Características temperamentales y diferenciación entre objetos físicos y sociales en niños de tres y seis meses de edad

The aim of this study was to investigate the links between temperament features and the distinction between the social object and the physical object. A sample of 60 full-term infants, without pre and post-natal complications, from middle-class socioeconomic backgrounds was studied. The infants, at three and six months of age, were exposed to diferent situations involving both social and physical objects in which they could express their temperament features. The results indicated that the infants' reactions to physical objects and social objects were different in the dimensions of attention, activity, emtional tone and vocalizations, while the differences were not significant at 3 months in the dimensions of attention and emtional tone. These results are discussed in the light of present theoretical research in the area.El propósito de la presente investigación ha sido estudiar los vínculos existentes entre las variables temperamentales y la distinción objeto social-objeto fisico. La muestra constaba de 60 niños, nacidos a término, sin complicaciones pre ni postnatales y pertenecientes a un nivel socioeconómico medio. Los niños, a los tres y seis meses de edad, fueron sometidos en el laboratorio a situaciones en las que se enfrentaban a objetos físicos y sociales a fin de que expresaran sus características temperamentales. Los resultados indicaron que los niños reaccionaron de modo diferente ante los objetos fisicos y los objetos sociales en las dimensiones de atención, actividad, tono emocional y vocalizaciones, si bien en las dimensiones de atención y tono emocional las diferencias no fueron significativas a los tres meses de edad. Estos resultados se discuten a la luz de las investigaciones actuales sobre el tema

Relaciones entre irritabilidad neonatal y reacciones temperamentales hacia objetos físicos

The aim of this study was to examine the relationship between neonatal irritability and temperamental reactions to physical objects. The sample comprised 53 full-tem infants, from middle-clam families, without any pre or post-natal complications. The Neonatal Behavioral Assessment Scale (NBAS) (Brazelton, 1984) was administered to all infants at 4 days of life. Subsequently, ut three and six months of age, the infants were exposed to a variety of situations involving physical objects in order to examine the temperament at features they express. The results indicated a significant predictive relationship between neonatal irritability and infant's attentiveness and emotional tone, at three and six months of age, when faced with physical objects. These results are discussed in the light of present theoretical orientations on the topic.El propósito de la presente investigación ha sido estudiar la relación existente entre la irritabilidad neonutal y las reacciones temperamentales hacia objetos fisicos. Para ello se utilizó una muestra de 53 niños, nacidos a término, sin complicaciones pre ni posmatales y pertenecientes a un nivel socioeconómico medio. A estos bebés se les administró la Escala para la Evaluación del Comportamiento Neonatal (NBAS) (Brazelton, 1984) a los cuatro días de vida y, posteriormente, a los tres y seis meses de edad, fueron sometidos en el laboratorio a situaciones en las que se enfrentaban a objetos fisicos a fin de que expresaran sus características temperamentales. Los resultados indicaron que existe una relación predictiva significativa entre la irritabilidad neonatal y la atención y el tono emocional mostrado por los niños, tanto a los tres como a los seis meses de edad, en presencia de objetos fisicos. Estos resultados se discuten a la luz de las investigaciones actuales sobre el tema

Relationship between suicidal thinking, anxiety, depression and stress in university students who are victims of cyberbullying

The objective of this study is to analyze the predictive capacity of cybervictimization with regards to suicidal thinking and anxiety, depression and stress in university students. The European Cyberbullying Intervention Project Questionnaire, the Depression Anxiety Stress Scale-21 and the Suicidality Scale were administered to a sample of 1282 university students (594 men and 688 women) aged between 18 and 46 (M = 21.65; SD = 4.25). The results suggest that being a cybervictim increases the probability of suicidal thinking and presenting high levels of anxiety, depression and stress. This study highlights the high prevalence rates of cyberbullying in the university environment and how this issue is associated with emotional problems and suicidal thinking. The identification of these relationships may allow for the development of effective preventive intervention measures to respond to this problem

Adquisición de competencias a través del portafolio electrónico: una experiencia en la facultad de educación de la Universidad de Murcia

[SPA]Este trabajo se enmarca dentro de un proyecto de innovación docente que lleva por título “El uso del portafolio virtual en la enseñanza-aprendizaje de la Psicología del desarrollo y de la Psicología de la educación” y se centra en los resultados obtenidos sobre la utilidad del portafolio electrónico como una herramienta para la adquisición de competencias. Participaron 136 alumnos de primer curso del Grado de Educación Primaria de la Facultad de Educación de la Universidad de Murcia que cursaban las asignaturas de Psicología del Desarrollo y Psicología de la Educación. Para este fin, se diseñó y administró posteriormente una encuesta a todos los alumnos que quisieron colaborar voluntariamente en la que, entre otras cuestiones, se les preguntaba acerca del grado en que habían desarrollado una serie de competencias tras la realización del portafolio electrónico. El análisis de los datos mostró progresos, aunque de pequeña magnitud, en el desarrollo de competencias personales en el alumnado a través del uso de esta herramienta. Concretamente, los estudiantes manifestaron poseer mayores habilidades para el trabajo en equipo, mayores destrezas relacionadas con el análisis, síntesis y gestión de la información, y asimismo afirmaron que el portafolio electrónico les había enseñado a ser más hábiles a la hora de aplicar los conocimientos teóricos a la práctica. [ENG]This paper is part of an educational innovation project entitled "Use of digital portfolio in teaching of developmental and educational psychology" and focus on results on the usefulness of digital portfolio as a tool for acquiring skills. The sample was 136 freshmen students of Primary Education’ Teachers at the University of Murcia. We designed and administered a survey to all students. They were asked about the level to which they had developed a range of skills after the completion of e-portfolio. The analysis of the data showed progress, although small, in the development of personal skills in students through the use of this tool. Specifically, students reported having better skills for teamwork, more skills related to analysis, synthesis and management of information and also stated that the e-portfolio had taught them to be more adept at applying the theoretical knowledge implemented.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murcia

Relaciones entre irritabilidad neonatal y reacciones temperamentales hacia objetos físicos

The aim of this study was to examine the relationship between neonatal irritability and temperamental reactions to physical objects. The sample comprised 53 full-tem infants, from middle-clam families, without any pre or post-natal complications. The Neonatal Behavioral Assessment Scale (NBAS) (Brazelton, 1984) was administered to all infants at 4 days of life. Subsequently, ut three and six months of age, the infants were exposed to a variety of situations involving physical objects in order to examine the temperament at features they express. The results indicated a significant predictive relationship between neonatal irritability and infant's attentiveness and emotional tone, at three and six months of age, when faced with physical objects. These results are discussed in the light of present theoretical orientations on the topic.El propósito de la presente investigación ha sido estudiar la relación existente entre la irritabilidad neonutal y las reacciones temperamentales hacia objetos fisicos. Para ello se utilizó una muestra de 53 niños, nacidos a término, sin complicaciones pre ni posmatales y pertenecientes a un nivel socioeconómico medio. A estos bebés se les administró la Escala para la Evaluación del Comportamiento Neonatal (NBAS) (Brazelton, 1984) a los cuatro días de vida y, posteriormente, a los tres y seis meses de edad, fueron sometidos en el laboratorio a situaciones en las que se enfrentaban a objetos fisicos a fin de que expresaran sus características temperamentales. Los resultados indicaron que existe una relación predictiva significativa entre la irritabilidad neonatal y la atención y el tono emocional mostrado por los niños, tanto a los tres como a los seis meses de edad, en presencia de objetos fisicos. Estos resultados se discuten a la luz de las investigaciones actuales sobre el tema

Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with grant number RTI2018-098197-B-I00 awarded to José M. García-Fernández and Project GV/2019/075 awarded to CG

Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety

Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with the grant number RTI2018-098197-B-I00 awarded to JG-F and the project GV/2019/075 awarded to CG

Bibliometric review in Asperger Syndrome: impact in the field of psychology and education

La productividad científica en Síndrome de Asperger (SA) se ha incrementado considerablemente en los últimos años desde distintos campos de la Educación y la Psicología. Incluido dentro de los Trastornos del Espectro del Autismo según el DSM-5, el SA se caracteriza por una alteración en las capacidades de relación social, comunicación y flexibilidad mental. Es objeto del presente estudio ofrecer una revisión del estado actual de la investigación en dicho ámbito e identificar las principales aportaciones científicas. La unidad de análisis se compuso por 1741 documentos extraídos de la Social Science Citation Index y revisados minuciosamente. Los resultados evidenciaron un incremento de la productividad temporal y el interés científico en las áreas de caracterización del SA, comorbilidad y tratamiento. Además, se observó una tendencia a realizar los trabajos en colaboración y un número considerable de autores clasificados como grandes productores por sus niveles de productividad superiores a los diez trabajos. La funcionalidad de esta revisión se encuentra en su valor como material de referencia para futuras líneas de investigación en tanto que abarca la identificación y análisis de los principales campos de estudio en este ámbito.The scientific productivity about Asperger Syndrome has increased dramatically in recent years from various fields of Education and Psychology. Included within the Autism Spectrum Disorder according to the DSM-5, SA is characterized by alterations in social interaction skills, communication, and mental flexibility. The aim of this study is to provide a review of the current state of research in this area and identify major scientific contributions. The unit of analysis was composed of 1741 documents taken from the Social Science Citation Index and thoroughly reviewed. The results showed an increase in temporary productivity and scientific interest in the areas of characterization of Asperger Syndrome, comorbidity and treatment. In addition, a tendency was observed to perform the investigations in collaboration and a considerable number of authors classified as big producers due to their high levels of productivity with more than ten articles. The functionality of this review is its value as a reference for future researches as long as cover the identification and analysis of the main research topics in this field

Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

El objetivo de este estudio fue analizar la capacidad predictiva de la autoeficacia académica sobre las dimensiones del autoconcepto en una muestra de 860 estudiantes chilenos. El análisis de regresión logística reveló que la autoeficacia académica fue un predictor positivo y significativo de las escalas académicas (Matemáticas, Verbal y Académica General), no académicas (Habilidades Físicas, Apariencia Física, Relaciones con el Sexo Opuesto, Relaciones con el Mismo Sexo, Relación con los Padres, Sinceridad- Veracidad), y de la escala de Autoestima, excepto de la escala de Estabilidad Emocional. Esta relación de predicción fue de mayor magnitud con las escalas académicas y autoestima.The aim of this study was to analyze the predictive power of academic self-efficacy on academic self-concept dimensions in a sample of 860 Chilean students. Logistic regression analysis revealed that the academic self-efficacy was a positive and significant predictor of academic scales (Math, Verbal, and General Academic), not academic (Physical Abilities, Physical Appearance, Relationships with the Opposite Sex, Relationships with the Same Sex, Relationship with Parents, Sincerity-Veracity), and Self-Esteem scale, except for the Emotional Stability scale. The predictive value was stronger in the academic dimensions and self-esteem

Diseño e implementación de un portafolios electrónico

[SPA]Un modelo de Enseñanza-aprendizaje para la implantación del nuevo sistema de créditos como el que ha incorporado la universidad española muestran la gran importancia que ejercen el uso de las tecnologías de la información y la comunicación en la actividad docente. En los años próximos será necesario y fundamental disponer de infraestructuras tecnológicas y recursos informáticos que nos permitan incorporar de forma real las TIC como herramientas habituales y cotidianas de trabajo. Desde la perspectiva del profesor, esta nueva forma de trabajo que estamos experimentado, nos ofrece la oportunidad de un mayor acercamiento a nuestro alumnado y con ello nos permite una mayor adaptación de nuestra enseñanza a las necesidades e inquietudes de nuestros alumnos, y la posibilidad de una evaluación continua real de su trabajo y de la adquisición de competencias que van realizando, lo que se traduce en satisfacción de nuestros estudiantes acerca de su aprendizaje. En esta comunicación se realiza la justificación y análisis del diseño de un portafolios digital que hemos desarrollado. [ENG]The new teaching methods associates to the new credit system addressed by the Spanish university demonstrate the great importance of the use of ITC in teaching. In the coming years will be necessary and essential to have the technological and computer resources that allow us to realistically incorporate ICT as tools in our daily work routine. 272 From the academic perspective, these new teaching methods that we experienced, offer us the opportunity of getting closer to our students and thus allows us to further adapt our teaching to the needs and concerns of them. Also, give us the possibility of real continuous evaluation of their work and the acquisition of skills to be made, resulting in satisfaction of our students about their learning. This paper is the rationale and instructional analysis of a e-portfolio that we have developed.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murcia