Emotional regulation and academic performance in the academic context: The mediating role of self-efficacy in Secondary Education students

Background: in the school stage, adolescents experience different emotional and motivational states involved in the learning process that play a fundamental role in their personal and academic development. In this way, the study focuses on analyzing the relationships between emotional regulation, self-efficacy and academic performance, as well as the possible mediating role of self-efficacy in both. Methods: the study included 2204 students, both male (N = 1193; 54.12%) and female (N = 1011; 45.87%) with ages ranging from 12 to 18 years (M = 14.69; DT = 1.76). The measures used for the investigation were the Emotion Regulation Questionnaire (ERQ), the Academic Self-Efficacy Scale (ASES) and average marks were used to measure students’ academic performance. Results: The results of the study revealed a self-determined behavioral pattern characterized by high scores in emotional regulation, self-efficacy and academic performance. Likewise, the mediating role of self-efficacy between emotional regulation and student academic performance was significant. Conclusion: the influence of the academic self-efficacy variable as a mediator between the studied constructs is denoted, as well as the importance of promoting adaptive behaviors in the classroom that can lead to adequate personal development of students together with optimal academic performance

Adaptation of Questionnaire about Aggressive Beliefs and Attitudes in Spanish Adolescents

Aggressive beliefs and attitudes are increasingly present in adolescents, and it can be argued that they are a prevalent feature of adolescence. Michel, Pace, Edun, Sawhney, and Thomas’s (2014) original thirty-item scale was later shortened to a more parsimonious eight-item scale (ABA-SF). This study addresses the adaptation and validation of the brief Aggressive Beliefs and Attitudes Scale to Spanish adolescents. The sample comprised a group of Spanish adolescents (N = 771, M age = 14.01 years). A total of two studies were undertaken: (1) the scale was translated into Spanish and its internal consistency, factorial structure and convergent validity were established; and (2) factorial analysis was undertaken to confirm the questionnaire. The results yielded high scores for internal consistency, reliability (α = 0.82; Ω = 0.83) and convergent validity. The examination of the underlying nomological network revealed links with positive and negative feelings, anxiety and aggression. According to the Exploratory Factorial Analysis (EFA), the aggregate variance of the factors in the scale was 65.814%, indicating that they can explain variations in aggression levels in adolescents. For its part, the Factorial Confirmatory Analysis (FCA) confirmed the match between the translation and the model, leading to a sustainable model composed by the three factors identified and eight items: χ2 (17) = 30.693; p < 0.001; χ2/gL = 1.805; CFI = 0.968; NFI = 0.837; TLI = 0.944; RMSEA = 0.060, IC del 95% (0.048–0.072). The short scale is easy to understand and quick to complete and is thus considered a useful instrument to assess aggression levels in adolescents

Self-efficacy, optimism, and academic performance as psychoeducational variables: mediation approach in students

Background: During the various stages of education, adolescents undergo emotional and motivational experiences that can play key roles in their development. This study aims to analyse the relationship among academic self-efficacy, optimism, and academic performance. Methods: This study comprised 1852 adolescent (male, N = 956, 51.61% and female, N = 896, 48.38%) aged 12–19 years (M = 14.77; SD = 1.80) from twelve secondary schools in Spain. The instruments used for the evaluation were the Academic Self-Efficacy Scale (ASES) and the Life Orientation Test—Revised (LOT-R); the students’ average marks were used to measure their academic performance. Results: The results of the study revealed significant correlations among self-efficacy, optimism and academic performance. Conclusions: These results emphasise the importance of academic self-efficacy as a mediating variable between the other two variables as well as its central role in the promotion of adaptive behaviours in the classroom, leading to adequate personal development, helping to prevent early school dropout and contributing to a more satisfactory academic experience

Aula de Desarrollo: Un programa de intervención con alumnos de Altas Capacidades en Educación Primaria

La finalidad de este trabajo es la de realizar una propuesta de intervención destinada a la atención de alumnado que presenta Altas Capacidades Intelectuales en Educación Primaria. La idea surge a partir de uno de los grandes problemas presentes en las aulas españolas: ¿Cómo actuamos con este perfil de alumnado? ¿Qué podemos hacer? ¿Cómo podemos contribuir a su desarrollo académico y personal? Respecto a ello, uno de los principales problemas es la falta de motivación y de retos creativos que estimulen a este tipo de estudiantes hacia el logro académico y, por otro lado, la creación de contextos sociales adecuados donde puedan desarrollar apartados tan comúnmente asociados al perfil como la falta de habilidades sociales, emotividad y en ocasiones falta de reconocimiento emocional. Por ello, se lleva a cabo el diseño de este programa de intervención enfocado a 5º y 6º curso de Educación Primaria y que pretende promover la motivación, la creatividad, la colaboración y la socialización, así como el protagonismo del alumno en su propio aprendizaje a partir de una serie de actividades guiadas por el uso de metodologías activas y enfocadas en macro-áreas del conocimiento como son la lingüística, lógica-matemática y tecnológica-científica.<br /

Editorial: Educational Experiences for the Development of the SDG in the Time of COVID-19

No abstrac

Self-esteem and motivation for learning in academic achievement: the mediating role of reasoning and verbal fluidity

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem

Task monitoring and working memory as executive components predictive of general and specific academic achievements in 6–9-year-old children

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Art

Executive Functions and Self- Esteem in Academic Performance: A Mediational Analysis

Objective: Once the paradigm of intelligence as the only predictor of academic performance has been overcome, the influence of other variables, such as reasoning, verbal fluency, executive functions, motivation and self-esteem, was studied. Method: For this purpose, an exploratory and incidental research design was used in a sample of 132 subjects aged 6-9 years. Different instruments were administered: RAVEN, Effective Reading, Brief II, MAPE II, and Coopersmith Scale, respectively. Results: The results indicate that the predictive model formed by reasoning, verbal fluency, executive functions, and self-esteem explains 55.4% of the academic results. As mediating variables, self-esteem emerges as a predictor of both cognitive and motivational variables, and executive functions, as a predictor of emotional and motivational variables. Discussion: This implies theoretical and practical implications of an educational nature with practical implications in primary school classrooms, in order to implement plans to develop self-esteem and executive functions. Objetivo: Superado el paradigma de la inteligencia como predictor único del rendimiento académico, se estudia la influencia de otras variables como el razonamiento, fluidez verbal, funciones ejecutivas, motivación y autoestima. Método: Para ello, se sirvió de un diseño de investigación de carácter exploratorio e incidental en una muestra de 132 sujetos de 6 a 9 años. Se administraron diferentes instrumentos, como las pruebas RAVEN, Lectura Eficaz, Brief II, MAPE II y Escala Coopersmith respectivamente. Resultados: Los resultados señalan que el modelo predictivo formado por razonamiento, fluidez verbal, funciones ejecutivas y autoestima explica un 55.4% de los resultados académicos. Como variables mediadoras emergen la autoestima, sobre variables tanto de carácter cognitivo como motivacional, y las funciones ejecutivas sobre variables emocionales y motivacionales. Discusión: Esto supone implicaciones teóricas y prácticas de carácter educativo con implicaciones prácticas en las aulas de primaria para la implementación de planes de desarrollo de la autoestima y las funciones ejecutivas

Modelo de intervención a través de la accesibilidad cognitiva en las aulas ordinarias para una educación inclusiva

La accesibilidad cognitiva facilita la comprensión y la inclusión de muchas personas en la sociedad, es por ello que, para garantizar una educación inclusiva, debe llevarse a las aulas. El presente modelo de intervención propone trabajar la inclusión y la accesibilidad cognitiva de las personas con diversidad funcional y de todo el alumnado en las aulas ordinarias de educación infantil. Mediante actividades de sensibilización a cerca de la diversidad funcional y utilizando diferentes herramientas de accesibilidad cognitiva como apoyos visuales, se pretende facilitar el aprendizaje y acercar a todo el alumnado al concepto de diversidad.<br /

Modelo Comprensivo y Educación Deportiva para estimular la implicación cognitiva y motivación en una Unidad Didáctica de balonmano.

La finalidad de este trabajo es la de realizar una propuesta de intervención acorde con los nuevos tiempos siguiendo las bases de dos modelos pedagógicos significativos y utilizados en Educación Física: El Modelo Comprensivo y el Modelo de Educación Deportiva. Se acerca al alumnado a un clima que fomente el alcance de las Necesidades Psicológicas Básicas (autonomía, competencia y relaciones sociales) haciendo referencia a la teoría de la Autodeterminación y a la Teoría de las Metas de Logro. Se promueve una clase activa, participativa y consciente de cada principio táctico que se trabaja en base a interiorizar las acciones exitosas verbalizando reglas de acción. Un problema presente en la Educación Física es la falta de motivación, que a largo plazo se traduce en personas con bajos niveles de actividad física y que conlleva a serios problemas para la salud debido a la vida sedentaria. Esto puede ser causado entre muchas razones por llevar a cabo un modelo pedagógico que no es apropiado y que se centra en la descontextualización, repetición y mecanización que relega al alumno de la esencia del contenido que se imparte. La propuesta de intervención seguirá el contenido del Balonmano, un deporte de invasión en el que se enfatizará en el dinamismo de tareas, creatividad, autonomía y se permitirá una transferencia con el resto de deportes que comparten sus mismos aprendizajes fundamentales.<br /