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Discriminatory bullying based on differences in special educational needs or disability threatens the healthy development of adolescents. The study aims to find out whether self-esteem, empathy, and social skills are predictors of this discriminatory bullying (aggression and victimization). A sample of 1,640 adolescents aged 11 to 20, of which half are from Spain (48.8% male and 51.2% female) and half from Ecuador (49.3% men and 50.7% women), participated in the study by completing a battery of self-report questionnaires. The results of the structural equation models show that in both countries victimization and aggression are predicted negatively by self-confidence and positively by self-deprecation; assertiveness is a positive predictor of aggression and a negative predictor of victimization. Differences are observed between the two countries in the role of social skills (communication and conflict resolution) and empathy. These results are discussed in relation to the nature of this discriminatory bullying and preventive educational programs. El ,bullying, discriminatorio a causa de las diferencias en las necesidades educativas especiales o discapacidad amenaza el desarrollo saludable de los adolescentes. El estudio pretende conocer si la autoestima, la empatía y las habilidades sociales son predictoras de este ,bullying, discriminatorio (agresión y victimización). Una muestra de 1,640 adolescentes de 11 a 20 años, 820 de España (48.8% hombres y 51.2% mujeres) y 820 de Ecuador (49.3% hombres y 50.7% mujeres), participaron cumplimentando una batería de cuestionarios de autoinforme. Los resultados de los modelos de ecuaciones estructurales muestran que en ambos países la autoconfianza predice negativamente la victimización y la agresión y el autodesprecio positivamente; la asertividad es un predictor positivo de la agresión y negativo de la victimización. Se observan diferencias entre ambos países en el papel de las habilidades sociales (comunicativas y de resolución de conflictos) y de la empatía. Se discuten los resultados en relación con la naturaleza de este ,bullying, discriminatorio y los programas educativos preventivos.
Antonio J. Rodríguez-Hidalgo; Anabel Alcívar Pincay; Ana María Payán; Mauricio Herrera-López; Rosario Ortega-Ruiz. Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad. Psicología Educativa 2021, 27, 187 -197.
AMA StyleAntonio J. Rodríguez-Hidalgo, Anabel Alcívar Pincay, Ana María Payán, Mauricio Herrera-López, Rosario Ortega-Ruiz. Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad. Psicología Educativa. 2021; 27 (2):187-197.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Anabel Alcívar Pincay; Ana María Payán; Mauricio Herrera-López; Rosario Ortega-Ruiz. 2021. "Los Predictores Psicosociales del Bullying Discriminatorio Debido al Estigma Ligado a las Necesidades Educativas Especiales (NEE) y la Discapacidad." Psicología Educativa 27, no. 2: 187-197.
O bullying é um problema social caracterizado pela agressão intencional que ocorre ao longo do tempo, geralmente em contextos escolares e no ciberespaço (cyberbullying). Tem havido um interesse crescente na prevenção deste fenômeno, a fim de reduzir os efeitos adversos. Diferentes estudos e relatórios sugerem que o tema da Educação Física pode ser um cenário de interesse para promover atitudes e comportamentos contra o bullying. O objetivo deste trabalho é examinar o estado da questão nesta área através de uma revisão da literatura científica. Com base na análise das evidências, concluímos fazendo recomendações sobre estratégias e habilidades que devem ser incluídas nos currículos de Educação Física para prevenir o bullying e o cyberbullying. Dentre as mais utilizadas, destacamos as metodologias cooperativas, uma atitude de ensino que promove um clima motivacional focado na tarefa e a integração curricular de recursos didáticos que abordam habilidades e fatores de proteção.
Juan De Dios Benítez-Sillero; Francisco Córdoba-Alcaide; Manuel Moyano; Antonio Jesús Rodríguez-Hidalgo; Juan Calmaestra. PREVENTION AND EDUCATIONAL INTERVENTION ON BULLYING: PHYSICAL EDUCATION AS AN OPPORTUNITY. Movimento (ESEFID/UFRGS) 2020, 26, e26091 .
AMA StyleJuan De Dios Benítez-Sillero, Francisco Córdoba-Alcaide, Manuel Moyano, Antonio Jesús Rodríguez-Hidalgo, Juan Calmaestra. PREVENTION AND EDUCATIONAL INTERVENTION ON BULLYING: PHYSICAL EDUCATION AS AN OPPORTUNITY. Movimento (ESEFID/UFRGS). 2020; 26 ():e26091.
Chicago/Turabian StyleJuan De Dios Benítez-Sillero; Francisco Córdoba-Alcaide; Manuel Moyano; Antonio Jesús Rodríguez-Hidalgo; Juan Calmaestra. 2020. "PREVENTION AND EDUCATIONAL INTERVENTION ON BULLYING: PHYSICAL EDUCATION AS AN OPPORTUNITY." Movimento (ESEFID/UFRGS) 26, no. : e26091.
The present study aims to collect data about the prevalence of cyberbullying and the role of self-esteem, empathy, and social skills in predicting cybervictimization and cyberaggression in two different countries: Spain and Ecuador. Additionally, it compares the similarities found in both countries. A wide sample of adolescents from Secondary Education (N =24943; mean age = 13.92; SD = 1.30, girls = 49.9%) from both countries (Spain = 14,206 and Ecuador = 10,737) took part by filling in a set of self-reports. Weighted analyses and structural equation models were used. The results revealed that 8.8% were cybervictims, 3.1% were cyberaggressors and 4.9% cybervictims-cyberaggressors in Spain; whereas 8.7% were cybervictims, 5.1% were cyberaggressors and 14.3% were cybervictims-cyberaggressors in Ecuador. Cybervictimization could be predicted in both countries by means of self-deprecation and social skills, although the meaning of some skills was different depending on the country. Cyberaggression could be predicted in both countries by means of empathy, assertiveness, and conflict-resolution skills, as well as by communicative and relational skills. Self-deprecation was a predictor of cyberaggression only in Spain. These results are discussed, and educational inferences are drawn for prevention.
Antonio J. Rodríguez-Hidalgo; Oswaldo Mero; Eva Solera; Mauricio Herrera-López; Juan Calmaestra. Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying. PLOS ONE 2020, 15, e0241288 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Oswaldo Mero, Eva Solera, Mauricio Herrera-López, Juan Calmaestra. Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying. PLOS ONE. 2020; 15 (11):e0241288.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Oswaldo Mero; Eva Solera; Mauricio Herrera-López; Juan Calmaestra. 2020. "Prevalence and psychosocial predictors of cyberaggression and cybervictimization in adolescents: A Spain-Ecuador transcultural study on cyberbullying." PLOS ONE 15, no. 11: e0241288.
Although bullying and cyberbullying have been widely studied in diverse geographical areas, the number of studies in isolated regions, located in rainforests such as the Peruvian Amazonia, is low. Most research has been conducted in wealthy, Western countries, although disadvantaged areas are usually the most affected by various problems. Thus, the aims of this study were to validate bullying and cyberbullying measurement instruments among adolescents in the Peruvian Amazonia, to determine the prevalence rates of bullying and cyberbullying among this population, and to examine how bullying and cyberbullying relate to self-esteem, empathy, and social skills. The sample included 607 students from the region of Loreto (Peruvian Amazonia) who completed self-report questionnaires. Both questionnaires used in the sample were found to have good psychometric properties. Results showed that bullying and cyberbullying are prevalent among teenagers in the Amazonia. Low self-esteem and high affective empathy predicted bullying victimization. Being a bully was related to high assertiveness. Being a bully-victim was related to low self-esteem and low assertiveness. Cybervictims showed higher cognitive empathy. Cyberbullies showed higher affective empathy in comparison to uninvolved adolescents. Having low self-esteem and higher affective empathy were related to being a cyberbully/victim. This study provides a validated questionnaire that can be used for research and practice in the Amazonia. Based on the current results, tailored anti-bullying and anti-cyberbullying interventions with components focused on self-esteem, empathy, and social skills should be implemented in Peruvian secondary schools.
Jacinto Martínez; Antonio J. Rodríguez-Hidalgo; Izabela Zych. Bullying and Cyberbullying in Adolescents from Disadvantaged Areas: Validation of Questionnaires; Prevalence Rates; and Relationship to Self-Esteem, Empathy and Social Skills. International Journal of Environmental Research and Public Health 2020, 17, 6199 .
AMA StyleJacinto Martínez, Antonio J. Rodríguez-Hidalgo, Izabela Zych. Bullying and Cyberbullying in Adolescents from Disadvantaged Areas: Validation of Questionnaires; Prevalence Rates; and Relationship to Self-Esteem, Empathy and Social Skills. International Journal of Environmental Research and Public Health. 2020; 17 (17):6199.
Chicago/Turabian StyleJacinto Martínez; Antonio J. Rodríguez-Hidalgo; Izabela Zych. 2020. "Bullying and Cyberbullying in Adolescents from Disadvantaged Areas: Validation of Questionnaires; Prevalence Rates; and Relationship to Self-Esteem, Empathy and Social Skills." International Journal of Environmental Research and Public Health 17, no. 17: 6199.
The aim of this study is to discover the prevalence of cyberbullying among adolescents from Ecuador and Spain, and identify any differences by gender, school year, and ethnic-cultural background. A culturally-diverse group of 33,303 adolescents took part in the study (Ecuador = 10,918; Spain = 22,385). Our results show that in Ecuador, one in four, and in Spain, one in five teenagers were involved in cyberbullying. In both countries, teenagers in the higher school years were more commonly involved. Significant differences in gender and role of involvement were detected in both countries. In Ecuador, no differences were noted between the different ethnic-cultural groups as regards to the roles of involvement in cyberbullying. However, in Spain, these differences do exist. In this paper, these findings are discussed, and proposals for how to prevent cyberbullying are given.
Juan Calmaestra; Antonio J. Rodríguez-Hidalgo; Oswaldo Mero-Delgado; Eva Solera. Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background. Sustainability 2020, 12, 4597 .
AMA StyleJuan Calmaestra, Antonio J. Rodríguez-Hidalgo, Oswaldo Mero-Delgado, Eva Solera. Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background. Sustainability. 2020; 12 (11):4597.
Chicago/Turabian StyleJuan Calmaestra; Antonio J. Rodríguez-Hidalgo; Oswaldo Mero-Delgado; Eva Solera. 2020. "Cyberbullying in Adolescents from Ecuador and Spain: Prevalence and Differences in Gender, School Year and Ethnic-Cultural Background." Sustainability 12, no. 11: 4597.
This study aimed to analyze the levels of personal aggression and victimization, ethnic-cultural aggression and victimization, self-esteem, empathy, social skills and gender in adolescents as potential predictors of bullying in Spain and Ecuador. The wide pluricultural sample comprised secondary education students from both countries (N = 25,190, average age = 13.92, SD = 1.306; NSpain = 14,437; NEcuador = 10,753), who took part in the study by filling in a self-report. The results revealed that predictive models of bullying for both countries explain 50–70% of variance. A transnational predictive pattern of personal victimization can be observed based on the levels of ethnic-cultural victimization, ethnic-cultural aggression, personal aggression, self-deprecation, and affective empathy. A transnational predictive pattern of personal aggression is evidenced depending on the levels of ethnic-cultural aggression, personal victimization, self-deprecation, ethnic-cultural victimization, and the fact of being female. We concluded that bullying can largely be predicted by involvement in ethnic-cultural discrimination. These results are discussed, and educational inferences are drawn for prevention.
Antonio Jesús Rodríguez Hidalgo; Yisela Pantaleón; Juan Calmaestra. Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador. Frontiers in Psychology 2019, 10, 1383 .
AMA StyleAntonio Jesús Rodríguez Hidalgo, Yisela Pantaleón, Juan Calmaestra. Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador. Frontiers in Psychology. 2019; 10 ():1383.
Chicago/Turabian StyleAntonio Jesús Rodríguez Hidalgo; Yisela Pantaleón; Juan Calmaestra. 2019. "Psychological Predictors of Bullying in Adolescents From Pluricultural Schools: A Transnational Study in Spain and Ecuador." Frontiers in Psychology 10, no. : 1383.
Bullying and discrimination seriously damage the development and health of adolescents with non-heteronormative sexual orientation. Adolescents from sexual minorities are more likely to be the object of bullying. This research aims to know more about the prevalence, frequency, and some associated factors and predictors of homophobic victimization in adolescents, depending on their sexual orientation. A total of 820 Secondary Schools students took part in this study (average age = 14.87; SD = 1.72; 48.3% were boys and 51.7% were girls) by filling in a self-report questionnaire. The results showed that adolescents suffer homophobic victimization, regardless of their sexual orientation; however, homosexuals and bisexuals suffered it more frequently than heterosexuals. Homophobic victimization could be associated-in heterosexuals and people with doubts about their sexual orientation, positively with bullying victimization, bullying aggression and cyberbullying aggression. Homophobic victimization could be predicted-in heterosexuals, positively due to self-depreciation, and negatively due to communication and relationship skills; and in homosexuals and bisexuals, positively, because of affective empathy. The results are discussed and new lines of study and intervention are proposed.
Antonio J. Rodríguez-Hidalgo; Almudena Hurtado-Mellado. Prevalence and Psychosocial Predictors of Homophobic Victimization among Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 1243 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Almudena Hurtado-Mellado. Prevalence and Psychosocial Predictors of Homophobic Victimization among Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (7):1243.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Almudena Hurtado-Mellado. 2019. "Prevalence and Psychosocial Predictors of Homophobic Victimization among Adolescents." International Journal of Environmental Research and Public Health 16, no. 7: 1243.
The present study contrasts personal bullying with ethnic-cultural bullying. A representative pluricultural sample from a Spanish adolescent population of Secondary Education took part in the study (N = 27369). The sample filled in the EBIPQ to measure personal bullying. Additionally, they filled in an adaptation of this questionnaire to measure the ethnic-cultural bullying: the EBIPQ-ECD. The EBIPQ-ECD validation showed optimal psychometric properties and a bidimensional structure: ethnic-cultural victimization and ethnic-cultural aggression. The same roles of participation in personal bullying —aggressor, victim, bully/victim, non-involved— were observed in ethnic-cultural bullying, but they did not coincide with each other in a considerable part. Therefore, we concluded that ethnic-cultural bullying is a different phenomenon from personal bullying, with the possibility of certain dynamism existing between both. To prevent and mitigate ethnic-cultural bullying, educational inferences are proposed. We also recommend the use of the EBIPQ-ECD as a tool to evaluate and detect ethnic-cultural aggressions and victimization.
Antonio J. Rodríguez-Hidalgo; Juan Calmaestra; José A. Casas; Rosario Ortega-Ruiz. Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Frontiers in Psychology 2019, 10, 1 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Juan Calmaestra, José A. Casas, Rosario Ortega-Ruiz. Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Frontiers in Psychology. 2019; 10 ():1.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Juan Calmaestra; José A. Casas; Rosario Ortega-Ruiz. 2019. "Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents." Frontiers in Psychology 10, no. : 1.
Two important challenges in research on bullying are to have reliable tools to measure traditional bullying and discriminatory bullying related to special educational needs (SEN), and to learn more about their prevalence. We present the validations of two instruments to measure bullying (European Bullying Intervention Project Questionnaire, EBIPQ) and discriminatory bullying with respect to SEN (EBIPQ–Special Education Needs Discrimination version, henceforth EBIPQ-SEND). A total of 17,309 teenagers from Ecuador took part in the study (M = 14.76, SD = 1.65; 49.9% male). The item response theory analyses evidenced accuracy and quality of the measures. The confirmatory factor analyses of the EBIPQ and the EBIPQ-SEND revealed the same two-factor structure—aggression and victimization—regardless of gender, showing optimal fit indexes. We present the results of the prevalence according to the roles of participation in traditional bullying and discriminatory bullying around SEN. Significant gender and age differences were observed for involvement in both phenomena. We also discuss the advantages of applying the EBIPQ and the EBIPQ-SEND to evaluate and diagnose harassment and discriminatory harassment around SEN.
Antonio J. Rodríguez-Hidalgo; Anabel Alcívar; Mauricio Herrera-López. Traditional Bullying and Discriminatory Bullying Around Special Educational Needs: Psychometric Properties of Two Instruments to Measure It. International Journal of Environmental Research and Public Health 2019, 16, 142 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Anabel Alcívar, Mauricio Herrera-López. Traditional Bullying and Discriminatory Bullying Around Special Educational Needs: Psychometric Properties of Two Instruments to Measure It. International Journal of Environmental Research and Public Health. 2019; 16 (1):142.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Anabel Alcívar; Mauricio Herrera-López. 2019. "Traditional Bullying and Discriminatory Bullying Around Special Educational Needs: Psychometric Properties of Two Instruments to Measure It." International Journal of Environmental Research and Public Health 16, no. 1: 142.
Studying the predictors of cyberbullying is of great research interest; however, little is known about how these relationships function in different ethno-cultural groups within a similar context. Our study examines levels of cyber victimization, cyber aggression, self-esteem, empathy, and social skills as possible predictors of cyberbullying in various ethno-cultural groups: Moroccan, Romanian, Colombian, Ecuadorian, and Spanish. A multicultural sample that was representative of students in their first through fourth year of Compulsory Secondary Education in Spain ( N = 25,684, age M = 13.94; SD = 1.396) participated by completing an online self-report survey. No differences were found between levels of cyber aggression according to ethno-cultural group. However, there were differences between the levels of cyber victimization between Romanians and Spaniards. Multiple linear regression analyses performed for each of the ethno-cultural groups with respect to cyber aggression and cyber victimization revealed that the presence and weight of the explanatory factors were different according to ethno-cultural origin. The best predictor of cyber victimization in the five ethno-cultural groups was cyber aggression, and vice versa. Among Columbian, Romanian, and Spanish students, cyber victimization was also predicted by self-esteem, empathy, or social skills, with predictive power of these variables differing across ethno-cultural groups. However, these variables were not predictive of cyber victimization among Moroccan or Ecuadorian students. Cyber aggression was also predicted in all ethno-cultural groups by self-esteem, empathy, or social skills. Common and unique patterns of prediction are presented and discussed to improve psychoeducational programs that prevent and mitigate cyberbullying.
Antonio J. Rodríguez-Hidalgo; Eva Solera; Juan Calmaestra. Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain. Journal of Cross-Cultural Psychology 2018, 49, 1506 -1522.
AMA StyleAntonio J. Rodríguez-Hidalgo, Eva Solera, Juan Calmaestra. Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain. Journal of Cross-Cultural Psychology. 2018; 49 (10):1506-1522.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Eva Solera; Juan Calmaestra. 2018. "Psychological Predictors of Cyberbullying According to Ethnic-Cultural Origin in Adolescents: A National Study in Spain." Journal of Cross-Cultural Psychology 49, no. 10: 1506-1522.
Introducción. El síndrome de burnout afecta negativamente al rendimiento académico. Se somete a estudio la relación entre burnout académico y la auto-percepción del desarrollo de competencias durante la formación inicial de maestros.Método. Una muestra de 274 estudiantes (edad media = 20.61 años) de los Grados de Educación Infantil y Primaria participaron cumplimentando un cuestionario ad hoc sobre autopercepción de competencias y la escala de burnout MBI-SS. El cuestionario se administró anónima, voluntaria e individualmente. Se comparan puntuaciones medias obtenidas en ambos cuestionarios a través de T de Students y ANOVA.Resultados. El grupo con alto nivel de burnout presenta niveles más bajos de auto-percepción en el desarrollo competencias. Solo una dimensión del burnout, eficacia, se asociaba positivamente con la auto-percepción del desarrollo de competencias.Discusión y conclusiones. Se infiere la necesidad de realizar un trabajo formativo que estimule el desarrollo y la auto-percepción de las competencias personales y sistémico/contextuales.
Antonio J. Rodríguez-Hidalgo; Juan Calmaestra; Irene Dios. Burnout y Desarrollo de Competencias en la Formación Inicial de Maestros. Electronic Journal of Research in Education Psychology 2017, 12, 1 .
AMA StyleAntonio J. Rodríguez-Hidalgo, Juan Calmaestra, Irene Dios. Burnout y Desarrollo de Competencias en la Formación Inicial de Maestros. Electronic Journal of Research in Education Psychology. 2017; 12 (34):1.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Juan Calmaestra; Irene Dios. 2017. "Burnout y Desarrollo de Competencias en la Formación Inicial de Maestros." Electronic Journal of Research in Education Psychology 12, no. 34: 1.
Se presenta una experiencia didáctica desarrollada en un Conservatorio Superior de Música que integra alumnado de especialidades sinfónicas ─tradición clásica─ y de tradición flamenca, mediante la práctica orquestal flamenca. Se ejemplifica la secuencia didáctica y una investigación sobre la autopercepción del alumnado sobre su propio aprendizaje. 47 estudiantes cumplimentaron un autoinforme. Los resultados indican que el alumnado de ambas tradiciones valora favorablemente los aspectos que les resultan novedosos. Los resultados de la experiencia y de la investigación se discuten en relación a las bases de aprendizaje colaborativo y significativo.
Carlos Alberto Pacheco Torres; Rosario Ortega-Ruz; Antonio J. Rodríguez Hidalgo. Integración de la especialidad de flamenco en el grado superior de música. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM 2017, 14, 351 -368.
AMA StyleCarlos Alberto Pacheco Torres, Rosario Ortega-Ruz, Antonio J. Rodríguez Hidalgo. Integración de la especialidad de flamenco en el grado superior de música. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM. 2017; 14 ():351-368.
Chicago/Turabian StyleCarlos Alberto Pacheco Torres; Rosario Ortega-Ruz; Antonio J. Rodríguez Hidalgo. 2017. "Integración de la especialidad de flamenco en el grado superior de música." Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM 14, no. : 351-368.
Resumen INTRODUCCIÓN. Tanto el uso apropiado de las tecnologías de la información y la comunicación —TIC, a partir de ahora— como el desarrollo de una educación verdaderamente inclusiva siguen siendo retos del sistema educativo. Para avanzar en este sentido, la formación práctica del profesorado es un factor estratégico clave. Este trabajo pretende contribuir al conocimiento de la influencia de la formación inicial práctica (Prácticum) en el desarrollo de competencias por parte de las y los futuros docentes, que privilegia la inclusión y el uso de las nuevas tecnologías como vías útiles para estimular y lograr la competencia profesional. La finalidad de este estudio es valorar en qué medida la aplicación de un modelo formativo de Prácticum focalizado en el aprendizaje basado en problemas —ABP— mediante una estrategia concreta, que denominaremos coaching multidimensional —CM, a partir de ahora (Rodríguez-Hidalgo, Calmaestra y Maestre, 2015)— favorece la autopercepción del alumnado que se prepara para el título de Educación Primaria, referida al importante papel que las TIC tienen para estimular y desplegar la educación inclusiva como un valor psicopedagógico relevante. MÉTODO. Una exploración pre-post sobre la percepción que el alumnado de segundo curso de educación primaria —145 estudiantes para el pretest, 196 en el postest— utilizando un autoinforme, permitió poner en evidencia el cambio en la autopercepción del valor de ciertas competencias profesionales tras la implementación de un modelo instruccional ABP-CM. RESULTADOS. Los resultados muestran un avance significativo en la autopercepción de las competencias propias de seis de las trece analizadas y que se relacionan básicamente con las TIC y la educación inclusiva. DISCUSIÓN. Se discute la importancia que para la autopercepción del progreso de la competencia profesional tiene el hecho de que el entrenamiento se haya producido en el marco de un modelo (el ABP-CM) que estimula la autonomía y la formación de criterio sobre la educación de calidad.
Mª Del Mar Maestre Espejo; Oscar Nail Kröyer; Antonio Jesús Rodríguez-Hidalgo. DESARROLLO DE COMPETENCIAS TIC Y PARA LA EDUCACIÓN INCLUSIVA EN LA FORMACIÓN INICIAL PRÁCTICA DEL PROFESORADO. Bordón. Revista de Pedagogía 2016, 68, 1 .
AMA StyleMª Del Mar Maestre Espejo, Oscar Nail Kröyer, Antonio Jesús Rodríguez-Hidalgo. DESARROLLO DE COMPETENCIAS TIC Y PARA LA EDUCACIÓN INCLUSIVA EN LA FORMACIÓN INICIAL PRÁCTICA DEL PROFESORADO. Bordón. Revista de Pedagogía. 2016; 68 (2):1.
Chicago/Turabian StyleMª Del Mar Maestre Espejo; Oscar Nail Kröyer; Antonio Jesús Rodríguez-Hidalgo. 2016. "DESARROLLO DE COMPETENCIAS TIC Y PARA LA EDUCACIÓN INCLUSIVA EN LA FORMACIÓN INICIAL PRÁCTICA DEL PROFESORADO." Bordón. Revista de Pedagogía 68, no. 2: 1.
Antonio J. Rodríguez-Hidalgo; Rosario Ortega-Ruiz; Claire P. Monks. Peer-victimisation in multi-cultural contexts: A structural model of the effects on self-esteem and emotions. Psicología Educativa 2015, 21, 3 -9.
AMA StyleAntonio J. Rodríguez-Hidalgo, Rosario Ortega-Ruiz, Claire P. Monks. Peer-victimisation in multi-cultural contexts: A structural model of the effects on self-esteem and emotions. Psicología Educativa. 2015; 21 (1):3-9.
Chicago/Turabian StyleAntonio J. Rodríguez-Hidalgo; Rosario Ortega-Ruiz; Claire P. Monks. 2015. "Peer-victimisation in multi-cultural contexts: A structural model of the effects on self-esteem and emotions." Psicología Educativa 21, no. 1: 3-9.
RESUMEN: El uso de las TIC y de los cibermedios está llevando a una nueva forma de socialización y comunicación entre los jóvenes. El medio virtual se ha convertido en un nuevo escenario para relacionarse en el que también surgen y se mantienen relaciones de pareja. A su vez, las relaciones entre las parejas jóvenes pueden ser muy satisfactorias, aunque varios estudios también han descrito la existencia de diversos problemas tales como algunas conductas inadecuadas hacia la pareja o la existencia de la llamada dependencia emocional. Por ello, en el presente trabajo se describe el uso de diferentes cibermedios entre los jóvenes y su relación con los niveles de dependencia emocional. Primero, se aplicó un cuestionario sobre el uso de los cibermedios, propio y percibido en la pareja. Conjuntamente, se aplicó el test IRIDS-100 de dependencia emocional. Ambos instrumentos fueron respondidos por 100 estudiantes de edades comprendidas entre 19 y 32 años matriculados en la Universidad de Córdoba. Los resultados han mostrado un uso elevado, tanto propio como percibido en las parejas, de WhatsApp, Facebook, Twitter y Youtube. Igualmente, se ha encontrado la existencia de correlaciones positivas entre el uso propio y percibido en la pareja de Tuenti y Youtube y la dependencia emocional. Dado que los cibermedios han cambiado la forma de relacionarse de los jóvenes, con sus iguales y con sus parejas, los datos de este trabajo contribuyen al estudio de este tema, proponiendo a su vez nuevas líneas de investigación relacionadas con la dependencia emocional expresada a través de la ciberconducta.Cyber-behavior and emotional dependency in young couples The use of the ICT and the cyber media is leading to new forms of socialization and communication among youth. Virtual environment has become a new context for relating to other people which also includes the establishment and development of couple relationships. At the same time, couple relationships in youth can be very satisfactory, although many studies also described the existence of different problems such as inadequate behaviors towards the partners or emotional dependency. Thus, the current work describes the use of different cyber media among youth and its relationship to the levels of emotional dependency. First, a questionnaire on the use of cyber media in oneself and perceived in a partner was answered by the participants. At the same time, the IRIDS-100 questionnaire for the assessment of the emotional dependency was responded. Both instruments were answered by 100 students between 19 and 32 years old, enrolled in the University of Córdoba. Results showed frequent use of WhatsApp, Facebook, Twitter and Youtube in oneself and also perceived in the partner. Moreover, positive correlations were found between its use in oneself and perceived in the partner and emotional dependency. Taking into account that the cyber media have changed the way of relating among young people, with their peers and their couples, the results of the current study contribute to this topic suggesting at the same time new lines of studies related to the emotional dependency expressed through the cyber media.
Eduardo Espinar; Izabela Zych; Antonio J. Rodríguez-Hidalgo. Ciberconducta y dependencia emocional en parejas jóvenes. Psychology, Society & Education 2015, 7, 41 -55.
AMA StyleEduardo Espinar, Izabela Zych, Antonio J. Rodríguez-Hidalgo. Ciberconducta y dependencia emocional en parejas jóvenes. Psychology, Society & Education. 2015; 7 (1):41-55.
Chicago/Turabian StyleEduardo Espinar; Izabela Zych; Antonio J. Rodríguez-Hidalgo. 2015. "Ciberconducta y dependencia emocional en parejas jóvenes." Psychology, Society & Education 7, no. 1: 41-55.
The objective of this research consisted of studying peer victimization (10 types) and ethnic-cultural peer victimization (10 types), together with their relation to self-esteem, social adjustment and number of friends at school, focusing especially on the cultural variable. A representative sample of pre-adolescent and adolescent students was recruited (mean age = 14.48 years) from schools in Andalusia (Spain). The sample consisted of 7037 students from different cultures (80.1% majority, 2.7% gypsies, 6.1% first-generation immigrants and 4% second-generation immigrants). The participants filled in a self-informed questionnaire. Results show that multivictimization does not depend on the cultural group of the students. Nevertheless, ethnic-cultural multivictimization is different in each group, more frequent in first-generation immigrants and gypsies. First-generation immigrants show lower levels of social adjustment if compared to other groups. Taking into account Tajfels´ theory, it can be inferred that first-generation immigrants and gypsies are the groups with the highest risk of social exclusion. The situation seems even more difficult in the former because of the lack of social support.
Antonio Jesús Rodríguez Hidalgo; Rosario Ortega-Ruiz; Izabela Zych. Peer Victimization and Ethnic-Cultural Peer Victimization: Self-Esteem and School Relations between Different Cultural Groups of Students in Andalusia, Spain // Victimización étnico-cultural entre iguales: autoestima y relaciones en la escuela entre... Revista de Psicodidáctica 2013, 19, 191 -210.
AMA StyleAntonio Jesús Rodríguez Hidalgo, Rosario Ortega-Ruiz, Izabela Zych. Peer Victimization and Ethnic-Cultural Peer Victimization: Self-Esteem and School Relations between Different Cultural Groups of Students in Andalusia, Spain // Victimización étnico-cultural entre iguales: autoestima y relaciones en la escuela entre... Revista de Psicodidáctica. 2013; 19 (1):191-210.
Chicago/Turabian StyleAntonio Jesús Rodríguez Hidalgo; Rosario Ortega-Ruiz; Izabela Zych. 2013. "Peer Victimization and Ethnic-Cultural Peer Victimization: Self-Esteem and School Relations between Different Cultural Groups of Students in Andalusia, Spain // Victimización étnico-cultural entre iguales: autoestima y relaciones en la escuela entre..." Revista de Psicodidáctica 19, no. 1: 191-210.
We present a bone decorated with engraved straight and parallel lines, recovered in the level I in the Sala de Las Chimeneas at Maltravieso cave, dated at 17840 ± 90 BP and 17930 ± 100 BP. The motif has similarities with other Peninsula and Pyrenaean evidence Iberian, which has an extensive chronology throughout the Upper Paleolithic. The iconographic and compositional similarities and the spatial relationship with the cave’s rock art allow us to relate chronologically both graphics, and interpret them as an integrated part of the same symbolic structure. This evidence fills a geographic gap of portable art in the interior of the Iberian Peninsula.Se presenta una pieza ósea grabada con líneas rectilíneas y paralelas recuperada en el nivel A de la Sala de las Chimeneas de la cueva de Maltravieso, datado en 17840 ± 90 BP y 17930 ± 100 BP. El tema muestra paralelos temáticos con piezas peninsulares y pirenaicas, que abarcan una dilatada cronología a lo largo del Paleolítico superior. La similitud iconográfica y compositiva, y la vinculación espacial del soporte decorado con una parte del arte rupestre de la cavidad, permiten relacionar cronológicamente ambos grafismos y considerarlos como parte integrada de una misma estructura simbólica. Esta evidencia completa un vacío geográfico de arte mueble en el interior peninsular
Marcos García-Diez; Antonio J. Rodríguez Hidalgo; Antoni Canals Salomó. Arte mueble paleolítico en el interior peninsular: la cueva de Maltravieso (Cáceres, España). Trabajos de Prehistoria 2012, 69, 349 -356.
AMA StyleMarcos García-Diez, Antonio J. Rodríguez Hidalgo, Antoni Canals Salomó. Arte mueble paleolítico en el interior peninsular: la cueva de Maltravieso (Cáceres, España). Trabajos de Prehistoria. 2012; 69 (2):349-356.
Chicago/Turabian StyleMarcos García-Diez; Antonio J. Rodríguez Hidalgo; Antoni Canals Salomó. 2012. "Arte mueble paleolítico en el interior peninsular: la cueva de Maltravieso (Cáceres, España)." Trabajos de Prehistoria 69, no. 2: 349-356.
Most surveys of bullying and school violence have not addressed the issue of aggression or social exclusion related to the ethnic, cultural or racial background of the recipient. The limited number of studies in this area tend to focus on whether children from different cultural groups are more or less likely to be victimized by peers overall, reporting no significant differences between cultural groups in terms of levels of victimization or bullying others. This study aimed to expand on the previous literature in a number of ways. Pupils from a variety of cultural backgrounds in two countries, England and Spain, were surveyed about their perceptions and experiences of seven types of victimization (three were explicitly related to the cultural background of the recipient). Pupils were disapproving of victimization, more so for cultural victimization. Pupils from cultural minority groups were more likely than those from cultural majority groups to report experiencing victimization based on their cultural background (name calling and social exclusion). Pupils reported being upset or angry as a result of the victimization. They were most likely to report the reason for cultural victimization as “being different”. The findings are discussed in terms of the need for schools to address the issue of cultural victimization.
Claire P. Monks; Rosario Ortega-Ruiz; Antonio Jesús Rodríguez Hidalgo. Peer victimization in multicultural schools in Spain and England. European Journal of Developmental Psychology 2008, 5, 507 -535.
AMA StyleClaire P. Monks, Rosario Ortega-Ruiz, Antonio Jesús Rodríguez Hidalgo. Peer victimization in multicultural schools in Spain and England. European Journal of Developmental Psychology. 2008; 5 (4):507-535.
Chicago/Turabian StyleClaire P. Monks; Rosario Ortega-Ruiz; Antonio Jesús Rodríguez Hidalgo. 2008. "Peer victimization in multicultural schools in Spain and England." European Journal of Developmental Psychology 5, no. 4: 507-535.