The role of incidental variables of time in mood assessment

Determining what influences mood is important for theories of emotion and research on subjective well-being. We consider three sets of factors: activities in which people are engaged; individual differences; and incidental variables that capture when mood is measured, e.g., time-of-day. These three factors were investigated simultaneously in a study involving 168 part-time students who each responded 30 times in an experience sampling study conducted over 10 working days. Respondents assessed mood on a simple bipolar scale – from 1 (very negative) to 10 (very positive). Activities had significant effects but, with the possible exception of variability in the expression of mood, no systematic individual differences were detected. Diurnal effects, similar to those already reported in the literature, were found as was an overall “Friday effect.” However, these effects were small. Lastly, the weather had little or no influence. We conclude that simple measures of overall mood are not greatly affected by incidental variables.Affect; mood; experience sampling; diurnal effects; day-of-the-week; weather; multilevel analysis. leex

Why do people enjoy watching natural disasters and human violence on television? : A reversal theory perspective

We explored the psychological links that may exist between people's choices of television program, conversation topics around the content of these programs, and people's perceived degree of threat associated with these programs. The theoretical framework of the study was reversal theory (Apter, 2001). Participants were presented with a series of questionnaires assessing the degree of threat associated with potentially stressful situations (e.g., running of the bulls), the degree of enjoyment associated with television programs dealing with these situations (e.g., watching a report about the running of the bulls), and the degree of enjoyment associated with participation in conversations about these programs. The overall finding was that (a) most people like to watch frightening television programs because they find these situations to be the most entertaining once their negative consequences have been removed, (b) most people like to choose conversation topics centered on risks and risky situations for the same reason, (c) some people dislike watching frightening television programs and do not preferentially choose conversation topics centered on risks and risky situations because these situations, although not real for them, are still highly stressful, and possibly psychologically harmful. We highlight the usefulness of the concept of protective frame in the domain of risk communication, risk perception, and risk behavio

Disseny d'una activitat per a integrar coneixements i autoavaluar competències metodològiques

Es desenvolupa i avalua una estratègia d'ensenyament-aprenentatge que té per objectiu introduir l'assignatura troncal Mètodes d'Investigació a la titulació de Psicologia i alhora aportar eines que afavoreixin l'autovaluació de competències en el procés d'aprendentatge de la matèria. En l'elaboració d'aquesta estratègia "la falta de disciplina dels estudiants a l'aula" deixa de ser un problema per convertir-se en un recurs docent. La proposta que presentem és fàcil de portar a terme en classes nombroses, i no suposa un increment substancial en la càrrega de treball del docent ni del discent

Observational Analysis of Corner Kicks in High-Level Football: A Mixed Methods Study

[Abstract] Corner kicks are one of the most important set pieces in high-level football. The present study aimed to analyze the evolution of the tactical approach to corner kicks in high-performance football. For this, a total of 1704 corner kicks executed in the 192 matches corresponding to the 2010, 2014 and 2018 FIFAWorld Cups were analyzed. To achieve the proposed objectives, the observational methodology was used. The results show an evolution in the mode of execution of these actions, but instead the success rate remains low. The log-linear test allowed to find significant relationships between some of the most important categorical variables in these actions: match status, number of intervening attackers and time. The decision tree models show that the number of players involved in these actions is the criterion that presents the greatest information gain. These results corroborate previous multivariate studies, although more research is still needed. Finally, the results of the present study can be used by coache

Desenvolupament de competències de comunicació i cooperació en l'aprenentatge de Mètodes d'Investigació

El projecte aborda la problemàtica vinculada al procés d'ensenyament-aprenentatge de la matèria "Mètodes, Dissenys i Tècniques d'Investigació" en Psicologia (MeDiTI). La finalitat és produir recursos didàctics en suport digital sobre MeDiTI per afavorir en els estudiants: (1) L'adquisició de competències específiques mitjançant l'ús formatiu d'una plataforma docent virtual, i l'autoavaluació continuada; especialment per afavorir la retroalimentació del coneixement adquirit de forma autònoma abans de les sessions presencials. (2) La competència de la lectura crítica de bibliografia científica a través de l'assoliment de la competència instrumental de conèixer i emprar adequadament la terminologia específica de MeDiTI en llengua catalana, castellana i anglesa. (3) La competència interpersonal de treball compromès en equip a través d'una activitat d'aprenentatge cooperatiu en entorn virtual. Aquests recursos suposen actuacions per afavorir la semipresencialitat a favor de l'autoaprenentage com un pas essencial per a adaptar la matèria MeDiTI als requeriments de l'EEES. En aquestes Jornades ens entrarem en exposar el paper que juga un recurs que anomenem "Vocabulari/Glossari" com a element vertebrador de la recollida d'evidències en el procés d'autoaprenentatge. En primer lloc, es posicionarà aquest recurs en el marc de la proposta global del projecte. A continuació, es presentaran els resultats d'una primera aplicació del recurs.Conclourem destacant la importància que té en la nostra matèria, habitualment poc desitjada pels estudiants en el moment en que l'han de cursar, el fet d'aportar recursos que contribueixen a fer obvi el seu procés d'aprenentatge.The present project deals with the troublesome teaching-learning process of the subject "Research Methods, Designs and Techniques" in Psychology (ReMeDeT). The main purpose is to create educational resources on a digital support (e-learning) about ReMeDeT on the side of students: (1) Acquisition of specific competencies by using an educational virtual platform and continued assessments; in order to promote feedback on the self-acquired learning before the attending sessions. (2) Acquisition of a critic reading skills on scientific literature through the achievement of the instrumental competence of knowing and adequately using the specific ReMeDeT terminology in Catalan, Spanish either English. (3) Acquisition of interpersonal committed working group skills through cooperative e-learning activities. These resources require actions to promote part-time attendance in favour of self-learning as an essential step to adapt ReMeDeT contents to the ESHE requirements. During this conference we are going to focus on showing the role of the resource called "Vocabulary/Glossary" as a key element on the collection of evidences among the self-learning process. First of all, we are going to allocate this resource inside global project's proposal. Second, results obtained from a first application of the tool will be exposed. To conclude, the importance of adding resources like the present one to our subject, which is not actually quite desired by our students in the moment they have to undertake it, help on making more evident their learning process

Recursos d'autoaprenentatge de mètodes d'investigació en entorns virtuals

El nou marc derivat de l'EEES implica, entre d'altres coses, un model educatiu en el qual l'estudiant guanya protagonisme i autonomia. Així s'espera que prengui un paper més actiu en un aprenentatge basat en competències en el qual les habilitats i actituds adquireixen molta importància. Un primer pas per fomentar un paper més actiu en l'alumne és captar el seu interès proporcionant-li recursos per tal d'aconseguir un aprenentatge significatiu. Amb aquest objectiu hem aplicat al llarg del semestre un producte docent per a l'aprenentatge de conceptes de Mètodes d'Investigació (MI) basat en un centre d'interès. Els resultats de l'aplicació d'aquesta activitat ens permeten afirmar que aquest és un recurs "sostenible" fins i tot en grups nombrosos, i que contribueix a assolir competències específiques de MI així com d'altre més transversals com la integració significativa de coneixements i l'emissió de judicis crítics basats en l'explicació. D'altra banda, per tal de fomentar les competències de treball autònom i de planificació i gestió del temps de l'estudiant hem dissenyat una activitat d'autoavaluació interactiva, digital i accessible a través d'internet en la qual es revisen els conceptes principals de MI. Les característiques d'aquesta eina fan possible que es donin simultàniament autoavaluació i formació. Per últim, amb l'objectiu de fomentar certes habilitats i actituds com la competència interpersonal de treball compromès en equip, la interdependència positiva o la co-responsabilitat, s'ha dissenyat una estratègia d'aprenentatge cooperatiu inspirada en els Teams Games Tournaments que serà implementada en un entorn virtual.The new educational framework resulting of the European Space of Higher Education implies, among other things, an educational model in which students take a more active role in a competence based learning in which skills and attitudes acquire much importance. A first step towards encouraging a more active role in the student is to capture his attention providing resources in order to achieve a significant learning. Keeping this goal in mind, we have applied to a Research Methods training course an all-semester educational product based on a center of interest. The results obtained after applying this learning activity allow us to state that this is a "sustainable" resource even in large groups, and that contributes to achieve specific Research Methods competences as well as other partial and more generic ones like meaningful knowledge integration explanation-based critical judgments. On the other hand, in order to foster the competences of autonomous work and time planning and management of the student, we have designed an interactive digital self-evaluation activity accessible via the internet in which the main concepts of Research Methods are revisited. This tool's main features make it possible the concurrence of self-evaluation and training. Finally, and aiming to encourage certain skills and attitudes as the interpersonal competence of compromised team work, the positive interdependence or the coresponsibility, a strategy of cooperative learning inspired in the Teams Games Tournaments has been designed to be implemented in a virtual environment

Psychometric properties of the Eating Disorder Examination Questionnaire (EDE-Q) and norms for rural and urban adolescent males and females in Mexico

Aims: To contribute new evidence to the controversy about the factor structure of the Eating Disorder Examination Questionnaire (EDE-Q) and to provide, for the first time, norms based on a large adolescent Mexican community sample, regarding sex and area of residence (urban/rural) - Methods: A total of 2928 schoolchildren (1544 females and 1384 males) aged 11-18 were assessed with the EDE-Q and other disordered eating questionnaire measures. - Results: Confirmatory factor analysis of the attitudinal items of the EDE-Q did not support the four theorized subscales, and a two-factor solution, Restraint and Eating-Shape-Weight concern, showed better fit than the other models examined (RMSEA = .054); measurement invariance for this two-factor model across sex and area of residence was found. Satisfactory internal consistency (ω ≥.80) and two-week test-retest reliability (ICCa ≥.84; κ≥ .56), and evidence for convergent validity with external measures was obtained. The highest attitudinal EDE-Q scores were found for urban females and the lowest scores were found for rural males, whereas the occurrence of key eating disorder behavioural features and compensatory behaviours was similar in both areas of residence. - Conclusions: This study reveals satisfactory psychometric properties and provides population norms of the EDE-Q, which may help clinicians and researchers to interpret the EDE-Q scores of adolescents from urban and rural areas in Mexico

New insights into the behavioral structure of Pikler educators : An application of T-pattern detection and analysis with THEME

The recent generalization of early childhood schooling has given rise to a need for the development of rigorous, specific training programs aimed at early education professionals (0-3 years of age). This work emanates from the unique nature of Pikler-Lóczy education as a reference for early childhood education centers, and its expertise in providing quality care in an everyday classroom situation. The aim of the study is to use T-pattern detection and analysis, within the framework of observational methodology, to identify relevant aspects of the choreography followed by Pikler educators during breakfast, and thus provide substantial material with a view to creating a training plan. Two expert educators in Pikler-Lóczy education were directly and systematically observed in their own classrooms, following a nomothetic, follow-up and multidimensional design. The observation instrument underwent a molarization process so that the detected elements would be more significant and understandable for novice educators. Using THEME, the invariant aspects of the educators' behavior were analyzed. The significance level for the critical interval was the THEME default (α = 0.005). The results show: on the one hand, changes expected in T-patterns in accordance with the observation instrument molarity; and on the other hand, stability in terms of the comparison between the two educators. These results help us to identify the complex structure of the breakfast choreography, and how educators establish interaction with children. In addition to specific issues pertaining to Pikler-Lóczy education, the conclusions highlight the advantages of using T-pattern analysis within the framework of observational methodology, in order to dissect a mealtime routine in its natural context, and explain components of early childhood education intervention that satisfy basic childhood needs. This constitutes a starting point from which to generate instructive material for the training of professionals working in early education

Pautas para elaborar trabajos que utilizan la metodología observacional

Observational studies that use a combination of complementary methods can providekey insights into everyday behavior in natural settings. Many elements of human behavior areperfectly perceivable ---and hence observable--- in a multitude of everyday activities and settings,ranging from low-intervention programs to interactive studies analyzing different aspects offamily life, social relations, performance in sport or at school, etc. Human behavior, however,also has elements that are only partially perceivable but that can be captured through indirectobservation and subsequent analysis of oral behavior or written text or graphics. In this article,we present a schematic overview of the main steps involved in an observational study.The aim is to provide authors interested in embarking on such a study with some practical insights andguidelines that we hope will provide them with the knowledge and motivation to delve furtherinto this field and ultimately design their own observational study.Desde una perspectiva de complementariedad metodológica, los trabajos que utili-zan la metodología observacional aportan una aproximación imprescindible para la explicacióndel comportamiento en su contexto cotidiano. El comportamiento humano presenta una facetaplenamente perceptible y, por tanto, observable, en multitud de actividades, contextos y situa-ciones, desde la implementación de programas de baja intervención a los estudios interactivosen múltiples variantes (ámbito familiar, deportivo, escolar, social, etc.), pasando también porsituaciones de perceptividad parcial, en que cabe la observación indirecta, que aporta el análisisde conducta oral y material textual y gráfico. En este artículo se presentan esquemáticamentelas grandes etapas que requiere la aplicación de la metodología observacional. Con ello seespera aportar al potencial autor de estudios observacionales unos conocimientos que le resul-ten útiles para empezar a aplicar esta metodología, así como recursos para ampliar informaciónsobre cada una de las etapas