International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Percepción hacia las tareas, los exámenes y los cursos de matemáticas en estudiantes de Telebachillerato: ¿Hay diferencia por género? Perception toward task, test and courses of math in high school students: There are differences by gender?
Get PDFThe aim of the study is to evaluate how exams, tasks and mathematics courses are factors that generate anxiety in the student. The research is carried out in 2017, were surveyed 200 students of first, third and fifth semester enrolled in the Telebachillerato of the municipalities of Zacatal and Jamapa, Ver. This work is based on the seminal studies of Richardson and Swinn (1972). The 25-item Revised Mathematics Anxiety Rating Scale (RMARS) scale is used (Alexander and Martray, 1989), which shows reliability Cronbach’s Alpha score of 0.934 in the set of items and 0.693 grouped in three dimensions. The results indicate that the level of anxiety towards mathematics will increase as long as the variables of mathematical exams, numerical tasks and mathematical courses are present in the evaluated context; likewise no significant differences with respect to Gender are identified.El presente estudio tiene como objetivo evaluar de qué manera los exámenes, las tareas y los cursos de matemáticas, constituyen factores que generan ansiedad en el alumno. La investigación se lleva a cabo en el 2017, aplicado a una muestra de 200 estudiantes de primero, tercero y quinto semestre de un Telebachillerato de los municipios del Zacatal y Jamapa, Ver. Está basada en los estudios seminales de Richardson y Swinn (1972). Se utiliza la escala Revised Mathematics Anxiety Rating Scale (RMARS) de 25 ítems (Alexander y Martray, 1989), misma que muestra una fiabilidad al obtener un puntaje Alpha de Cronbach de 0.934 en el conjunto de ítems y de 0.693 de manera agrupada. Los resultados indican que el nivel de ansiedad hacia las matemáticas aumentará siempre y cuando las variables de exámenes matemáticos, tareas numéricas y cursos matemáticos estén presentes en el contexto evaluado, asimismo no se identifican diferencias significativas respecto al Género.
Empoderamiento de la persona mayor mediante el ejercicio físico y la metodología aprendizaje- servicio (APS)
Get PDFIt is necessary a pedagogic view in the general and university education. A service focused to a social group should have a minimal quality, specially with elderly people. The service-learning (S-L) helps to understand the contents of courses which are teached in real contexts, developing social and educative skills. Physical exercise provides healthy and educative experiences, helping to decrease the negative consequences of bad nutrition, psychologic problems, etc. Furthermore, several authors define the S-L as a useful method to introduce physical exercise as important content if we want to highlight the solidarity, support in a community or cooperation. However, the aim of the present study is offering a different teaching point of view. The students will learn in a real context, as well as there is an improvement in the social, politic or physical factors in the elderly people. Es necesario abordar un enfoque pedagógico en la educación universitaria, que garantice una calidad mínima de un servicio llevado a cabo con un colectivo social, especialmente las personas mayores. Ello contribuirá a que los beneficios sean máximos tanto en las personas que lo reciben como para quienes lo prestan, en este caso, estudiantes universitarios. El aprendizaje-servicio (ApS) ayuda a entender el contenido del currículo que se pretende impartir a través de contextos reales, potenciando el desarrollo de habilidades sociales-educativas y mejorando la capacidad crítica de los estudiantes. El ejercicio físico como medio posibilitador de experiencias educativas y saludables, ayuda a paliar consecuencias negativas de la edad en el plano psicológico, nutricional, o socioafectivo entre otros. Además, el ApS es un método al que varios autores definen como útil al introducir ejercicio físico como contenido fundamental para propiciar valores como la solidaridad, ayuda, apoyo a la comunidad o cooperación. Por consiguiente, el objetivo del presente trabajo es el de ofrecer una perspectiva diferente de enseñanza. El alumnado universitario aprenderá en un contexto y realidad próximo, a la vez que mejora el plano social, político o físico de la persona mayor. Por consiguiente, estos últimos tendrán una mayor autonomía y control de sus propias decisiones
B-learning y e-learning como estrategias para el desarrollo de competencias complementarias del alumnado del grado de maestro
Get PDFThe overload of curricular contents in higher education can make us overlook certain competences that are key to the training and future professional practice of university students. In this sense, initiatives such as Nano Online Open Courses (NOOC) can complement the training of students through the in-depth development of certain content and / or skills. Certain universities are promoting the development of these initiatives through the implementation of calls for teaching innovation. This paper presents an example of NOOC for the development of better skills in attention to diversity and development of an inclusive education by students of the Teaching degrees in Early Childhood and Primary Education of the Faculty of Education of the University of AlicanteLa sobrecarga de contenidos curriculares en la educación superior puede hacernos pasar por alto determinadas competencias que resultan clave para la formación y el futuro ejercicio profesional del alumnado universitario. En este sentido, iniciativas como los NOOC pueden servirnos para complementar la formación de los estudiantes mediante el desarrollo en profundidad de determinados contenidos y/o capacidades. Determinadas universidades están impulsando el desarrollo de estas iniciativas mediante la puesta en marcha de convocatorias de innovación docente. En este trabajo se presenta un ejemplo de NOOC para el desarrollo de mejores competencias de atención a la diversidad y desarrollo de una educación inclusiva por parte de estudiantes de los grados de Maestro en Educación Infantil y Primaria de la Facultad de Educación de la Universidad de Alicante
Bienestar subjetivo, estrategias cognitivo-afectivas y familia
Get PDFPsychological wellness is a broad concept that includes social, subjective and psychological dimensions, as well as behaviors related to health in general, that lead people to function in a positive way. Subjective wellness measures the degree of happiness or satisfaction that, in general terms, predominates in each person according to their own point of view. In relation to this, it is known that the mind has a relevant role in the construction of reality. To interpret reality, our thinking uses certain cognitive-affective structures. Events by themselves do not produce behavioral, emotional and cognitive consequences, but rather through a process of personal evaluation of events, these consequences occur. Lazarus (2000) argued that before the emotion takes place, people make an automatic and unconscious evaluation of what is happening and what is going to be assumed. In addition, Hernández-Guanir (2002,2010) raised the existence of habitual and peculiar strategies that each person shows in the way of focusing, of reacting or of interpreting reality in situations of ego-involvement, that is, where people face a reality that engages them in their interests and emotions. It is well-known the relationship between cohesion and family adaptability (called Family System) with the level of satisfaction of the members of the family system, as stated by Olson (2000) in his circumplex model. In order to ascertain the influences of the cognitive-affective strategies and the family with the subjective wellness, a research was proposed with 225 students of the Faculty of Legal Sciences of the University of Las Palmas of Gran Canaria, through an external design post facto. The results offer, among others, a relationship between the elements of the family system, family satisfaction, cognitive-affective strategies and subjective well-being. It also informs us that it is possible to predict subjective well-being more by the aspects of the world’s evaluation and life in general and of family satisfaction, than by the variables of the family system. It concludes with a broad reflection of the role played by these variables in subjective wellness or more commonly called happiness.El bienestar psicológico es un concepto amplio que incluye dimensiones sociales, subjetivas y psicológicas, así como comportamientos relacionados con la salud en general, que llevan a las personas a funcionar de un modo positivo. El Bienestar Subjetivo mide el grado de felicidad o de satisfacción que, en términos generales, predomina en cada persona según su propio punto de vista. En relación con esto, se conoce que la mente tiene un papel relevante en la construcción de la realidad. Para interpretar la realidad, nuestro pensamiento usa determinadas estructuras cognitivoafectivas. Los acontecimientos por sí mismos no producen consecuencias conductuales, emocionales y cognitivas, sino que a través de un proceso de valoración personal sobre los eventos se producen dichas consecuencias. Lazarus (2000) argumentaba que antes de que la emoción tuviera lugar, las personas hacen una evaluación automática e inconsciente de lo que está ocurriendo y de lo que va a suponer. Además, Hernández-Guanir (2002, 2010) plantea la existencia de estrategias habituales y peculiares que cada persona muestra en el modo de enfocar, de reaccionar o de interpretar la realidad en situaciones de ego-implicación, es decir, donde las personas se enfrentan a una realidad que les compromete en sus intereses y emociones. También es conocida la relación que existe entre la cohesión y la adaptabilidad familiar (llamado Sistema Familiar) con el nivel de satisfacción de los integrantes del sistema familiar, tal y como plantea Olson (2000) en su modelo circumplejo. Con la finalidad de conocer las influencias de las estrategias cognitivo-afectivas y la familia con el bienestar subjetivo, se planteó una investigación con 225 estudiantes de la Facultad de Ciencias Jurídicas de la Universidad de Las Palmas de Gran Canaria, a través de un diseño ext post facto. Los resultados ofrecen, entre otros, una relación entre los elementos del sistema familiar, la satisfacción familiar, las estrategias cognitivo-afectivas y el bienestar subjetivo. También nos informa que es posible predecir el bienestar subjetivo más por los aspectos de valoración del mundo y la vida en general y de la satisfacción familiar, que por las variables del sistema familiar. Se concluye con una amplia reflexión del papel que juegan dichas variables en el bienestar subjetivo o más comúnmente llamado felicidad
Violencia en adolescentes y regulación emocional
Get PDFAggression towards peers is a problem with an important presence in the secondary classrooms in most of the countries of the world, and that interferes notably in the process of teaching / learning and in the development of those involved, with consequences always negative for their wellbeing, psychological health and social relations. In the last decades, there has been a significant increase in the importance given to the management of emotion, in what has come to be called the affection revolution, a line of research that comes to emphasize that the presence of behavioral and psychopathological alterations is not so much related to excessive negative or positive emotion, but rather to the poor ability to regulate that emotion in a way that is healthy and facilitates adjustment to demands. In relation to aggression and victimization in children and adolescents, there are hardly any studies that analyze the role of emotional regulation in explaining these problems. In the present research we analyze the emotional regulation in adolescents involved in acts of school violence, both as aggressors and victims, taking as a model the theoretical approach that has the greatest theoretical and empirical solidity in relation to the regulation of emotions and, in particular, to the emotional intelligence, proposed by Mayer and Salovey in 1997. According to this model, emotional intelligence is the set of four abilities that we examine in the present work: 1) emotional perception: ability to perceive own and others’ emotions; 2) emotional assimilation: ability to generate, use and feel emotions to communicate feelings; 3) emotional understanding: ability to understand information of an emotional nature; and 4) emotional regulation: ability to be open to feelings, monitor and alter them in order to facilitate personal growth.La violencia entre iguales es un problema con una presencia importante en las aulas de secundaria en la mayor parte de los países del mundo, y que interfiere notablemente en el proceso de enseñanza/aprendizaje y en el desarrollo evolutivo de los implicados, con consecuencias siempre negativas para su bienestar, salud psicológica y relaciones sociales. En las últimas décadas, se ha producido un incremento importante en la importancia dada al manejo de la emoción, en lo que se ha venido a denominar la revolución del afecto, una línea de investigación que viene a destacar que la presencia de alteraciones conductuales y psicopatológicas no está tan relacionada con una excesiva emoción negativa o positiva, sino con la escasa habilidad para regular dicha emoción de manera que resulte saludable y facilite el ajuste a las demandas. En relación con la agresión y la victimización en niños y adolescentes, no existen apenas estudios que analicen el rol de la regulación emocional en la explicación de estos problemas. En la presente investigación analizamos la regulación emocional en adolescentes implicados en actos de violencia escolar, tanto como agresores como víctimas, tomando como modelo el enfoque teórico que mayor solidez teórica y empírica presenta en relación a la regulación de las emociones y, en particular, a la inteligencia emocional, propuesto por Mayer y Salovey en 1997. Según este modelo, la inteligencia emocional es el conjunto de cuatro habilidades que examinamos en el presente trabajo: 1) percepción emocional: habilidad de percibir emociones propias y de otros; 2) asimilación emocional: habilidad de generar, usar y sentir las emociones para comunicar sentimientos; 3) comprensión emocional: habilidad de entender información de tipo emocional; y 4) regulación emocional: habilidad de estar abierto a los sentimientos, vigilarlos y alterarlos con el objetivo de facilitar el crecimiento personal
How can we enhance creativity in childhood? An action research with Italian children
Get PDFCreativity was defined as “the centerpiece of an education that prepares a generation of change agents for doing good” (Sheridan-Rabideau, 2010). In the theoretical framework of the action research model (see Lewin, 1951) this study was aimed to propose a training to enhance creativity in children. According to the William’s model (1966, 1994), creativity is made by the following factors: fluency, flexibility, originality,elaboration and the ability to produce creative titles . Purpose: to explore the effects of a specific training on improvement of creativity factors. Training consisted of three steps (1 hour every one) in which the children, respectively, a) imagined to see objects looking in a Kaleidoscope and wrote a story with imagined objects; b) proposed ways to enhance a simple toy and to make it funny (see Torrance, 1989); c) found similarities between couples of objects. Sample: 36 Italian children (16 boys and 20 girls) aged between 7 and 8 years old, attending second classes of a primary school in Misterbianco (Italy). Participants were divided between experimental group (attending training) and control group (no training). Measures: The Italian version of Test of Divergent Thinking (TCT: Williams, 1994). We used protocol A to analyze levels of creativity before the training and protocol B (perfectly comparable with protocol A) to evaluate creativity after training. Results: Children reached levels of creativity similar to those obtained by children of the same age in our context (De Caroli, 2009). After training, children of the experimental group improved in flexibility (t= -2,872, p=.01), originality (t= -3,831, p=.001), elaboration (t= -6,096, p smaller than .001), and in titles production(t= -3,573, p=.002). No significant changes emerged in the Fluidity. Future research could deepen the effects of this training in children of different ages.Creativity was defined as “the centerpiece of an education that prepares a generation of change agents for doing good” (Sheridan-Rabideau, 2010). In the theoretical framework of the action research model (see Lewin, 1951) this study was aimed to propose a training to enhance creativity in children. According to the William’s model (1966, 1994), creativity is made by the following factors: fluency, flexibility, originality,elaboration and the ability to produce creative titles . Purpose: to explore the effects of a specific training on improvement of creativity factors. Training consisted of three steps (1 hour every one) in which the children, respectively, a) imagined to see objects looking in a Kaleidoscope and wrote a story with imagined objects; b) proposed ways to enhance a simple toy and to make it funny (see Torrance, 1989); c) found similarities between couples of objects. Sample: 36 Italian children (16 boys and 20 girls) aged between 7 and 8 years old, attending second classes of a primary school in Misterbianco (Italy). Participants were divided between experimental group (attending training) and control group (no training). Measures: The Italian version of Test of Divergent Thinking (TCT: Williams, 1994). We used protocol A to analyze levels of creativity before the training and protocol B (perfectly comparable with protocol A) to evaluate creativity after training. Results: Children reached levels of creativity similar to those obtained by children of the same age in our context (De Caroli, 2009). After training, children of the experimental group improved in flexibility (t= -2,872, p=.01), originality (t= -3,831, p=.001), elaboration (t= -6,096, p menor que .001), and in titles production(t= -3,573, p=.002). No significant changes emerged in the Fluidity. Future research could deepen the effects of this training in children of different ages
How adolescent’s family satisfaction and attachment quality correlate in cases of domestic violence
Get PDFThis research examined the relationships between adolescents’ attachment, communication, trust and alienation with their parents and how satisfied those adolescents are with their family life with the independent variable of having or not experienced domestic violence. Data was collected using the Inventory of Parent and Peer Attachment – Revised (IPPA – R) and the Kansas Family Life Satisfaction Scale (KFLS) and 131 adolescents participated. Results indicate a high correlation between attachment, family life satisfaction and domestic violence, with mothers’ attachment, trust and communication ranking higher than fathers’. Father communication and mother trust predict family life satisfaction and exposure to domestic violence had a direct effect on family satisfaction. Cluster analysis revealed three different group. Data shows that attachment to parents remains an important aspect of family relationship and domestic violence is a phenomenon that moderates the level of family life satisfaction. Detailed findings are presented and implications and research limits are discussed.This research examined the relationships between adolescents’ attachment, communication, trust and alienation with their parents and how satisfied those adolescents are with their family life with the independent variable of having or not experienced domestic violence. Data was collected using the Inventory of Parent and Peer Attachment – Revised (IPPA – R) and the Kansas Family Life Satisfaction Scale (KFLS) and 131 adolescents participated. Results indicate a high correlation between attachment, family life satisfaction and domestic violence, with mothers’ attachment, trust and communication ranking higher than fathers’. Father communication and mother trust predict family life satisfaction and exposure to domestic violence had a direct effect on family satisfaction. Cluster analysis revealed three different group. Data shows that attachment to parents remains an important aspect of family relationship and domestic violence is a phenomenon that moderates the level of family life satisfaction. Detailed findings are presented and implications and research limits are discussed
As Tecnologias Digitais e as Apps: contributos e valências para idosos com demências
Get PDFThe only-called \u27Digital Apps - Apps\u27 have become the reality the\u27 digital tools \u27 devices associated with smartphones and tablets. The increase in this offer have been different areas and areas. In this article, it i intended to make known to set of Apps, through the brief description of them, in an area associated to the training of the cognitive domain. It adds results of investigations that have demonstrated with caregivers and older citizens in order to prevent associated with dementias. The results have shown regular that uses of Apps, through the activities / you love they provide, you have become advantageous by stimulating training of several capacities that can combat the increase of dementias, mainly, the elderly.As designadas «Aplicações Digitais – Apps» têm vindo a tornar-se uma realidade como ‘ferramentas digitais’ associadas aos smartphones e tablets. O incremento desta oferta tem vindo a cobrir diferentes valências e áreas. No presente artigo, pretende-se dar a conhecer um conjunto de Apps, através de uma descrição sumária das mesmas, numa área associada ao treino do domínio cognitivo. São também apresentados alguns resultados de investigações que vieram demonstrar a sua mais-valia junto de cuidadores e de cidadãos mais idosos no sentido de prevenirem problemas associados a demências. Pois, os resultados têm permitido verificar que a utilização regular das Apps, através das atividades/jogos que disponibilizam, se tem tornado vantajosa pelo facto de estimular treino de várias capacidades que podem combater o acréscimo de demências, principalmente, junto dos cidadãos mais idosos
Intervenciones de enfermería en los trastornos de la personalidad en el ámbito de la atención primaria
Get PDFIntroduction: The personality is defined as the dynamic set of emotional and behavioural characteristics that are unique to each person. According to the American Psychiatric Association (APA), personality disorders correspond to a set of signs that produce a series of behavioural alterations in the emotional and affective spheres that cause problems for social adaptation and alterations in behavior that deviate from the expectations of the culture of the subject.Objective: Know and determine the role of nursing care in personality disorders.Methodology: A review of the scientific literature published in the PUBMED and SCIELO databases was carried out in January and February of 2017 with the keywords “personality disorder”, “nursing care”, “personality” and “primary care”.Results: The studies analyzed show that nursing care will be oriented according to whether the person presents a crisis situation or presents sufficient stability to acquire knowledge and skills that help him with the management of his illness. In the case of an emergency situation, it is necessary to assess the vital risk and the degree of aggressiveness and an assessment must be made by psychology. In the case of a stable patient, a more extensive evaluation process should be carried out in which the interventions will be directed to make changes in the lifestyle.Conclusions: The primary care nursing consultation enables the patient to solve problems and complications that occur in those patients in whom there is emotional stability. It allows the development of effective strategies for coping with the disease and reducing anxiety. In this sense, new strategies and intervention possibilities are opened to professionals to cover their emotional and therapeutic needs.Introducción: La personalidad se define como el conjunto dinámico de características emocionales y de conducta que son únicas a cada persona. Según la American Psychiatric Association (APA), los trastornos de la personalidad corresponde a un conjunto de signos que producen una serie de alteraciones conductuales en las esferas emocional y afectiva que provocan problemas para la adaptación social y alteraciones en el comportamiento que se aparta de las expectativas de la cultura del sujeto.Objetivo: Conocer y determinar el papel de los cuidados de enfermería en los trastornos de la personalidad.Metodología: Se realizó una revisión de la literatura científica publicada en las bases de datos PUBMED y SCIELO en enero y febrero del año 2017 con las palabras clave “personality disorder”, “nursing care”, “personality” y “primary care”.Resultados: Los estudios analizados ponen de manifiesto que los cuidados de enfermería se orientarán en función de si la persona presenta una situación de crisis o presenta la estabilidad suficiente para adquirir conocimientos y habilidades que le ayuden con el manejo de su enfermedad. En el caso de una situación de urgencia se deberá de valorar el riesgo vital y el grado de agresividad y se deberá de realizar una valoración por parte de psicología. En el caso de un paciente estable, se deberá de realizar un proceso de valoración más extenso en las que las intervenciones irán encaminadas a realizar cambios en el estilo de vida.Conclusiones: La consulta de enfermería de atención primaria capacita al paciente a resolver problemas y complicaciones que se presenten en aquellos pacientes en los que hay estabilidad emocional.¸ ya que permite el desarrollo de estrategias efectivas de afrontamiento de la enfermedad y de disminución de la ansiedad. En este sentido se abre ante los profesionales nuevas estrategias y posibilidades de intervención para cubrir las necesidades emocionales y terapéuticas
Grupo de apoio social para mães de crianças diagnosticadas com TDAH
Get PDFThis article aims to present the analysis of the repercussions of a social support group on the educational practices of mothers of children diagnosed with Attention-deficit/hyperactivity disorder. The assumption is that the scientific knowledge about the disorder and the sharing of the reflected practical knowledge acquired by the families of these children have great relevance in the performance of their roles as mediators of the self-regulation of their children’s behavior. It is characterized as a Intervention Research, aligned with practice studies and guided by the ontological and epistemological foundations of Cultural-Historical Psychology. The social support group moderated by the researcher was the instrument of interaction among the mothers. The content analysis was done by “core of meaning” from reports of mothers during the development process of social support group and from the semi structured interview applied before and after the end of the group’s meetings. It was verified that the social support group favored the experience of positive feelings and provided a space for the exchange of practices and knowledge. Thus, the repercussions were positive with respect to the practices and meanings attributed by the mothers to the children and to themselves, with reflexes in the performance of their roles of mediators of the behavior of their children.Este artigo tem como objetivo apresentar a análise das repercussões de um grupo de apoio social nas práticas educativas de mães de crianças diagnosticadas com Transtorno de Déficit de Atenção e Hiperatividade. O pressuposto é que o conhecimento científico sobre o transtorno e o compartilhamento do conhecimento prático refletido adquirido pelas famílias dessas crianças têm grande relevância no desempenho de seus papeis como mediadoras da auto-regulação do comportamento dos seus filhos. Caracteriza-se como uma pesquisa intervenção, alinhada com os estudos de prática e orientada pelos fundamentos ontológicos e epistemológicos da psicologia histórico cultural. O grupo de apoio social, moderado pela pesquisadora, foi o instrumento de interação entre as mães. A análise foi feita por meio da construção de núcleos de significação das falas das mães durante o processo de desenvolvimento dos encontros do grupo e das entrevistas semiestruturadas individuais realizadas antes e após o término dos encontros do grupo. Constatou-se que o grupo de apoio social favoreceu a vivência de sentimentos positivos e propiciou um espaço de troca de práticas e conhecimentos. Assim, as repercussões foram positivas com relação às práticas e aos significados atribuídos pelas mães às crianças e a elas mesmas, com reflexos no desempenho de seus papeis de mediadoras do comportamento dos seus filhos