment process in the educationfield, whether it comes to assessing teachers,education programs and systems, or studentlearning. Meanwhile, fast-moving developmentsin technology have meant that new digital toolsand resources are continually being applied toeducational processes. The result has been anintense debate about how, and to what extent,digital technologies are transforming and improvingreal-world teaching and learning practices.Desde hace unos años, los procesos evaluativosestán muy presentes en el mundo educativo:evaluar al profesorado, evaluar los programas,evaluar los sistemas educativos y evaluar losaprendizajes son ejemplos claros. Paralelamente,el desarrollo y la producción de la nueva generacióntecnológica y su aplicación a los procesoseducativos han provocado un intenso debatesobre los posibles cambios o las mejoras queestán introduciendo las tecnologías digitales enlas prácticas de enseñanza y aprendizaje
What do pre-service teachers know about computational thinking?
Get PDFIn recent years, interest in Computational Thinking (CT), which is seen as a transversal competence that is necessary in the Knowledge Society, has spread to educational systems around the world. In this context, it has become necessary for training programmes for pre-service teachers to address this topic. In this article, we explore the knowledge, attitudes and expectations regarding CT held by pre-service teachers, prior to receiving training on this field. We use a descriptive analysis of both qualitative and quantitative data obtained via an ad hoc questionnaire, whereby 193 pre-service teachers at the University of Girona were asked about different aspects related to CT. The study shows that the majority of pre-service teachers cannot correctly identify most indicators associated to CT, and that most of them are unaware of the implications of the promotion of CT in terms of developed skills or areas of application. However, their expectations regarding their learning process with regard to this topic are positive. Therefore, it is necessary to more thoroughly define theoretical foundations of the concept in order to take steps to effectively include it in teacher training programmes.
The New Challenges of the Technification of Work: Managing “Technostress” Through Positive Organizational Psychology
Get PDFThe introduction of new and changing technologies has led to changes in all areas of society, and the world of work is no exception. This had created a need for an analysis and reformulation of habits and actions related to workplace health and safety. “Technostress” has emerged as one of the risks associated with the increasing use of information and communication technologies. The aim of this work is to analyze the effectiveness of positive psychosocial interventions aimed at technostress management. To do this, the two concepts are analyzed via a case study. The study begins with an assessment of technostress among the management staff of a service company. Based on the results of this initial assessment, a range of ongoing Positive Psychology interventions were designed and implemented. It is concluded that Positive Organizational Psychology can be an effective tool for technostress management. The main constraints of this work would be associated with the size of the sample, which does not allow the generalization of the results. Nonetheless, it opens a door to a new research paradigm to delve deeper into the issue of technostress management from the field of Positive Psychology, which a connection that to date has received scant theoretical attention
Propiedades psicométricas de la Fear of Missing Out Scale (FoMOs) en universitarios peruanos
Get PDFFear of Missing Out (FoMO) refers to the restlessness that people experience when they are not included in the social activities of their peers, being one of the most used instruments for its study FoMOs. The objective was to determine the psychometric properties of FoMOs in Peruvian university students. FoMOs was applied in its version adapted by Gil et al. (2015) in 357 intentionally chosen Peruvian university students, mostly women (61.6%), aged between 16 and 27 years (M age = 20.89; SD age = 2.85). The results indicate that FoMOs is a coherent and parsimonious one-dimensional measure (RMSEA = .036; CFI = .988; TLI = .985), which presents invariance by sex. Likewise, their scores converge with other variables. Thus, their scores they are reliability, consistent (ω = .895) and stable (ICC = .821). FoMOs is a valid and reliable measure, which presents invariance in male and female Peruvian university students.El Fear of Missing Out (FoMO) hace referencia a la inquietud que experimentan las personas al no ser incluidas en las actividades sociales de sus pares; y la FoMOs es uno de los instrumentos más utilizados para estudiarlo. El objetivo fue determinar las propiedades psicométricas de la FoMOs en universitarios peruanos. Se aplicó la FoMOs en su versión adaptada por Gil, Chamarro y Oberst (2015) sobre 357 universitarios peruanos elegidos intencionalmente, en su mayoría mujeres (61.6%), de edades entre 16 y 27 años (M edad = 20.89; DE edad = 2.85). Los resultados indican que la FoMOs es una medida unidimensional coherente y parsimoniosa (RMSEA = .036; CFI = .988; TLI = .985), que presenta invariancia por sexo. Asimismo, sus puntuaciones convergen con otras variables. En cuanto a sus puntuaciones se aprecia que son fiables, consistentes (ω = .895) y estables (CCI = .821). La escala FoMO es una medida válida y fiable, que presenta invariancia en universitarios peruanos varones y mujeres
The digital competence of university students: a systematic literature review
Get PDFDigital competence is a pressing need for students in the 21st century. The present study is a systematic review of the literature on university students’ digital abilities. The methodology consisted of selecting documents (n=126) from three different databases (Scopus, Web of Science and ERIC) via peer review. The documents were selected for inclusion following predefined criteria and then analysed using a qualitative analysis software (ATLAS.ti). Digital competence is made up of several elements (information skills, content creation, communication, ethical skills, problem solving, technical skills/use and strategic skills). We identified that the most frequently-used terms in the literature are digital literacy and digital competence. However, the terminology used varies among authors. We also found that most authors do not believe that young people actually have the digital abilities that they are assumed to have. In other words, students do not have a high level of digital competence. Educational institutions therefore need to help them to develop this competence, which is so necessary in the context of 21st century education