59 research outputs found
Theory of self- vs. externally-regulated learningTM: fundamentals, evidence, and applicability
The Theory of Self- vs. Externally-Regulated LearningTM has integrated the variables of
SRL theory, the DEDEPRO model, and the 3P model. This new Theory has proposed: (a)
in general, the importance of the cyclical model of individual self-regulation (SR) and of
external regulation stemming from the context (ER), as two different and complementary
variables, both in combination and in interaction; (b) specifically, in the teaching-learning
context, the relevance of different types of combinations between levels of self-regulation
(SR) and of external regulation (ER) in the prediction of self-regulated learning (SRL), and
of cognitive-emotional achievement. This review analyzes the assumptions, conceptual
elements, empirical evidence, benefits and limitations of SRL vs. ERL Theory. Finally,
professional fields of application and future lines of research are suggested
Conocimientos psicológicos, competencia conductual y estilo docente
Entre las distintas variables que intervienen en el proceso de instrucción, cada vez se le presta mayor atención al papel que la personalidad del profesor y su estilo de interacción en el aula, tienen en dicho proceso (Getzels y Jackson, 1963). Por otra parte, dado que hay suficiente evidencia empírica de que las ideas y creencias estables del profesor inciden directamente en los análisis explicativos que realiza (Schneider y Grasha, 1983), adquiere especial interés el estudio de los conocimientos y concepciones explicativas sobre los comportamientosde sus alumnos. En la presente investigación se evaluó en un grupo de 19 profesores, 1. sus conocimientos e interpretaciones sobre el comportamiento, 2. las estrategias que utilizaban en la resolución de problemas comportamentales en el aula, 3. la percepción que tenían sobre la gravedad de las conductas disruptivas y,4. la percepción que tenían de la eficacia de las estrategia que utilizaban. Tras la aplicación de un programa de entrenamiento en la resolución de problemas de comportamiento en el aula, se volvieron a evaluar las variables anteriores. Se presentan y discuten los resultados, analizando sus implicaciones sobre los estilos docentes
Regulación de la enseñanza para la autorregulación del aprendizaje en la Universidad
Según la investigación reciente (Boekaets, Pintrich y Zeidner, 2000; Randi y Corno, 2000)
los procesos de enseñanza al uso en el nivel universitario son poco reguladores del proceso
de aprendizaje que se desea promover. Existen diferentes variables implicadas en este fenómeno,
constitutivas tanto del proceso de enseñanza (metodogía y estrategias de enseñanza utilizadas)
como del proceso de aprendizaje (estilos de estudio, estrategias de autorregulación).
La hipótesis de la falta de regulación de la enseñanza y del aprendizaje sostiene que una de
las causas de este fenómeno es la falta de explicitación, por parte del profesor, en diferentes
momentos del proceso de enseñanza-aprendizaje (diseño y desarrollo de la programación) de
los elementos informativos importantes para que los alumnos puedan tomar decisiones sobre
la forma en que deben aprender (García, De la Fuente, Justicia y cols., 2002). Paralelamente,
en el caso de los alumnos, la falta de decisiones correctas sobre diseño y desarrollo de su proceso
de aprendizaje, les hace aprender de forma poco autorregulada y, por tanto, rendir de
forma inferior a la potencialmente lograda. En esta situación cobran especial fuerza las nuevas
tecnologías de la información como un recurso de primer orden para mejorar la comunicación
docente-alumno en la situación de enseñanza-aprendizaje
Efectos de un programa de entrenamiento en conciencia plena (mindfulness) en el estado emocional de estudiantes universitarios
Esta investigación evaluó si un programa de
mindfulness (conciencia plena) producía una reducción
en el cansancio emocional y burnout, y mejora en el
engagement académico, en estudiantes universitarios.
Se utilizó un diseño experimental, con medidas pretest,
postest y seguimiento. Los análisis estadísticos mostraron
diferencias significativas, a favor del grupo experimental,
en todas las variables, observándose una reducción
significativa del cansancio emocional y el
burnout, e incremento del engagement académico.
Las medidas de seguimiento mostraron que estos resultados
se mantuvieron a los seis meses. Se discute la
importancia y la utilidad de las técnicas de mindfulness
en el sistema educativo universitario
Good character at college: the combined role of second-order character strength factors and phronesis motivation in undergraduate academic outcomes
A renewed interest in the study of character and virtue has recently emerged in the fields
of Education and Psychology. The latest research has confirmed the association between virtuous
consistent behaviours and academic positive outcomes. However, the motivational dimension of
character (the intentions underlying the patterns of observed behaviours) has received little attention.
This research aims to extend the knowledge on this topic by examining the predictive relationships
between the behavioural and motivational dimensions of character, with reference to academic
engagement, career self-doubt and performance of Spanish university students. A total of 183 under-
graduates aged 18–30 (142 of whom were women) from the north of Spain completed specific parts of
self-report questionnaires, including the Values in Action VIA-72, a Spanish translated and validated
version of the Moral Self-Relevance Measure MSR, and the Utrecht Work Engagement Student Scale
UWES-S9. The collected data were analysed using Structural Equation Modelling. The behavioural
dimension of character (character strength factors of caring, self-control and inquisitiveness) showed
positive associations with academic engagement and performance. The motivational dimension
of character (phronesis motivation), was negatively related to career self-doubt. For the first time,
the present study has provided support for the contribution of both dimensions of character to
undergraduate academic outcomes
Educational psychology and R&D&I : A strategic action programme for the twenty-first century
Current academic and professional reality in Psychology has brought the pursuit of undergraduate and graduate qualifications
to an important crossroads. The objective of this study is to explain the need to adopt an integrated approach, both academic
and professional, in order to construct a single scientific/technological model that underpins work in psychology in today¿s
knowledge-based society. First, through a consideration of the academic and professional changes affecting the field of
psychology, we identify the current parameters of Educational Psychology, giving special emphasis to scientific/technological
factors. Next, we review the different professional areas of Educational Psychology, and propose R&D&I activity as an element
that should represent a common theme running throughout Educational and School Psychology for the 21st century. Finally,
we offer examples of the components of this new area of work in Educational Psychology, which link it with the classical fields
of the discipline. We conclude by pointing out the need to analyze today¿s reality, in its scientific-technological, academic and
professional aspects, with a view to making R&D&I an integral part of Psychology in general and of Educational Psychology
in particular. To this end, we postulate a Strategic Action Programme to meet the challenges facing Psychology as a science
and as a professio
Rdi advising model for improving the teaching-learning process
Introduction. Advising in Educational Psychology from the perspective of RDI takes on a
stronger investigative, innovative nature. The model proposed by De la Fuente et al (2006,
2007) and Education & Psychology (2007) was applied to the field of improving teachinglearning
processes at a school. Hypotheses were as follows: (1) interdependence relationships
between the process of teaching and of learning; (2) the effect of improved specific behaviors
in teaching and learning.
Method. A total of 10 teachers and 159 students from Secondary Education participated in
the project. The design used for the evaluation-research phase was quasi-experimental for a
single case, with pre-post evaluation. The IATLP Scales (De la Fuente & Martínez, 2004)
were used as evaluation instruments.
Results. Significant correlations and interdependence relationships appeared throughout assessment
of the teaching-learning process. The intervention produced a significant main effect
of time. Likewise the teacher factor also showed differences.
Discussion. Advising for intervention and improvement of the teaching-learning process
demonstrated significant improvement of both a general and specific nature in those aspects
of the teaching and learning process which were addressed in the advisory program, after the
intervention.
Conclusions. The conception of the RDI Area, as a new area for advising in Educational Psychology,
can represent a launchpad for research-based innovation in the practice of advising
and in education.
Key words: advising in Educational Psychology, RDI area, improving the teaching-learning
process, educational innovation
Editorial: Psychology, technological Innovation, and entrepreneurship
The aim of this Research Topic is to offer an integrated view of three areas for implementing Psychology as a science and as a profession, for the benefit of both the academic and professional sphere. An initial article offers a global analysis of the R&D&I value chain (de la Fuente et al.). Complementarily, several articles then provide examples of research on the characteristics of Innovation and Entrepreneurship, whether as a review (Sánchez-García et al.), an analysis of a personal factor that is predictive of this activity (Arco-Tirado et al.), the role of psychological characteristics (Hu et al.), and even a tool for assessing this construct (Cuesta et al.)
Assesing self- regulated learning and its relation to cognitive performance in early childhood education
Assessment of cognitive skills and metacognitive self-regulated
learning strategies is important in order to discover students¿ level of
cognitive processing, and be able to intervene through the teaching
process to mitigate any existing problems. The objective of this study was
to assess the use of metacognitive, cognitive and motor strategies on a
given task. A total of 68 five-year-old pupils enrolled in Early Childhood
Education participated in the study. The assessment was carried out with
an ad-hoc instrument based on the think-aloud technique, and having
adequate reliability and validity values. Descriptive, associative and
inferential analyses were performed. The results showed greater use of
cognitive and motor strategies than of metacognitive strategies. A
significant association was also found between the use of strategies at
Complimentary Contributor Copy
14 Jesús de la Fuente, Jorge Amate and Mari Carmen González-Torres
each moment of the task and final performance. Implications are
discussed for the teaching of cognitive skills and meta-skills during this
stage of education
- …