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Dr. José Núñez
Faculty of Psychology, University of Oviedo, 33003, Oviedo, Asturias, Spain

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0 self-regulated learning
0 coping strategies
0 psychological wellbeing
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self-regulated learning
Homework
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Academic procrastination
coping strategies
multilevel analysis
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Journal article
Published: 22 July 2021 in International Journal of Environmental Research and Public Health
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Background: Sleep plays a key role in our overall function, and sleep insufficiency has been highlighted as a major health issue. ‘Bedtime procrastination’—i.e., needlessly delaying the time one goes to bed without external reasons—is one reason for sleep insufficiency. The present research aims to explore the interrelationships among Bedtime Procrastination, other domains of Procrastination, and routine-related variables. Methods: The mediating effects of Wake-up Time and Dinner Time on the relationship between Bedtime Procrastination and General Procrastination, Academic Procrastination, and Perceived Importance of Sleep were tested. Self-reported questionnaires were used, and the sample comprised of 446 university students. Results: A partial mediation model was found. General Procrastination, Academic Procrastination, and Perceived Importance of Sleep showed direct effects on Bedtime Procrastination. Moreover, Academic and General Procrastination were positively associated with Bedtime Procrastination, whereas Perceived Importance of Sleep was negatively associated with Bedtime Procrastination. Indirect effects of the Perceived Importance of Sleep and General Procrastination, as mediated by Wake-up Time and Dinner Time, on Bedtime Procrastination were also found. Conclusions: Personal routines (Wake-up Time and Dinner Time) along with individual characteristics (General and Academic Procrastination) and beliefs (perceived importance of sleep) may affect Bedtime Procrastination. Present results highlight the complexity of Bedtime Procrastination.

ACS Style

Paula Magalhães; Beatriz Pereira; André Oliveira; David Santos; José Núñez; Pedro Rosário. The Mediator Role of Routines on the Relationship between General Procrastination, Academic Procrastination and Perceived Importance of Sleep and Bedtime Procrastination. International Journal of Environmental Research and Public Health 2021, 18, 7796 .

AMA Style

Paula Magalhães, Beatriz Pereira, André Oliveira, David Santos, José Núñez, Pedro Rosário. The Mediator Role of Routines on the Relationship between General Procrastination, Academic Procrastination and Perceived Importance of Sleep and Bedtime Procrastination. International Journal of Environmental Research and Public Health. 2021; 18 (15):7796.

Chicago/Turabian Style

Paula Magalhães; Beatriz Pereira; André Oliveira; David Santos; José Núñez; Pedro Rosário. 2021. "The Mediator Role of Routines on the Relationship between General Procrastination, Academic Procrastination and Perceived Importance of Sleep and Bedtime Procrastination." International Journal of Environmental Research and Public Health 18, no. 15: 7796.

Journal article
Published: 13 July 2021 in Nutrients
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Promoting children’s healthy diets is a key public health priority. Family can play a relevant role in children’s eating patterns. The goals of the current research were to identify different latent diet profiles in children based on their food consumption and to assess the relationship between profiles and family-related factors. A total of 678 school-aged children from the fifth and sixth grades participated. The study design was cross-sectional and questionnaire based. Research assessed healthy (fruit and vegetables) and unhealthy (fast food, sugar-sweetened beverages, and candies) food consumption and family-related factors. A latent profile analysis and multivariate data analysis were developed. Four diet profiles were identified: Combined Diet, Mainly Healthy Diet, Mainly Unhealthy Diet, and Very Unhealthy Diet. Nearly half of the children (45.22%) showed a Combined Diet profile, meaning that they reported eating nearly the same amount of healthy and unhealthy types of foods. Associations between the diet profiles, family income, and food availability were found. For example, the Mainly Healthy Diet profile was statistically associated with a higher family income and less access to unhealthy foods. The present study reinforces the idea that profiling diets can allow for a tailored healthy eating intervention model according to the specific needs of each diet profile.

ACS Style

Beatriz Pereira; Cátia Silva; José Núñez; Pedro Rosário; Paula Magalhães. “More Than Buying Extra Fruits and Veggies, Please Hide the Fats and Sugars”: Children’s Diet Latent Profiles and Family-Related Factors. Nutrients 2021, 13, 2403 .

AMA Style

Beatriz Pereira, Cátia Silva, José Núñez, Pedro Rosário, Paula Magalhães. “More Than Buying Extra Fruits and Veggies, Please Hide the Fats and Sugars”: Children’s Diet Latent Profiles and Family-Related Factors. Nutrients. 2021; 13 (7):2403.

Chicago/Turabian Style

Beatriz Pereira; Cátia Silva; José Núñez; Pedro Rosário; Paula Magalhães. 2021. "“More Than Buying Extra Fruits and Veggies, Please Hide the Fats and Sugars”: Children’s Diet Latent Profiles and Family-Related Factors." Nutrients 13, no. 7: 2403.

Article
Published: 30 April 2021 in Current Psychology
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Research in the field of homework has confirmed the significant association between students’ perceptions of their parents’ involvement and their motivation and engagement with these tasks. In this study we analyzed the possible mediating role of self-handicapping strategies in the relationship between perceptions of parental support (content-oriented and autonomy-oriented support) when doing homework and the students’ behavioral engagement (time spent, effort made, amount of homework done, level of procrastination). The participants were 643 students in compulsory secondary education (between 7th and 10th grade). The results showed that the lower the perceptions of support from parents when doing homework, the greater the students’ use of self-handicapping strategies and the worse their behavioral engagement (less effort, less amount of homework done, more procrastination) and vice versa. These findings seem to indicate that self-handicapping is a motivational strategy that would partially explain students’ poor behavioral engagement with homework in the absence of parental support.

ACS Style

José Carlos Núñez; Carlos Freire; María Del Mar Ferradás; Antonio Valle; Jianzhong Xu. Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping. Current Psychology 2021, 1 -12.

AMA Style

José Carlos Núñez, Carlos Freire, María Del Mar Ferradás, Antonio Valle, Jianzhong Xu. Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping. Current Psychology. 2021; ():1-12.

Chicago/Turabian Style

José Carlos Núñez; Carlos Freire; María Del Mar Ferradás; Antonio Valle; Jianzhong Xu. 2021. "Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping." Current Psychology , no. : 1-12.

Journal article
Published: 16 March 2021 in International Journal of Inclusive Education
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The present study developed a brief school-based intervention focused on raising awareness about Cerebral Palsy. To assess the effectiveness of the intervention, 91 classes from the fourth and fifth grades were randomly assigned to one of three conditions: Control, Focused on the Domain (Cerebral Palsy), and Non-Focused on the Domain (promotion of inclusion in general). Groups were assessed in three waves: pre-test, post-test, and follow-up. Data from this longitudinal cluster randomised trial showed the efficacy of this brief intervention in decreasing reported social distance and increasing positive attitudes towards individuals with Cerebral Palsy. Results from the Focused on the Domain Group were more positive than the Non-Focused on the Domain Group. Implications for educational practice are discussed.

ACS Style

Beatriz Pereira; Paula Magalhães; José Carlos Núñez; Guillermo Vallejo; Armanda Pereira; Sílvia Lopes; Pedro Rosário. Elementary school students’ attitudes towards cerebral palsy: a raising awareness brief intervention. International Journal of Inclusive Education 2021, 1 -16.

AMA Style

Beatriz Pereira, Paula Magalhães, José Carlos Núñez, Guillermo Vallejo, Armanda Pereira, Sílvia Lopes, Pedro Rosário. Elementary school students’ attitudes towards cerebral palsy: a raising awareness brief intervention. International Journal of Inclusive Education. 2021; ():1-16.

Chicago/Turabian Style

Beatriz Pereira; Paula Magalhães; José Carlos Núñez; Guillermo Vallejo; Armanda Pereira; Sílvia Lopes; Pedro Rosário. 2021. "Elementary school students’ attitudes towards cerebral palsy: a raising awareness brief intervention." International Journal of Inclusive Education , no. : 1-16.

Journal article
Published: 06 December 2020 in Studies in Educational Evaluation
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Dropout stems from a complex, gradual process of decision-making in which the demands and benefits of university attendance are weighed. Early identification of at-risk students benefits from quick and large-scale screening instruments. This study presents the dimensionality of a screening instrument for students at risk of dropping out of Higher Education, integrating three scales: Academic Exhaustion, Satisfaction with Education and Dropout Intention. A sample of 611 first-year university students was considered in the statistical analysis. The results demonstrate evidence of internal and external validity as well as the reliability of the screening instrument scores. The differences in correlation coefficients between these three scales and the students’ intentions of completing the course and completing their education at their university, evaluated at two different points during the first semester, suggest that dropout analysis requires collecting information throughout the process of adjustment to higher education.

ACS Style

Joana R. Casanova; Cristiano Mauro Assis Gomes; Ana B. Bernardo; José Carlos Núñez; Leandro S. Almeida. Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education. Studies in Educational Evaluation 2020, 68, 100957 .

AMA Style

Joana R. Casanova, Cristiano Mauro Assis Gomes, Ana B. Bernardo, José Carlos Núñez, Leandro S. Almeida. Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education. Studies in Educational Evaluation. 2020; 68 ():100957.

Chicago/Turabian Style

Joana R. Casanova; Cristiano Mauro Assis Gomes; Ana B. Bernardo; José Carlos Núñez; Leandro S. Almeida. 2020. "Dimensionality and reliability of a screening instrument for students at-risk of dropping out from Higher Education." Studies in Educational Evaluation 68, no. : 100957.

Journal article
Published: 13 November 2020 in International Journal of Environmental Research and Public Health
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In keeping with the growth in the development of healthy environments in organizational contexts, in recent years, there has also been increasing interest in the identification of personal psychological resources that contribute to improved worker mental health. From this proactive approach, this study examines the mediating role of flourishing in the relationship between psychological capital (PsyCap) and burnout in teachers, a professional group that is particularly prone to suffering from this syndrome. A total of 1379 teachers from pre-school, primary, secondary, and vocational education systems participated in the study. The mediating effect of flourishing was determined via mediation analysis using the PROCESS macro. The results showed that flourishing partially mediates the negative effect of PsyCap on the three symptoms of burnout (emotional exhaustion, depersonalization, and lack of professional accomplishment). These findings indicate that both PsyCap and flourishing may be effective personal resources in reducing teacher burnout. Therefore, in order to prevent burnout, it is advisable to design interventions that combine PsyCap and flourishing.

ACS Style

Carlos Freire; María Ferradás; Alba García-Bértoa; José Núñez; Susana Rodríguez; Isabel Piñeiro. Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing. International Journal of Environmental Research and Public Health 2020, 17, 8403 .

AMA Style

Carlos Freire, María Ferradás, Alba García-Bértoa, José Núñez, Susana Rodríguez, Isabel Piñeiro. Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing. International Journal of Environmental Research and Public Health. 2020; 17 (22):8403.

Chicago/Turabian Style

Carlos Freire; María Ferradás; Alba García-Bértoa; José Núñez; Susana Rodríguez; Isabel Piñeiro. 2020. "Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing." International Journal of Environmental Research and Public Health 17, no. 22: 8403.

Journal article
Published: 04 November 2020 in Sustainability
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Computer-Based Learning Environments (CBLEs) have emerged as an almost limitless source of education, challenging not only students but also education providers; teaching and learning in these virtual environments requires greater self-regulation of learning. More research is needed in order to assess how self-regulation of learning strategies can contribute to better performance. This study aims to report how an Intelligent Tutoring System can help students both with and without learning difficulties to self-regulate their learning processes. A total of 119 university students with and without learning difficulties took part in an educational experiment; they spent 90 min learning in a CBLE specifically designed to assess and promote self-regulated learning strategies. Results show that as a consequence of the training, the experimental group applied more self-regulation strategies than the control group, not only as a response to a system prompt but also self-initiated. In addition, there were some differences in improvement of learning processes in students with and without learning difficulties. Our results show that when students with learning difficulties have tools that facilitate applying self-regulated learning strategies, they do so even more than students without learning difficulties.

ACS Style

Rebeca Cerezo; Maria Esteban; Guillermo Vallejo; Miguel Sanchez-Santillan; Jose Nuñez. Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities. Sustainability 2020, 12, 9184 .

AMA Style

Rebeca Cerezo, Maria Esteban, Guillermo Vallejo, Miguel Sanchez-Santillan, Jose Nuñez. Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities. Sustainability. 2020; 12 (21):9184.

Chicago/Turabian Style

Rebeca Cerezo; Maria Esteban; Guillermo Vallejo; Miguel Sanchez-Santillan; Jose Nuñez. 2020. "Differential Efficacy of an Intelligent Tutoring System for University Students: A Case Study with Learning Disabilities." Sustainability 12, no. 21: 9184.

Research article
Published: 01 October 2020 in The Journal of Educational Research
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Gypsy children low school engagement, high rates of school dropout, and pervasive school failure are relevant societal challenges that may be explained by Gypsy people cultural mores, but also by the discriminatory behaviors of school peers. The latter may be a consequence of insufficient accurate knowledge of Gypsy culture. The present study developed a brief school-based intervention targeting the whole class with a focus on raising awareness of Gypsy culture, the educational aspirations of Gypsy students, and their experiences with discrimination. To assess the effectiveness of the intervention, 88 classes encompassing 1505 fourth and fifth grades students enrolled in Portuguese schools were randomly assigned to one of three conditions: Control Group, Focused on the Domain Group (Gypsy culture), and Non-Focused on the Domain Group (general non-dominant cultural groups such as immigrants). These groups were assessed in three waves: pretest, post-test, and follow-up. Data from this longitudinal cluster randomized trial showed the efficacy of this brief intervention in decreasing reported social distance and increasing positive attitudes toward Gypsy people. Importantly, results from the Focused on the Domain Group intervention were more positive than the Non-Focused on the Domain Group. Implications for educational practice are discussed.

ACS Style

Pedro Rosário; Beatriz Pereira; Paula Magalhães; Tânia Moreira; Sandra Mesquita; Sonia Fuentes; José Carlos Núñez; Guillermo Vallejo. A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial. The Journal of Educational Research 2020, 113, 462 -474.

AMA Style

Pedro Rosário, Beatriz Pereira, Paula Magalhães, Tânia Moreira, Sandra Mesquita, Sonia Fuentes, José Carlos Núñez, Guillermo Vallejo. A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial. The Journal of Educational Research. 2020; 113 (6):462-474.

Chicago/Turabian Style

Pedro Rosário; Beatriz Pereira; Paula Magalhães; Tânia Moreira; Sandra Mesquita; Sonia Fuentes; José Carlos Núñez; Guillermo Vallejo. 2020. "A brief school-based intervention on Gypsy culture: A longitudinal cluster randomized trial." The Journal of Educational Research 113, no. 6: 462-474.

Journal article
Published: 12 September 2020 in Sustainability
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Although achievement goals have been the subject of much study about their implications for learning and performance, interest has been less marked in understanding their precursors, particularly those linked to students’ personal characteristics. In this study, we examine the role of a defensive pessimism strategy as a mediator and moderator of the relationships between self-esteem and achievement goals in a sample of 1028 university students. Analysis of mediation and moderation was performed using the PROCESS macro within SPSS. The results showed that defensive pessimism partially mediates and moderates the effect of self-esteem on approach goals (learning and performance). We found no significant mediation or moderation effect for defensive pessimism in the relationship between self-esteem and performance-avoidance goals. These findings suggest that defensive pessimism is an effective strategy to encourage motivational involvement in students with low self-esteem in the academic context.

ACS Style

María Ferradás; Carlos Freire; José Núñez; Bibiana Regueiro. The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism. Sustainability 2020, 12, 7531 .

AMA Style

María Ferradás, Carlos Freire, José Núñez, Bibiana Regueiro. The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism. Sustainability. 2020; 12 (18):7531.

Chicago/Turabian Style

María Ferradás; Carlos Freire; José Núñez; Bibiana Regueiro. 2020. "The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism." Sustainability 12, no. 18: 7531.

Journal article
Published: 06 September 2020 in Sustainability
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Invention activities can promote reflective learning processes. However, their inclusion in educational practice can generate doubts because they take up time that can otherwise be invested in explaining content, and because some students might experience frustration and anxiety while trying to solve them. This study experimentally evaluated the efficacy of invention activities in a university statistics class, considering both emotions (self-reported) and learning achieved. In total, 43 students were randomly assigned to either (a) inventing variability measures before receiving instruction about the topic of statistical variability, or (b) completing a similar problem-solving activity, but only after they had received guidance with a worked example concerning the target concepts. Students in the first condition acquired greater conceptual knowledge, which is an indicator of deep learning. The emotions experienced during the learning activities were similar in both learning conditions. However, it was notable that enjoyment during the invention phase of the invention condition was strongly associated with higher achievement. Invention activities are a promising educational strategy that require students to play an active role, and can promote deep learning. This study also provides implementation guidelines for teachers while discussing the possibilities offered by new technologies.

ACS Style

Eduardo González-Cabañes; Trinidad García; Celestino Rodríguez; Marcelino Cuesta; José Núñez. Learning and Emotional Outcomes after the Application of Invention Activities in a Sample of University Students. Sustainability 2020, 12, 7306 .

AMA Style

Eduardo González-Cabañes, Trinidad García, Celestino Rodríguez, Marcelino Cuesta, José Núñez. Learning and Emotional Outcomes after the Application of Invention Activities in a Sample of University Students. Sustainability. 2020; 12 (18):7306.

Chicago/Turabian Style

Eduardo González-Cabañes; Trinidad García; Celestino Rodríguez; Marcelino Cuesta; José Núñez. 2020. "Learning and Emotional Outcomes after the Application of Invention Activities in a Sample of University Students." Sustainability 12, no. 18: 7306.

Original research article
Published: 26 May 2020 in Frontiers in Psychology
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Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students’ gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12–16 years old) participated in the study. Students provided information about their intellectual skills, perceived competence in mathematics, perceived utility of mathematics, intrinsic interest in learning, mathematics anxiety, and their causal attributions (for failure and for success), and of their achievement in mathematics. Data showed differences according to gender and the school grade level. The motivational and affective variables did not seem to play an important role in this relationship as predicted in the current study. The results of this study are discussed in light of previous research.

ACS Style

Amanda Abín; José Carlos Núñez; Celestino Rodríguez; Marisol Cueli; Trinidad García; Pedro Rosário. Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables. Frontiers in Psychology 2020, 11, 1 .

AMA Style

Amanda Abín, José Carlos Núñez, Celestino Rodríguez, Marisol Cueli, Trinidad García, Pedro Rosário. Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables. Frontiers in Psychology. 2020; 11 ():1.

Chicago/Turabian Style

Amanda Abín; José Carlos Núñez; Celestino Rodríguez; Marisol Cueli; Trinidad García; Pedro Rosário. 2020. "Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables." Frontiers in Psychology 11, no. : 1.

Journal article
Published: 10 May 2020 in Sustainability
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SPIRALS program was designed in accordance with the inclusive Universal Design for Learning approach and the social cognitive model of self-regulated learning. This project aims to promote cognitive, emotional, and behavioral engagement among elementary students, and especially those at high risk of dropping out (such as Roma students). To test the efficacy of the program, an intervention study was performed for four months within a truly inclusive learning environment, involving the whole classes. A quasi-experimental pre-test/post-test design with a control group (n = 63) and an experimental group (n = 57) was used. The dependent variables were student engagement (cognitive, emotional, and behavioral), academic self-concept, perceived climate of support, reading comprehension, and academic performance. Students in the experimental group exhibited statistically significant improvements compared to the control group in six of the seven dependent variables analyzed (behavioral and emotional engagement, academic self-concept, perceived climate of support, reading comprehension, and academic performance). Further, the magnitude of differences tended to be larger in student engagement, perceived climate of support, and reading comprehension than in academic self-concept or academic performance. These results provide evidence supporting the usefulness of intervention programs aimed at promoting student engagement, specifically among students at higher risk of failure or dropout.

ACS Style

Ángela Antúnez; María Del Henar Pérez-Herrero; Pedro Rosário; Guillermo Vallejo; José Carlos Núñez. Engagement SPIRALS in Elementary Students: A School-Based Self-Regulated Learning Approach. Sustainability 2020, 12, 3894 .

AMA Style

Ángela Antúnez, María Del Henar Pérez-Herrero, Pedro Rosário, Guillermo Vallejo, José Carlos Núñez. Engagement SPIRALS in Elementary Students: A School-Based Self-Regulated Learning Approach. Sustainability. 2020; 12 (9):3894.

Chicago/Turabian Style

Ángela Antúnez; María Del Henar Pérez-Herrero; Pedro Rosário; Guillermo Vallejo; José Carlos Núñez. 2020. "Engagement SPIRALS in Elementary Students: A School-Based Self-Regulated Learning Approach." Sustainability 12, no. 9: 3894.

Journal article
Published: 23 April 2020 in Brain Sciences
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Attention-deficit/hyperactivity disorder (ADHD) has been associated with low levels of self-concept (academic, emotional, social or physical), although this association can differ in the function of the inattention or hyperactivity–impulsivity symptomatology. Furthermore, the relation between ADHD and self-concept can be mediated or moderated by the levels of anxiety. This work is aimed to examine the differential effect of inattention symptomatology and hyperactivity–impulsivity symptomatology on academic, emotional, social and physical self-concept and the mediating or moderating role of anxiety in this relationship. A total of 167 students (70.7% boys and 29.3% girls) aged between 11 and 16 participated in this study. Students’ ADHD symptomatology, self-concept in four areas (academic, emotional, social and physical self-concept) and trait anxiety were measured with the State-Trait Anxiety Inventory for Children. The results indicate that trait anxiety mediates the relationship between inattention and emotional, social and physical self-concept but does not moderate this relationship. Trait anxiety does not mediate or moderate the relationship between hyperactivity–impulsivity symptoms and self-concept. When inattention symptomatology increases, academic self-concept decreases directly, but students’ emotional, social and physical self-concept decreases indirectly through trait anxiety.

ACS Style

Marisol Cueli; Celestino Rodríguez; Laura Cañamero; José Núñez; Paloma González-Castro. Self-Concept and Inattention or Hyperactivity–Impulsivity Symptomatology: The Role of Anxiety. Brain Sciences 2020, 10, 250 .

AMA Style

Marisol Cueli, Celestino Rodríguez, Laura Cañamero, José Núñez, Paloma González-Castro. Self-Concept and Inattention or Hyperactivity–Impulsivity Symptomatology: The Role of Anxiety. Brain Sciences. 2020; 10 (4):250.

Chicago/Turabian Style

Marisol Cueli; Celestino Rodríguez; Laura Cañamero; José Núñez; Paloma González-Castro. 2020. "Self-Concept and Inattention or Hyperactivity–Impulsivity Symptomatology: The Role of Anxiety." Brain Sciences 10, no. 4: 250.

Articles
Published: 06 February 2020 in International Journal of School & Educational Psychology
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Academic procrastination can be described as the delayed completion of academic tasks. This behavior is pervasive among students from different grade levels and cultures. A structural equation model was run to analyze the relationships between prior knowledge and procrastination in mathematics mediated by self-regulated learning and self-efficacy in mathematics. The model was analyzed using a sample of 1,000 Mozambican students from the 10th and 12th grades. Results indicated that both self-regulated learning and self-efficacy in mathematics were positively explained by prior knowledge in mathematics. Moreover, self-efficacy in mathematics was found to be positively related to self-regulated learning, and both were negatively related to mathematics procrastination. Finally, self-regulated learning and self-efficacy in mathematics mediated the effect of prior mathematics knowledge on mathematics procrastination. The study discusses these findings as well as their consequences, possible educational implications, and suggestions for educational practice.

ACS Style

Celso Fulano; Paula Magalhães; José Carlos Núñez; Simone Marcuzzo; Pedro Rosário. As the twig is bent, so is the tree inclined: Lack of prior knowledge as a driver of academic procrastination. International Journal of School & Educational Psychology 2020, 1 -13.

AMA Style

Celso Fulano, Paula Magalhães, José Carlos Núñez, Simone Marcuzzo, Pedro Rosário. As the twig is bent, so is the tree inclined: Lack of prior knowledge as a driver of academic procrastination. International Journal of School & Educational Psychology. 2020; ():1-13.

Chicago/Turabian Style

Celso Fulano; Paula Magalhães; José Carlos Núñez; Simone Marcuzzo; Pedro Rosário. 2020. "As the twig is bent, so is the tree inclined: Lack of prior knowledge as a driver of academic procrastination." International Journal of School & Educational Psychology , no. : 1-13.

Journal article
Published: 18 December 2019 in International Journal of Environmental Research and Public Health
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This study has three objectives: to examine whether adolescents who perceive themselves as overweight differ from others in terms of offline victimization at school, cybervictimization, self-esteem, and difficulties relating to peers; to examine the possible effects of offline and cybervictimization on self-esteem and difficulties relating to peers; and to examine the possible moderating role of perceiving oneself as overweight on those effects. Previously validated questionnaires were applied to a sample of 3145 adolescents in Asturias (Spain). Descriptive, inferential, correlational, and structural equation analyses were performed. Adolescents who perceived themselves as overweight reported being victims of both offline victimization and most forms of cybervictimization to a greater extent than those who did not perceive themselves as overweight. They also reported lower self-esteem and more peer difficulties (shyness or social anxiety). In both groups of adolescents, victimization and cybervictimization were correlated with each other, both types of victimization had direct, negative effects on self-esteem, and self-esteem in turn had a direct, negative effect on peer difficulties. Furthermore, offline victimization had a direct, positive effect on peer difficulties. Perceiving oneself as overweight moderated the effect of self-esteem on peer difficulties. In adolescents perceiving themselves as overweight, low self-esteem was a stronger risk factor of peer difficulties than in the rest of the adolescents. With high overall self-esteem there were no significant differences in peer difficulties between the adolescents perceiving themselves as overweight and the rest of the adolescents.

ACS Style

David Álvarez-García; Andrea Núñez; María Del Carmen Pérez-Fuentes; José Carlos Núñez; Núñez. Peer Victimization in Overweight Adolescents and Its Effect on Their Self-Esteem and Peer Difficulties. International Journal of Environmental Research and Public Health 2019, 17, 16 .

AMA Style

David Álvarez-García, Andrea Núñez, María Del Carmen Pérez-Fuentes, José Carlos Núñez, Núñez. Peer Victimization in Overweight Adolescents and Its Effect on Their Self-Esteem and Peer Difficulties. International Journal of Environmental Research and Public Health. 2019; 17 (1):16.

Chicago/Turabian Style

David Álvarez-García; Andrea Núñez; María Del Carmen Pérez-Fuentes; José Carlos Núñez; Núñez. 2019. "Peer Victimization in Overweight Adolescents and Its Effect on Their Self-Esteem and Peer Difficulties." International Journal of Environmental Research and Public Health 17, no. 1: 16.

Journal article
Published: 29 November 2019 in International Journal of Environmental Research and Public Health
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Hospitalization poses diverse challenges to school-aged youth well-being and their educational path. Some inpatients, due to the hospitalization duration, frequency or the needed recovery period at home, may struggle when returning to school. To help youth cope with this challenge, several hospitals have been implementing educational interventions tailored to the school-aged children and adolescents needs. Nevertheless, pediatric inpatients with short stays and/or with a recovery period at home usually do not benefit from these interventions. Therefore, the present study implemented a blended intervention (i.e., face-to-face and online) with the aim of training self-regulated learning competences with hospitalized school-aged adolescents with short hospital stays. The intervention was delivered on a weekly basis for eight individual sessions using a story-tool. Results showed the efficacy of the intervention in promoting adolescent’s use of, perceived instrumentality of, and self-efficacy for self-regulated learning strategies. Overall, there was a differentiated impact according to the participants’ age, grade level, grade retention, and engagement in the intervention. These findings support previous research indicating that hospitals can play an important role as educational contexts even for inpatients with short stays. The blended format used to deliver the self-regulation learning (SRL) training also may be an opportunity to extend these interventions from the hospital to the home context.

ACS Style

Raquel Azevedo; Pedro Rosário; Juliana Martins; Daniela Rosendo; Paula Fernández; José Carlos Núñez; Paula Magalhães. From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention. International Journal of Environmental Research and Public Health 2019, 16, 4802 .

AMA Style

Raquel Azevedo, Pedro Rosário, Juliana Martins, Daniela Rosendo, Paula Fernández, José Carlos Núñez, Paula Magalhães. From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention. International Journal of Environmental Research and Public Health. 2019; 16 (23):4802.

Chicago/Turabian Style

Raquel Azevedo; Pedro Rosário; Juliana Martins; Daniela Rosendo; Paula Fernández; José Carlos Núñez; Paula Magalhães. 2019. "From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention." International Journal of Environmental Research and Public Health 16, no. 23: 4802.

Journal article
Published: 30 October 2019 in International Journal of Environmental Research and Public Health
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Childhood obesity rates have been increasing over the years and is considered one of the most serious public health problems of the century. Low socioeconomic status has been associated with a higher body mass index. However, the pathways underlying this complex relationship are poorly understood. This study aimed to evaluate the possible mediation and/or moderation effects of complexity of knowledge about healthy eating, and self-regulation processes towards healthy eating, in the association between family’s income and weight of elementary school age children. The results showed that complexity of knowledge does not mediate the relationship between socioeconomic status and weight. Still, whenever the levels of complexity of knowledge and self-regulation are high, there is a moderation effect of complexity of knowledge on the relationship between family’s income and weight, conditioned by self-regulation scores. These promising findings support the idea that knowledge about healthy eating in isolation could be insufficient for practicing a healthy diet and underline the relevance of combining transmission of knowledge with training in specific competences (e.g., self-regulation strategies). Considering that complexity of knowledge about healthy eating and self-regulation strategies are interrelated and can be both improved, future preventive interventions could consider incorporating both in their design to mitigate childhood obesity.

ACS Style

Beatriz Pereira; Pedro Rosário; Cátia Silva; Gabriela Figueiredo; José Carlos Núñez; Paula Magalhães. The Mediator and/or Moderator Role of Complexity of Knowledge about Healthy Eating and Self-Regulated Behavior on the Relation between Family’s Income and Children’s Obesity. International Journal of Environmental Research and Public Health 2019, 16, 4207 .

AMA Style

Beatriz Pereira, Pedro Rosário, Cátia Silva, Gabriela Figueiredo, José Carlos Núñez, Paula Magalhães. The Mediator and/or Moderator Role of Complexity of Knowledge about Healthy Eating and Self-Regulated Behavior on the Relation between Family’s Income and Children’s Obesity. International Journal of Environmental Research and Public Health. 2019; 16 (21):4207.

Chicago/Turabian Style

Beatriz Pereira; Pedro Rosário; Cátia Silva; Gabriela Figueiredo; José Carlos Núñez; Paula Magalhães. 2019. "The Mediator and/or Moderator Role of Complexity of Knowledge about Healthy Eating and Self-Regulated Behavior on the Relation between Family’s Income and Children’s Obesity." International Journal of Environmental Research and Public Health 16, no. 21: 4207.

Clinical trial
Published: 27 September 2019 in International Journal of Environmental Research and Public Health
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This study assessed the efficacy of an educational program focused on the promotion of school engagement in children with Cerebral Palsy. A 9 weeks, narrative-based intervention program, with a pre-post neuropsychological and self-report evaluation, was developed with a dual focus: a self-regulation theoretical model and executive function stimulation. Fifteen children with Cerebral Palsy participated in the study. Results showed a significant main effect of time (F(2.82) = 6.04, p = 0.0066, partial η2 = 0.30; F(2.82) = 9.91, p = 0.0006, partial η2 = 0.41; F(2.82) = 26.90, p < 0.0001, partial η2 = 0.66) in the three dimensions of school engagement. Findings indicate that the program to train self-regulated competences and executive function skills was efficacious in promoting school engagement in children with Cerebral Palsy. Educational implications were discussed.

ACS Style

Armanda Pereira; Pedro Rosário; Sílvia Lopes; Tânia Moreira; Paula Magalhães; José Carlos Núñez; Guillermo Vallejo; Adriana Sampaio. Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program. International Journal of Environmental Research and Public Health 2019, 16, 3634 .

AMA Style

Armanda Pereira, Pedro Rosário, Sílvia Lopes, Tânia Moreira, Paula Magalhães, José Carlos Núñez, Guillermo Vallejo, Adriana Sampaio. Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program. International Journal of Environmental Research and Public Health. 2019; 16 (19):3634.

Chicago/Turabian Style

Armanda Pereira; Pedro Rosário; Sílvia Lopes; Tânia Moreira; Paula Magalhães; José Carlos Núñez; Guillermo Vallejo; Adriana Sampaio. 2019. "Promoting School Engagement in Children with Cerebral Palsy: A Narrative Based Program." International Journal of Environmental Research and Public Health 16, no. 19: 3634.

Journal article
Published: 18 September 2019 in Sustainability
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This study adopts a person-centered approach to identify the possible existence of different teacher profiles of psychological capital, according to the way in which its four components combine (efficacy, hope, optimism, and resilience). The study aimed to examine whether the identified profiles differed in their levels of burnout. In total, 1379 non-university teachers participated in the study. A latent profile analysis was performed using MPlus 7.11 software. Seven teaching profiles of psychological capital were identified, differing both quantitatively and qualitatively. The differences between the profiles in burnout were estimated using SPSS 26 software. Teachers with a profile of low psychological capital (i.e., low confidence of successfully completing challenging tasks—efficacy; lack of energy for establishing personal goals and working towards achieving them —hope; little tendency to make positive causal attributions and develop expectations of success—optimism; and low capacity to recover or emerge stronger from adverse situations—resilience) exhibited significantly higher levels of burnout. The lowest levels of burnout were found in the profile of high psychological capital (i.e., higher in efficacy, hope, optimism, and resilience). These results suggest that teachers who can muster the four components of psychological capital are more protected against burnout.

ACS Style

María Del Mar Ferradás; Carlos Freire; Alba García-Bértoa; José Carlos Núñez; Susana Rodríguez. Teacher Profiles of Psychological Capital and Their Relationship with Burnout. Sustainability 2019, 11, 5096 .

AMA Style

María Del Mar Ferradás, Carlos Freire, Alba García-Bértoa, José Carlos Núñez, Susana Rodríguez. Teacher Profiles of Psychological Capital and Their Relationship with Burnout. Sustainability. 2019; 11 (18):5096.

Chicago/Turabian Style

María Del Mar Ferradás; Carlos Freire; Alba García-Bértoa; José Carlos Núñez; Susana Rodríguez. 2019. "Teacher Profiles of Psychological Capital and Their Relationship with Burnout." Sustainability 11, no. 18: 5096.

Article
Published: 13 August 2019 in Metacognition and Learning
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The effectiveness of homework on improving student academic achievement depends on several factors; for example, feedback provided by the teacher (i.e. grading) and student engagement are important moderators in this process. However, the relationships between the types of homework feedback commonly used by teachers and student school engagement have not yet been examined. Anchored in the Self-Determination Theory, this mixed methods sequential explanatory study investigated how five types of teacher homework feedback predict three dimensions of students’ school engagement. The participants included 6th graders (N = 4288) and their mathematics teachers (N = 170). For this investigation, a quantitative phase was run, followed by a qualitative phase. The quantitative data were analyzed using multivariate multilevel regression models. The quantitative data showed positive relationships between five types of feedback and school engagement, albeit with different results at student and class levels. The findings showed small effect sizes. The qualitative data, based on a purposeful sampling, provided further insights regarding the low effect sizes that were found. Data were analyzed using thematic analysis. Four themes were identified as follows: homework at home and/or at the study center, perceived homework feedback types, school engagement, and school disaffection. Both data sets indicated directions to strengthen the benefits of homework feedback and to maximize students’ learning. This research paper discusses practical implications as well as future research directions.

ACS Style

Jennifer Cunha; Pedro Rosário; José Carlos Núñez; Guilherme Vallejo; Juliana Martins; Julia Högemann. Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study. Metacognition and Learning 2019, 14, 89 -129.

AMA Style

Jennifer Cunha, Pedro Rosário, José Carlos Núñez, Guilherme Vallejo, Juliana Martins, Julia Högemann. Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study. Metacognition and Learning. 2019; 14 (2):89-129.

Chicago/Turabian Style

Jennifer Cunha; Pedro Rosário; José Carlos Núñez; Guilherme Vallejo; Juliana Martins; Julia Högemann. 2019. "Does teacher homework feedback matter to 6th graders’ school engagement?: a mixed methods study." Metacognition and Learning 14, no. 2: 89-129.