This page has only limited features, please log in for full access.

Dr. Juan Luis Castejón Costa
Department of Developmental Psychology and Didactics, University of Alicante, Alicante (06080), Spain

Basic Info


Research Keywords & Expertise

0 Academic Achievement
0 Emotional Intelligence
0 Goal Orientation
0 Intelligence
0 Learning Strategies

Fingerprints

Intelligence
Academic Achievement
Emotional Intelligence
Self-Concept
Learning Strategies
Personality
Underachievement
Goal Orientation
Structural model
General mental ability
Multiple Intelligences
Factorial invariance
Aptitudes
Construct comparability approach
Multidimensional Rasch model

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 09 February 2021 in International Journal of Environmental Research and Public Health
Reads 0
Downloads 0

The purpose of this work is to verify the factorial structure and analyze the reliability of the Emotional Quotient Inventory (EQ-i): Youth Version (YV) (S) by evaluating emotional intelligence in a more extensive sample of Spanish adolescents than has been used to date, since this inventory has been employed in various studies but with a very limited number of participants. For this study, 5292 adolescents from all over Spain participated—male (51.2%) and female (48.8%) secondary education students between 11 and 19 years old, with an average age of 14.33. Data analysis included a Confirmatory Factor Analysis (CFA), reliability analysis, and model invariance as a function of gender. The CFA confirms that the data empirically support the theoretical model and that the goodness-of-fit indexes are adequate. The reliability analysis of the inventory presents a Cronbach’s alpha coefficient for the total scale of 0.76, and reliability indexes for each of the factors range between 0.63 and 0.80. The findings show that the model indicates invariance related to gender.

ACS Style

Raquel Gilar-Corbi; María-Virtudes Valdés; Leandro Navas; Francisco Holgado-Tello; Juan-Luis Castejón. Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis. International Journal of Environmental Research and Public Health 2021, 18, 1643 .

AMA Style

Raquel Gilar-Corbi, María-Virtudes Valdés, Leandro Navas, Francisco Holgado-Tello, Juan-Luis Castejón. Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis. International Journal of Environmental Research and Public Health. 2021; 18 (4):1643.

Chicago/Turabian Style

Raquel Gilar-Corbi; María-Virtudes Valdés; Leandro Navas; Francisco Holgado-Tello; Juan-Luis Castejón. 2021. "Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis." International Journal of Environmental Research and Public Health 18, no. 4: 1643.

Journal article
Published: 24 November 2020 in Sustainability
Reads 0
Downloads 0

Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.

ACS Style

Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan-Luis Castejón; Tarquino Sánchez; Ivan Sandoval-Palis; Jack Vidal. Academic Achievement and Failure in University Studies: Motivational and Emotional Factors. Sustainability 2020, 12, 9798 .

AMA Style

Raquel Gilar-Corbi, Teresa Pozo-Rico, Juan-Luis Castejón, Tarquino Sánchez, Ivan Sandoval-Palis, Jack Vidal. Academic Achievement and Failure in University Studies: Motivational and Emotional Factors. Sustainability. 2020; 12 (23):9798.

Chicago/Turabian Style

Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan-Luis Castejón; Tarquino Sánchez; Ivan Sandoval-Palis; Jack Vidal. 2020. "Academic Achievement and Failure in University Studies: Motivational and Emotional Factors." Sustainability 12, no. 23: 9798.

Journal article
Published: 20 November 2020 in International Journal of Environmental Research and Public Health
Reads 0
Downloads 0

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

ACS Style

Teresa Pozo-Rico; Raquel Gilar-Corbí; Andrea Izquierdo; Juan-Luis Castejón. Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International Journal of Environmental Research and Public Health 2020, 17, 8633 .

AMA Style

Teresa Pozo-Rico, Raquel Gilar-Corbí, Andrea Izquierdo, Juan-Luis Castejón. Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International Journal of Environmental Research and Public Health. 2020; 17 (22):8633.

Chicago/Turabian Style

Teresa Pozo-Rico; Raquel Gilar-Corbí; Andrea Izquierdo; Juan-Luis Castejón. 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study." International Journal of Environmental Research and Public Health 17, no. 22: 8633.

Original research article
Published: 06 March 2020 in Frontiers in Psychology
Reads 0
Downloads 0

This paper addresses the relationship between student evaluation of teaching (SET) and academic achievement in higher education. Meta-analytic studies on teaching effectiveness show a wide range of results, ranging from small to medium correlations between SET and student achievement, based on diverse methodological approaches, sample size studies, and contexts. This work aimed to relate SET, prior academic achievement, and academic achievement in a large sample of higher education students and teachers, using different methodological procedures, which consider as distinct units of analysis the group class and the individuals, the variability between students within classes, and the variability between group-class means, simultaneously. The data analysis included the calculation of group-class means and its relationship with the group-class mean academic achievement, through correlation and hierarchical regression techniques; additionally, a multilevel path analysis was applied to the relationship between prior academic achievement, SET, and their academic achievement, considering the variability among group classes. A multisection analysis was also carried out in those course disciplines in which there was more than one class group (section). The results of individual and group-class analysis revealed that SET was moderately low but related to academic achievement in a significant way once the effect of previous academic achievement was controlled. In addition, multilevel path analysis revealed the effect of SET on achievement, both within and between group-class levels. The results of the analysis carried out in the course disciplines with different sections, according to a multisection design, yielded similar results to the individual and aggregated data analyses. Taken together, the results revealed that SET was low related to academic achievement, once the effect of previous academic achievement was controlled. From these results, it follows that the use of SET as a measure of teachers’ effectiveness for making administrative decisions remains controversial.

ACS Style

Tarquino Sánchez; Raquel Gilar-Corbi; Juan Luis Castejón; Jack Vidal; Jaime León. Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador. Frontiers in Psychology 2020, 11, 233 .

AMA Style

Tarquino Sánchez, Raquel Gilar-Corbi, Juan Luis Castejón, Jack Vidal, Jaime León. Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador. Frontiers in Psychology. 2020; 11 ():233.

Chicago/Turabian Style

Tarquino Sánchez; Raquel Gilar-Corbi; Juan Luis Castejón; Jack Vidal; Jaime León. 2020. "Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador." Frontiers in Psychology 11, no. : 233.

Journal article
Published: 01 January 2020 in Ingeniería e Investigación
Reads 0
Downloads 0

This work validates a teaching evaluation instrument applied to professors in engineering, sciences and higher technological level programs of the Escuela Politécnica Nacional, using the method of Factor Analysis with extraction of principal components. The database used for the research was previously examined and refined due to inconsistency, eg. outliers, out of range values, etc. The result of the method described above was a reduced survey of 15 items, which was obtained from an original study of 33 items. This new questionnaire clearly identifies the four main dimensions or aspects required: teaching development and planning, teacher-student relationship, evaluation, and a global assessment question. The reduction of the evaluation scale will allow to improve the process of integral teaching performance evaluation of the faculty at Escuela Politécnica Nacional, and this method could serve as a benchmark for the teaching evaluation process of other universities that belong to the higher education system of Ecuador.

ACS Style

Tarquino Fabián Sánchez-Almeida; Iván Patricio Sandoval-Palis; Raquel Gilar-Corbi; Juan Luis Castejón-Costa; Diego Israel Salazar-Orellana. Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components. Ingeniería e Investigación 2020, 40, 70 -77.

AMA Style

Tarquino Fabián Sánchez-Almeida, Iván Patricio Sandoval-Palis, Raquel Gilar-Corbi, Juan Luis Castejón-Costa, Diego Israel Salazar-Orellana. Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components. Ingeniería e Investigación. 2020; 40 (1):70-77.

Chicago/Turabian Style

Tarquino Fabián Sánchez-Almeida; Iván Patricio Sandoval-Palis; Raquel Gilar-Corbi; Juan Luis Castejón-Costa; Diego Israel Salazar-Orellana. 2020. "Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components." Ingeniería e Investigación 40, no. 1: 70-77.

Research article
Published: 23 October 2019 in PLOS ONE
Reads 0
Downloads 0

This article presents the results of a training program in emotional intelligence. Emotional Intelligence (EI) involves two important competencies: (1) the ability to recognize feelings and emotions in oneself and others, and (2) the ability to use that information to resolve conflicts and problems to improve interactions with others. We provided a 30-hour Training Course on Emotional Intelligence (TCEI) for 54 senior managers of a private company. A pretest-posttest design with a control group was adopted. EI assessed using mixed and ability-based measures can be improved after training. The study's results revealed that EI can be improved within business environments. Results and implications of including EI training in professional development plans for private organizations are discussed.

ACS Style

Raquel Gilar-Corbi; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luis Castejón. Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers. PLOS ONE 2019, 14, e0224254 .

AMA Style

Raquel Gilar-Corbi, Teresa Pozo-Rico, Bárbara Sánchez, Juan Luis Castejón. Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers. PLOS ONE. 2019; 14 (10):e0224254.

Chicago/Turabian Style

Raquel Gilar-Corbi; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luis Castejón. 2019. "Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers." PLOS ONE 14, no. 10: e0224254.

Original research article
Published: 22 October 2019 in Frontiers in Psychology
Reads 0
Downloads 0

Using various identification methods, differences between underachieving and non-underachieving gifted students in personal, familial, social, and school variables were analyzed in a sample of 164 gifted students with IQs of 120 or higher; the sample was drawn from a larger sample of 1,400 compulsory secondary education students. Three procedures for identifying underachieving students were used: the standardized difference method, the regression method, and the Rasch method. The different profiles of underachieving and non-underachieving students in the personal, familial, social, and school variables were compared using MANOVA and ANOVA tests. Results revealed that underachieving gifted students scored significantly lower in learning strategies, goal orientations, self-concept, attitudes toward teachers, and perceived parent involvement in school variables. These results have clear educational implications as a result of identifying differences in non-cognitive factors.

ACS Style

Raquel Gilar-Corbi; Alejandro Veas; Pablo Miñano; Juan Luis Castejón. Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students. Frontiers in Psychology 2019, 10, 1 .

AMA Style

Raquel Gilar-Corbi, Alejandro Veas, Pablo Miñano, Juan Luis Castejón. Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students. Frontiers in Psychology. 2019; 10 ():1.

Chicago/Turabian Style

Raquel Gilar-Corbi; Alejandro Veas; Pablo Miñano; Juan Luis Castejón. 2019. "Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students." Frontiers in Psychology 10, no. : 1.

Journal article
Published: 04 June 2019 in Contemporary Educational Psychology
Reads 0
Downloads 0

This work aimed to test the invariance of a causal structural model of the determinants of academic achievement in underachieving and non-underachieving students. A theoretical model of the relationships between personal, social, and familial variables and academic performance was derived empirically using data from a large sample obtained in a previous study, prior to testing for invariance across the two student groups. Underachieving students were identified using the Rasch model procedure. The sample comprised 259 underachieving and 258 non-underachieving students. The latter were selected randomly from a large non-underachieving sample of Spanish secondary education students. For model comparisons between groups, multiple-group causal structural analyses were performed, following a sequence of nested models with increasing constraints. The results showed a good fit of the model in both groups, although about half of the parameters were not invariant across groups. Underachieving students were characterized by their lack of learning strategies, an academic self-concept that exerted less influence on achievement, and a positive effect of the parent-school relationship on academic performance/achievement. Non-underachieving students were characterized by their use of metacognitive strategies, which led to higher academic achievement, a greater effect of self-concept on their achievement, the perception of parental support leading to higher performance, and the positive effects of peer acceptance on academic achievement.

ACS Style

Raquel Gilar-Corbi; Pablo Miñano; Alejandro Veas; Juan-Luis Castejón. Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. Contemporary Educational Psychology 2019, 59, 101780 .

AMA Style

Raquel Gilar-Corbi, Pablo Miñano, Alejandro Veas, Juan-Luis Castejón. Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. Contemporary Educational Psychology. 2019; 59 ():101780.

Chicago/Turabian Style

Raquel Gilar-Corbi; Pablo Miñano; Alejandro Veas; Juan-Luis Castejón. 2019. "Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students." Contemporary Educational Psychology 59, no. : 101780.

Journal article
Published: 28 December 2018 in Revista de Psicodidáctica
Reads 0
Downloads 0

Con el fin de tener un mejor entendimiento de la relación existente entre las actitudes académicas y el rendimiento académico en la adolescencia inicial, se lleva a cabo el presente estudio teniendo en cuenta el autoconcepto académico como mediador relevante. Un total de 1400 estudiantes de la provincia de Alicante, España (47% mujeres, M = 12.5 años), participan en el estudio. Se emplean análisis de mediación multinivel con intervalos de confianza Monte Carlo para medir los efectos intrasujetos al nivel del estudiante (L1), e intersujetos al nivel de la clase (L2). Las actitudes académicas (actitudes hacia el profesorado y actitudes hacia la escuela) y el autoconcepto académico se miden mediante escalas validadas, mientras que el rendimiento académico se mide a partir de las calificaciones que obtienen los estudiantes en nueve asignaturas. Los resultados muestran, en primer lugar, efectos significativos de las actitudes académicas sobre la variable mediacional y la variable dependiente en los niveles intra e inter. Además, se aprecia un efecto indirecto significativo del autoconcepto como mediador de las actitudes académicas en ambos niveles de análisis. Estos resultados muestran la importancia del autoconcepto académico durante la adolescencia inicial, y señalan la necesidad de considerar las actitudes académicas como variables fundamentales en el desarrollo y puesta en práctica de modelos educativos. This study was designed to examine academic self-concept as a potential mediator to better understand the relations between academic attitudes and academic achievement in early adolescence. A total of 1400 high school students from Alicante, Spain (47% female, M = 12.5 years), participated in the study. Multilevel mediation analyses with Monte Carlo confidence intervals were used to measure within-subject effects at the student level (L1) and between-subject effects at the class level (L2). Academic attitudes (attitudes towards teachers and attitudes towards school) and academic self-concept were measured with validated scales, whereas academic achievement was assessed using the end-of-term grades obtained by the students in nine subjects. The results show, first, significant effects of the academic attitude constructs on the mediational and dependent variables at both the within and between levels. Second, academic self-concept was an important mediator for all academic attitude constructs at both levels of analysis. These results highlight the importance of academic self-concept during early adolescence and suggest that academic attitudes are crucial for the future development of educational models.

ACS Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico. Revista de Psicodidáctica 2018, 24, 71 -77.

AMA Style

Alejandro Veas, Juan-Luis Castejón, Pablo Miñano, Raquel Gilar-Corbí. Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico. Revista de Psicodidáctica. 2018; 24 (1):71-77.

Chicago/Turabian Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. 2018. "Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico." Revista de Psicodidáctica 24, no. 1: 71-77.

Journal article
Published: 29 November 2018 in Revista de Psicodidáctica (English ed.)
Reads 0
Downloads 0

This study was designed to examine academic self-concept as a potential mediator to better understand the relations between academic attitudes and academic achievement in early adolescence. A total of 1398 high school students from Alicante, Spain (47% female, M = 12.5 years), participated in the study. Multilevel mediation analyses with Monte Carlo confidence intervals were used to measure within-subject effects at the student level (L1) and between-subject effects at the class level (L2). Academic attitudes (attitudes towards teachers and attitudes towards school) and academic self-concept were measured with validated scales, whereas academic achievement was assessed using the end-of-term grades obtained by the students in nine subjects. The results show, first, significant effects of the academic attitude constructs on the mediational and dependent variables at both the within and between levels. Second, academic self-concept was an important mediator for all academic attitude constructs at both levels of analysis. These results highlight the importance of academic self-concept during early adolescence and suggest that academic attitudes are crucial for the future development of educational models. Con el fin de tener un mejor entendimiento de la relación existente entre las actitudes académicas y el rendimiento académico en la adolescencia inicial, se lleva a cabo el presente estudio teniendo en cuenta el autoconcepto académico como mediador relevante. Un total de 1398 estudiantes de la provincia de Alicante, España (47% mujeres, M = 12. 5 años), participan en el estudio. Se emplean análisis de mediación multinivel para medir los efectos intra-sujetos al nivel del estudiante (L1), e inter-sujetos al nivel de la clase (L2). Las actitudes académicas (actitudes hacia el profesorado y actitudes hacia la escuela) y el autoconcepto académico se miden mediante escalas validadas, mientras que el rendimiento académico se mide a partir de las calificaciones que obtienen los estudiantes en nueve asignaturas. Los resultados muestran, en primer lugar, efectos significativos de las actitudes académicas sobre la variable mediacional y la variable dependiente en los niveles intra e inter. Además, se aprecia un efecto indirecto significativo del autoconcepto como mediador de las actitudes académicas en ambos niveles de análisis. Estos resultados muestran la importancia del autoconcepto académico durante la adolescencia inicial, y señalan la necesidad de considerar las actitudes académicas como variables fundamentales en el desarrollo y puesta en práctica de modelos educativos.

ACS Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept. Revista de Psicodidáctica (English ed.) 2018, 24, 71 -77.

AMA Style

Alejandro Veas, Juan-Luis Castejón, Pablo Miñano, Raquel Gilar-Corbí. Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept. Revista de Psicodidáctica (English ed.). 2018; 24 (1):71-77.

Chicago/Turabian Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. 2018. "Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept." Revista de Psicodidáctica (English ed.) 24, no. 1: 71-77.

Journal article
Published: 13 November 2018 in Educación XX1
Reads 0
Downloads 0

Introducción: Este trabajo presenta los resultados obtenidos en el contexto de un proyecto, el Programa de Capacitación Avanzada en Competencia Emocional (ATPEC), para la mejora de las habilidades emocionales en estudiantes de Educación Superior. Desde la introducción del proceso de Bolonia, el objetivo de una educación completa no es sólo enseñar habilidades técnicas, sino también otras competencias, como el trabajo en equipo, habilidades de comunicación eficaces, gestión de proyectos y tiempo y la capacidad de coordinar nuestras emociones en pos de eso fin. La Inteligencia Emocional (IE) ha sido vinculada con frecuencia a mejoras en el desempeño profesional. De hecho, las competencias genéricas relacionadas con la IE han sido incluidas en los currículos universitarios. Metodología: En el presente trabajo se diseñó e implementó un Curso de Capacitación Avanzada de 30 horas sobre Inteligencia Emocional. La muestra estuvo formada por 651 estudiantes de Educación Superior, de 3 países, España (n=193), Moldavia (n=302) y Argentina (n=156). Resultados: Los resultados muestran una mejora significativa en todas las habilidades emocionales evaluadas, demostrando así la eficacia del programa de intervención propuesto independientemente de la cultura/país en el que se desarrolle y de la carrera que cursen los estudiantes. Conclusiones: De esta manera, la posibilidad de trabajar en grupos para resolver casos aplicados, la capacidad de aprender de forma autónoma o el uso de la plataforma e-learning, convierten este programa en algo novedoso y eficaz para la mejora de la competencia emocional. Se discuten las implicaciones de estos resultados para la incorporación de programas de mejora de la IE en la Educación Superior.

ACS Style

Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan Luis Castejón. Desarrollando la Inteligencia Emocional en Educación Superior: evaluación de la efectividad de un programa en tres países. Educación XX1 2018, 22, 1 .

AMA Style

Raquel Gilar-Corbi, Teresa Pozo-Rico, Juan Luis Castejón. Desarrollando la Inteligencia Emocional en Educación Superior: evaluación de la efectividad de un programa en tres países. Educación XX1. 2018; 22 (1):1.

Chicago/Turabian Style

Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan Luis Castejón. 2018. "Desarrollando la Inteligencia Emocional en Educación Superior: evaluación de la efectividad de un programa en tres países." Educación XX1 22, no. 1: 1.

Journal article
Published: 21 September 2018 in Journal for the Education of the Gifted
Reads 0
Downloads 0

The underachievement of gifted students is a serious problem in gifted education. Although analytic research strategies have identified many causes of underachievement, this kind of approach still needs to be complemented by synthetic research strategies. The actiotope model of giftedness, for example, suggests that the effect of educational capital on achievement is mediated by learning capital. In an empirical study with a sample of 143 gifted Spanish secondary school students, educational capital was characterized by various forms of parental involvement aimed at the learning successes of children. Learning capital was represented by two types of learning strategies: metacognitive strategies and elaboration strategies. Following the method developed by Baron and Kenny, the hypothesized mediation of learning capital between educational capital and school achievement was confirmed.

ACS Style

Alejandro Veas; Juan-Luis Castejón; Colm O’Reilly; Albert Ziegler. Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students. Journal for the Education of the Gifted 2018, 41, 369 -385.

AMA Style

Alejandro Veas, Juan-Luis Castejón, Colm O’Reilly, Albert Ziegler. Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students. Journal for the Education of the Gifted. 2018; 41 (4):369-385.

Chicago/Turabian Style

Alejandro Veas; Juan-Luis Castejón; Colm O’Reilly; Albert Ziegler. 2018. "Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students." Journal for the Education of the Gifted 41, no. 4: 369-385.

Original article
Published: 11 July 2018 in British Journal of Educational Psychology
Reads 0
Downloads 0

Background Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi‐experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self‐regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts. At the same time, individuals need stimuli from the environment, based on observation of their own and other's behaviour, as well as through communication and interaction with others. Aim The present study examined the relations among parent involvement, metacognitive strategies, and academic achievement to investigate the mediational role of metacognition in the relation between parent involvement and academic achievement. Sample The participants were 1,398 high school students from Spain (47% female, M = 12. 5 years). Method Multiple multilevel mediation analyses with Monte Carlo confidence intervals were used for measuring within‐subjects effects at the student level and between‐subjects effects at the class level. Parent involvement (perception of support, organization, and interest in the educational process; expectations; school relationship; time of support with homework) and metacognition were measured by questionnaires, whereas academic achievement was assessed using the end‐of‐term grades obtained by students for nine subjects. Results First, there was a significant direct effect of most parent involvement constructs on the mediational and dependent variables at both the within and between levels. Expectations had the highest predictive power on academic achievement. On the other hand, metacognitive strategies were an important mediator for all parent involvement constructs at both levels of analysis. Conclusions These results highlight the importance of metacognition during early adolescence and suggest that parent involvement is crucial for the future development of educational models.

ACS Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology 2018, 89, 393 -411.

AMA Style

Alejandro Veas, Juan-Luis Castejón, Pablo Miñano, Raquel Gilar-Corbí. Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology. 2018; 89 (2):393-411.

Chicago/Turabian Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. 2018. "Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis." British Journal of Educational Psychology 89, no. 2: 393-411.

Original research article
Published: 27 June 2018 in Frontiers in Psychology
Reads 0
Downloads 0

Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

ACS Style

Raquel Gilar-Corbí; Teresa Pozo-Rico; Barbara Sánchez; Juan Luis Castejón. Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach. Frontiers in Psychology 2018, 9, 1 .

AMA Style

Raquel Gilar-Corbí, Teresa Pozo-Rico, Barbara Sánchez, Juan Luis Castejón. Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach. Frontiers in Psychology. 2018; 9 ():1.

Chicago/Turabian Style

Raquel Gilar-Corbí; Teresa Pozo-Rico; Barbara Sánchez; Juan Luis Castejón. 2018. "Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach." Frontiers in Psychology 9, no. : 1.

Conference paper
Published: 01 March 2018 in INTED2018 Proceedings
Reads 0
Downloads 0
ACS Style

Raquel Gilar; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luís Castejón. PROMOTE LEARNING IN EMOTIONAL COMPETENCE ACROSS AN E-LEARNING CONTEXT FOR HIGHER EDUCATION. INTED2018 Proceedings 2018, 1374 -1380.

AMA Style

Raquel Gilar, Teresa Pozo-Rico, Bárbara Sánchez, Juan Luís Castejón. PROMOTE LEARNING IN EMOTIONAL COMPETENCE ACROSS AN E-LEARNING CONTEXT FOR HIGHER EDUCATION. INTED2018 Proceedings. 2018; ():1374-1380.

Chicago/Turabian Style

Raquel Gilar; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luís Castejón. 2018. "PROMOTE LEARNING IN EMOTIONAL COMPETENCE ACROSS AN E-LEARNING CONTEXT FOR HIGHER EDUCATION." INTED2018 Proceedings , no. : 1374-1380.

Conference paper
Published: 01 March 2018 in INTED2018 Proceedings
Reads 0
Downloads 0
ACS Style

Raquel Gilar; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luís Castejón. LEVEL OF SATISFACTION WITH THE ADVANCED TRAINING PROGRAMME ON EMOTIONAL COMPETENCE ACROSS E-LEARNING SYSTEM IN HIGHER EDUCATION. INTED2018 Proceedings 2018, 1442 -1447.

AMA Style

Raquel Gilar, Teresa Pozo-Rico, Bárbara Sánchez, Juan Luís Castejón. LEVEL OF SATISFACTION WITH THE ADVANCED TRAINING PROGRAMME ON EMOTIONAL COMPETENCE ACROSS E-LEARNING SYSTEM IN HIGHER EDUCATION. INTED2018 Proceedings. 2018; ():1442-1447.

Chicago/Turabian Style

Raquel Gilar; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luís Castejón. 2018. "LEVEL OF SATISFACTION WITH THE ADVANCED TRAINING PROGRAMME ON EMOTIONAL COMPETENCE ACROSS E-LEARNING SYSTEM IN HIGHER EDUCATION." INTED2018 Proceedings , no. : 1442-1447.

Journal article
Published: 05 January 2018 in The International Journal of Human Resource Management
Reads 0
Downloads 0
ACS Style

Jose Manuel De Haro; Juan Luis Castejón; Raquel Gilar. Personality and salary at early career: the mediating effect of emotional intelligence. The International Journal of Human Resource Management 2018, 31, 1844 -1862.

AMA Style

Jose Manuel De Haro, Juan Luis Castejón, Raquel Gilar. Personality and salary at early career: the mediating effect of emotional intelligence. The International Journal of Human Resource Management. 2018; 31 (14):1844-1862.

Chicago/Turabian Style

Jose Manuel De Haro; Juan Luis Castejón; Raquel Gilar. 2018. "Personality and salary at early career: the mediating effect of emotional intelligence." The International Journal of Human Resource Management 31, no. 14: 1844-1862.

Journal article
Published: 04 January 2018 in European Journal of Education and Psychology
Reads 0
Downloads 0

El término underachievement hace referencia a la discrepancia entre la capacidad potencial y el rendimiento académico observado en el alumnado. El objetivo principal de este trabajo es la identificación del alumnado con rendimiento académico menor de lo esperado con base en su capacidad, así como establecer los factores diferenciales que les caracterizan en comparación con el alumnado con rendimiento acorde con su capacidad. Por una parte, se trata de profundizar en la definición conceptual y operativa de lo que se entiende por alumnado con capacidad mayor a su rendimiento académico, a la vez que se comparan los resultados del empleo de diferentes procedimientos de identificación. Por otra, se trata de identificar los factores motivacionales y actitudinales que caracterizan a este alumnado y lo diferencian del alumnado con rendimiento mayor del esperado y al alumnado con rendimiento acorde a lo esperado. A partir del conocimiento de estos perfiles y sus características diferenciales se pueden establecer implicaciones educativas precisas para el alumnado, los padres y el profesorado, con el objetivo final de revertir su menor rendimiento académico.

ACS Style

Juan Luis Castejón; Raquel Gilar; Pablo Miñano; Alejandro Veas. Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement). European Journal of Education and Psychology 2018, 9, 63 .

AMA Style

Juan Luis Castejón, Raquel Gilar, Pablo Miñano, Alejandro Veas. Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement). European Journal of Education and Psychology. 2018; 9 (2):63.

Chicago/Turabian Style

Juan Luis Castejón; Raquel Gilar; Pablo Miñano; Alejandro Veas. 2018. "Identificación y establecimiento de las características motivacionales y actitudinales de los estudiantes con rendimiento académico menor de lo esperado según su capacidad (underachievement)." European Journal of Education and Psychology 9, no. 2: 63.

Journal article
Published: 01 September 2017 in Electronic Journal of Research in Education Psychology
Reads 0
Downloads 0
ACS Style

Hipólito Simón; José Manuel Casado-Díaz; Juan Luis Castejón. Analysis of university student employment and its impact on academic performance. Electronic Journal of Research in Education Psychology 2017, 15, 281 -306.

AMA Style

Hipólito Simón, José Manuel Casado-Díaz, Juan Luis Castejón. Analysis of university student employment and its impact on academic performance. Electronic Journal of Research in Education Psychology. 2017; 15 (2):281-306.

Chicago/Turabian Style

Hipólito Simón; José Manuel Casado-Díaz; Juan Luis Castejón. 2017. "Analysis of university student employment and its impact on academic performance." Electronic Journal of Research in Education Psychology 15, no. 2: 281-306.

Articles
Published: 04 April 2017 in Educational Studies
Reads 0
Downloads 0

The present study, based on the construct comparability approach, performs a comparative analysis of general points average for seven courses, using exploratory factor analysis (EFA) and the Partial Credit model (PCM) with a sample of 1398 student subjects (M = 12.5, SD = 0.67) from 8 schools in the province of Alicante (Spain). EFA confirmed a one-factor model which explains 74.44% of the variance. Cronbach’s alpha value for this factor was .94. The PCM supported the one-factor model, and an optimal fit was achieved in all of the courses. The analysis of differential item functioning showed no significant differences in any course. Equitable distribution was observed in the evolution of the difficulty indices along the measurement scale for each course. This type of analysis confirms the measurement of a single latent construct in the different topics analysed, despite addressing various theoretical and procedural contents.

ACS Style

Alejandro Veas; Raquel Gilar; Pablo Miñano; Juan Luis Castejón. Comparative analysis of academic grades in compulsory secondary education in Spain using statistical techniques. Educational Studies 2017, 5, 1 -16.

AMA Style

Alejandro Veas, Raquel Gilar, Pablo Miñano, Juan Luis Castejón. Comparative analysis of academic grades in compulsory secondary education in Spain using statistical techniques. Educational Studies. 2017; 5 (5):1-16.

Chicago/Turabian Style

Alejandro Veas; Raquel Gilar; Pablo Miñano; Juan Luis Castejón. 2017. "Comparative analysis of academic grades in compulsory secondary education in Spain using statistical techniques." Educational Studies 5, no. 5: 1-16.