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The general purpose of this work is 2-fold, to validate scales and to present the methodological procedure to reduce these scales to validate a rating scale for the student evaluation of teaching in the context of a Polytechnic Higher Education Institution. We explored the relationship between the long and short versions of the scale; examine their invariance in relation to relevant variables such as gender. Data were obtained from a sample of 6,110 students enrolled in a polytechnic higher education institution, most of whom were male. Data analysis included descriptive analysis, intraclass correlation, exploratory structural equation modeling (ESEM), confirmatory factorial analysis, correlations between the short and long form corrected for the shared error variance, gender measurement invariance, reliability using congeneric correlated factors, and correlations with academic achievement for the class as unit with an analysis following a multisection design. Results showed four highly correlated factors that do not exclude a general factor, with an excellent fit to data; configural, metric, and scalar gender measurement invariance; high reliability for both the long and short scale and subscales; high short and long-form scale correlations; and moderate but significant correlations between the long and short versions of the scales with academic performance, with individual and aggregate data collected from classes or sections. To conclude, this work shows the possibility of developing student evaluation of teaching scales with a short form scale, which maintains the same high reliability and validity indexes as the longer scale.
Tarquino Sánchez; Jaime León; Raquel Gilar-Corbi; Juan-Luis Castejón. Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution. Frontiers in Psychology 2021, 12, 1 .
AMA StyleTarquino Sánchez, Jaime León, Raquel Gilar-Corbi, Juan-Luis Castejón. Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleTarquino Sánchez; Jaime León; Raquel Gilar-Corbi; Juan-Luis Castejón. 2021. "Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution." Frontiers in Psychology 12, no. : 1.
«El proceso de enseñanza y el éxito del aprendizaje están estrechamente vinculados a factores cognitivos y motivacionales. Este estudio tuvo como propósito poner a prueba un modelo multinivel en estudiantes de Educación Superior sobre la relación de la organización docente y las dimensiones del grit, mediada por la competencia percibida. Participaron 3.033 estudiantes de cinco países, a los que se les midió la utilidad y organización del docente, la competencia y el grit. Los resultados muestran que, a nivel individual, la organización por parte del profesorado centrada en la utilidad se relacionó positivamente con el grit del estudiante cuando estaba mediada por la competencia percibida. Se sugiere que el profesor mejore su tarea organizativa docente, pues genera mayores logros en el estudiante a través del impacto positivo sobre su competencia.
Juan-Antonio Moreno-Murcia; Elisa Huéscar; Jaime León; Alfonso Valero-Valenzuela; Gracielle Fin; Rudy-José Nodari-Júnior; José-L. Tristán; Gabriel Gastélum-Cuadras; Rodrigo Vargas-Vitoria; Luis Cid; Diogo Monteiro; Diogo-S. Teixeira. Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit». Estudios sobre Educación 2021, 1 .
AMA StyleJuan-Antonio Moreno-Murcia, Elisa Huéscar, Jaime León, Alfonso Valero-Valenzuela, Gracielle Fin, Rudy-José Nodari-Júnior, José-L. Tristán, Gabriel Gastélum-Cuadras, Rodrigo Vargas-Vitoria, Luis Cid, Diogo Monteiro, Diogo-S. Teixeira. Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit». Estudios sobre Educación. 2021; ():1.
Chicago/Turabian StyleJuan-Antonio Moreno-Murcia; Elisa Huéscar; Jaime León; Alfonso Valero-Valenzuela; Gracielle Fin; Rudy-José Nodari-Júnior; José-L. Tristán; Gabriel Gastélum-Cuadras; Rodrigo Vargas-Vitoria; Luis Cid; Diogo Monteiro; Diogo-S. Teixeira. 2021. "Modelo cognitivo-motivacional para la promoción de la persistencia en Educación Superior: relación entre la organización docente, la competencia del alumnado y el «grit»." Estudios sobre Educación , no. : 1.
This study examines the reciprocal effects between two school-based relationships within the classroom—namely, perceived teacher support and relatedness with classmates—and school aggression (overt and relational) across two courses of secondary education. Participants were 654 adolescents (48% boys), who were assessed in three waves: first, at the beginning of the academic year (T0), second, at the end of the same academic year (T1), and third, at the beginning of the next academic year (T2) (Mage wave 1 = 13.98 years). Autoregressive cross-lagged modeling was applied. Results show a protective effect of relatedness against relational aggression in both genders. Moreover, we observed a protective effect of perceived teacher support at the beginning of the course for later school aggression as well as a risk effect if this perceived teacher support is maintained throughout the course. These effects were observed in relation with gender-atypical forms of aggression (overt in girls and relational in boys). Finally, aggression had negative consequences for relatedness in girls and for teacher support through the mediation of relatedness in boys. Gender differences and practical implications of these findings are discussed.
Teresa I. Jiménez; Jaime León; José Martín-Albo; Andrés S. Lombas; Sonsoles Valdivia-Salas; Estefanía Estévez. Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study. International Journal of Environmental Research and Public Health 2021, 18, 436 .
AMA StyleTeresa I. Jiménez, Jaime León, José Martín-Albo, Andrés S. Lombas, Sonsoles Valdivia-Salas, Estefanía Estévez. Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study. International Journal of Environmental Research and Public Health. 2021; 18 (2):436.
Chicago/Turabian StyleTeresa I. Jiménez; Jaime León; José Martín-Albo; Andrés S. Lombas; Sonsoles Valdivia-Salas; Estefanía Estévez. 2021. "Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study." International Journal of Environmental Research and Public Health 18, no. 2: 436.
The objective of this study was to test a multilevel model about the relationship between teacher’s controlling style, the relatedness and group cohesion in students. In addition, the invariance of the hypothesized model was tested across six countries. The sample was composed of 3178 university students of both sexes, aged between 17 and 63, from six countries of the Iberian Peninsula and South America (Spain, Portugal, Mexico, Colombia, Chile and Brazil). At the group level, results of the multilevel structural equation model showed that the teacher’s controlling style negatively predicts the relatedness, but does not predict the students’ group cohesion significantly. At the individual level, the controlling teaching style does not predict the relatedness, but the relatedness positively predicts group cohesion. Multiple group comparison indicated that the hypothesized model could be considered invariant across six participating countries. The results extend research of this issue, and can have positive effects on the teaching-learning process in the classrooms.
Juan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Gracielle Fin; Jaime León; Juan L. Núñez. Controlling style, relatedness and cohesion in university students: A six countries comparison. Current Psychology 2021, 1 -8.
AMA StyleJuan Antonio Moreno-Murcia, Elisa Huéscar Hernández, Gracielle Fin, Jaime León, Juan L. Núñez. Controlling style, relatedness and cohesion in university students: A six countries comparison. Current Psychology. 2021; ():1-8.
Chicago/Turabian StyleJuan Antonio Moreno-Murcia; Elisa Huéscar Hernández; Gracielle Fin; Jaime León; Juan L. Núñez. 2021. "Controlling style, relatedness and cohesion in university students: A six countries comparison." Current Psychology , no. : 1-8.
One of the purposes of teachers is to ensure the motivation of the students in their classes and to maintain disciplined behaviours. However, the teaching styles and methodologies used do not always have a positive effect on student’s motivation and discipline. This study analysed the relationship between student’s perceptions of the controlling behaviours of their physical education teacher, together with amotivation and discipline styles from Self-Determination Theory. The sample comprised 922 students, aged between 14 and 18 years (M = 14.95; SD = 0.98). Students’ perceptions of less controlling discipline styles (control of the use of rewards) negatively predicted the thwarting of autonomy need. Conversely, a more controlling discipline style (judging and devaluing) positively predicted the thwarting of autonomy need, and this, positively predicted amotivation, which negatively predicted disciplinary behaviours and positively predicted undisciplined behaviours. Teachers must avoid using controlling behaviours like judging and devaluing, as this reinforces amotivation towards physical education and undisciplined student behaviours. The importance of designing classes where the student has responsibilities to make decisions and to be part of their own learning is pointed out.
Marta Leyton-Román; Jaime González-Vélez; Marco Batista; Ruth Jiménez-Castuera. Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles. Sustainability 2020, 13, 187 .
AMA StyleMarta Leyton-Román, Jaime González-Vélez, Marco Batista, Ruth Jiménez-Castuera. Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles. Sustainability. 2020; 13 (1):187.
Chicago/Turabian StyleMarta Leyton-Román; Jaime González-Vélez; Marco Batista; Ruth Jiménez-Castuera. 2020. "Predictive Model for Amotivation and Discipline in Physical Education Students Based on Teaching–Learning Styles." Sustainability 13, no. 1: 187.
The purpose of this study was to examine the relationship between teaching quality and students’ expectancy-value motivation, effort-regulation, future interest, and connection frequency in mathematics in 1,113 high school students. Data were analyzed using multilevel structural equation modeling, and findings showed support for the hypotheses tested. First, we found that teaching quality – specifically, teaching for relevance, acknowledge negative feelings, participation encouragement, using a non-controlling language, provide optimal challenge, focus on the process, structure the class, provide positive feedback, and caring – predicted students’ expectancy-value motivation. Second, students’ connection frequency, effort, and future interest in math were predicted, at individual and class level, by students’ task-expectancy motivation. Third, students’ connection frequency, effort, and future interest were predicted, at individual and class level, by their task-value in math. Finally, findings were discussed in terms of their applications for educational practice and methodological suggestions for future research. El objetivo de este estudio fue analizar la relación entre la calidad didáctica del profesorado y las expectativas, el valor atribuido a las tareas, el esfuerzo, el interés hacia la asignatura y la frecuencia de las conexiones entre contenidos o situaciones de aprendizaje en 1,113 estudiantes de Educación Secundaria Obligatoria. Los datos fueron analizados evaluando un modelo multinivel de ecuaciones estructurales en el que la calidad didáctica – enfatizar la utilidad de los contenidos de clase, reconocer los sentimientos negativos, fomentar la participación, utilizar un lenguaje no controlador, ajustar los contenidos al nivel del alumnado, centrarse en el proceso, estructurar las clases, ofrecer feedback positivo y demostrar preocupación hacia los discentes – predijo las expectativas y el valor. A su vez, las expectativas y el valor predijeron el esfuerzo, las conexiones y el interés del alumnado hacia la asignatura. Se examinan los resultados en términos de su aplicación para la práctica educativa.
Zuleica Ruiz-Alfonso; Jaime León; Lidia Santana-Vega; Cristina González. Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency. Psicología Educativa 2020, 27, 67 -76.
AMA StyleZuleica Ruiz-Alfonso, Jaime León, Lidia Santana-Vega, Cristina González. Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency. Psicología Educativa. 2020; 27 (1):67-76.
Chicago/Turabian StyleZuleica Ruiz-Alfonso; Jaime León; Lidia Santana-Vega; Cristina González. 2020. "Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency." Psicología Educativa 27, no. 1: 67-76.
Jaime León; Carmen Álvarez- Álvarez; Fernando Martínez-Abad. Contextual effect of school SES on reading performance: a comparison between countries in the European Union. Compare: A Journal of Comparative and International Education 2020, 1 -15.
AMA StyleJaime León, Carmen Álvarez- Álvarez, Fernando Martínez-Abad. Contextual effect of school SES on reading performance: a comparison between countries in the European Union. Compare: A Journal of Comparative and International Education. 2020; ():1-15.
Chicago/Turabian StyleJaime León; Carmen Álvarez- Álvarez; Fernando Martínez-Abad. 2020. "Contextual effect of school SES on reading performance: a comparison between countries in the European Union." Compare: A Journal of Comparative and International Education , no. : 1-15.
This study identified clusters of adolescents who share similar cardiorespiratory fitness levels and analysed the relationships between cardiorespiratory fitness, inhibition, and math fluency in each of the clusters. The subjects were 490 high-school students aged 10-16 years. The mean age was 13.82 years (SD = 1.12). Latent class analysis identified three clusters with high, medium, and low levels of cardiorespiratory fitness. The high-fitness cluster achieved higher scores in inhibition and math fluency than the low-fitness cluster. Path analysis revealed that the influence of cardiorespiratory fitness on inhibition was non-existent in the three clusters. The effect of inhibition on math fluency was positive and significant in all three cardiorespiratory fitness levels. Cardiorespiratory fitness had a direct, positive, and significant effect on math fluency only in the high-fitness cluster. Therefore, a high level of cardiorespiratory fitness is a significant determining factor in the explanation of math fluency. These results indicate that inhibition does not mediate the relationship between cardiorespiratory fitness and math fluency. However, the benefits of cardiorespiratory fitness affect math fluency, which has important implications for the educational environment and the teaching/learning process.
Juan L. Núñez; Luis Mahbubani; Elisa Huéscar; Jaime León. Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis. Journal of Sports Sciences 2019, 37, 2660 -2666.
AMA StyleJuan L. Núñez, Luis Mahbubani, Elisa Huéscar, Jaime León. Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis. Journal of Sports Sciences. 2019; 37 (23):2660-2666.
Chicago/Turabian StyleJuan L. Núñez; Luis Mahbubani; Elisa Huéscar; Jaime León. 2019. "Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis." Journal of Sports Sciences 37, no. 23: 2660-2666.
The purpose of this study was to examine the relationship between teaching quality and students’ harmonious passion, deep strategy to learn, and epistemic curiosity in mathematics in 1,003 high school students. Data were analyzed using multilevel structural equation modeling, and results showed support for the hypotheses tested. First, we found that teaching quality – specifically, providing an optimal challenge, focusing on the process, and offering positive feedback – predicted students’ harmonious passion. Second, students’ harmonious passion predicted, at the individual and class level, students’ deep strategy to learn. Third, students’ harmonious passion predicted, at the individual and class level, students’ epistemic curiosity. Findings were discussed regarding their implications for educational practice and methodological suggestions for future research.
Zuleica Ruiz-Alfonso; Jaime León. Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity. School Effectiveness and School Improvement 2018, 30, 212 -230.
AMA StyleZuleica Ruiz-Alfonso, Jaime León. Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity. School Effectiveness and School Improvement. 2018; 30 (2):212-230.
Chicago/Turabian StyleZuleica Ruiz-Alfonso; Jaime León. 2018. "Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity." School Effectiveness and School Improvement 30, no. 2: 212-230.
This research has a dual purpose: to translate into Spanish and validate a classroom engagement measure and, over a semester, to analyse the effect of students’ perception of autonomy support on the need for autonomy and the effect of autonomy, in turn, on four types of engagement. Data were collected at three time points from 448 undergraduate students via a longitudinal design. The results revealed adequate psychometric properties for the engagement scale, and the hypothesised effects were supported. Autonomy support was a significant predictor of the need for autonomy, which, in turn, predicted changes in four types of classroom engagement. Emotional engagement displayed the strongest relationship with need for autonomy. Moreover, need for autonomy mediated the relationship between perceived autonomy support and each indicator of student engagement. The findings are interpreted as supporting self-determination theory’s motivation mediation model and could be considered in future intervention programmes to improve the teaching–learning process in education.
Juan L. Núñez; Jaime León. Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching 2018, 25, 147 -159.
AMA StyleJuan L. Núñez, Jaime León. Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching. 2018; 25 (2):147-159.
Chicago/Turabian StyleJuan L. Núñez; Jaime León. 2018. "Determinants of classroom engagement: a prospective test based on self-determination theory." Teachers and Teaching 25, no. 2: 147-159.
Jaime Leon; Elena Medina-Garrido; Miriam Ortega. Teaching quality: High school students' autonomy and competence. Psicothema 2018, 30, 218 -223.
AMA StyleJaime Leon, Elena Medina-Garrido, Miriam Ortega. Teaching quality: High school students' autonomy and competence. Psicothema. 2018; 30 (2):218-223.
Chicago/Turabian StyleJaime Leon; Elena Medina-Garrido; Miriam Ortega. 2018. "Teaching quality: High school students' autonomy and competence." Psicothema 30, no. 2: 218-223.
Juan L. Núñez; Jaime León. Testing the Relationships Between Global, Contextual, and Situational Motivation: A Longitudinal Study of the Horizontal, Top-down, and Bottom-up Effects. Revista de Psicodidáctica (English ed.) 2018, 23, 9 -16.
AMA StyleJuan L. Núñez, Jaime León. Testing the Relationships Between Global, Contextual, and Situational Motivation: A Longitudinal Study of the Horizontal, Top-down, and Bottom-up Effects. Revista de Psicodidáctica (English ed.). 2018; 23 (1):9-16.
Chicago/Turabian StyleJuan L. Núñez; Jaime León. 2018. "Testing the Relationships Between Global, Contextual, and Situational Motivation: A Longitudinal Study of the Horizontal, Top-down, and Bottom-up Effects." Revista de Psicodidáctica (English ed.) 23, no. 1: 9-16.
Introducción. En Educación Secundaria es frecuente encontrarse con alumnos que piensan que tal vez no sean lo suficientemente inteligentes como para superar con éxito esta etapa educativa. Pensar en la inteligencia como algo fijo o modificable influye en el rendimiento académico, por lo que nos preguntamos si una intervención breve puede cambiar las ideas del alumnado sobre su inteligencia. El objetivo principal de esta investigación fue diseñar y analizar la eficacia de una intervención, para que el alumnado piense que la inteligencia no es algo innato e inmodificable, sino que todos tenemos un potencial intelectual y que depende de nosotros mismos trabajar para desarrollarlo.Método. El programa se diseñó siguiendo los principios de las intervenciones breves, y se llevó a cabo con alumnos de 1º de Educación Secundaria Obligatoria. Para analizar su eficacia se realizó un estudio con grupo cuasi-experimental y de cuasi-control, con una evaluación previa y dos posteriores a la intervención.Resultados. Mediante un modelo multinivel se observó que la trayectoria del grupo experimental fue diferente a la del grupo control, obteniendo evidencias de que los alumnos del grupo experimental disminuyeron sus creencias acerca de la inteligencia como algo estable e inmodificable.Discusión y conclusiones. Este trabajo puede servir como punto de partida para que futuros trabajos mejoren el rendimiento académico de una forma sencilla, replicable y fácilmente escalable.
Elena Medina-Garrido; Jaime León. Mejorando la percepción sobre la inteligencia: una intervención breve para alumnos de Educación Secundaria. Electronic Journal of Research in Education Psychology 2017, 15, 1 .
AMA StyleElena Medina-Garrido, Jaime León. Mejorando la percepción sobre la inteligencia: una intervención breve para alumnos de Educación Secundaria. Electronic Journal of Research in Education Psychology. 2017; 15 (41):1.
Chicago/Turabian StyleElena Medina-Garrido; Jaime León. 2017. "Mejorando la percepción sobre la inteligencia: una intervención breve para alumnos de Educación Secundaria." Electronic Journal of Research in Education Psychology 15, no. 41: 1.
The purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students’ harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students’ harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.
Zuleica Ruiz-Alfonso; Jaime León. Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades. Contemporary Educational Psychology 2017, 51, 284 -292.
AMA StyleZuleica Ruiz-Alfonso, Jaime León. Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades. Contemporary Educational Psychology. 2017; 51 ():284-292.
Chicago/Turabian StyleZuleica Ruiz-Alfonso; Jaime León. 2017. "Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades." Contemporary Educational Psychology 51, no. : 284-292.
Elena Medina-Garrido; Jaime León. Improving the perception of intelligence: a short intervention for Secondary School Students. Electronic Journal of Research in Education Psychology 2017, 15, 377 -397.
AMA StyleElena Medina-Garrido, Jaime León. Improving the perception of intelligence: a short intervention for Secondary School Students. Electronic Journal of Research in Education Psychology. 2017; 15 (2):377-397.
Chicago/Turabian StyleElena Medina-Garrido; Jaime León. 2017. "Improving the perception of intelligence: a short intervention for Secondary School Students." Electronic Journal of Research in Education Psychology 15, no. 2: 377-397.
El modelo jerárquico de la motivación intrínseca y extrínseca establece tres niveles de generalidad para analizar la motivación humana (global, contextual y situacional). El dinamismo de la motivación se explica de acuerdo a las relaciones entre estos niveles. El objetivo de este estudio es probar los efectos recíprocos, arriba-abajo y abajo-arriba, entre cada nivel motivacional y su adyacente, así como la estabilidad del nivel global (efecto horizontal). Se llevó a cabo un diseño longitudinal durante un periodo de cuatro meses. Los participantes fueron 142 estudiantes universitarios. Los resultados del path analisis, utilizando un método de estimación bayesiano, apoyaron las hipótesis planteadas. Finalmente, las implicaciones de los procesos dinámicos de influencia entre los niveles jerárquicos son discutidas en el contexto académico. The hierarchical model of intrinsic and extrinsic motivation establishes three levels of generality to analyze human motivation (global, contextual, and situational). The dynamism of motivation is explained by means of the relations between the three levels. The purpose of this study is to test the reciprocal effects, top-down and bottom-up, between one motivational level and the adjacent level, as well as the stability of the global level (horizontal effect). A longitudinal design with six measurement time points across a 4-month interval was used. Participants were 142 undergraduate students. Results from path analysis using a Bayesian estimation method provided support for our hypotheses. Finally, the implications of the dynamic processes of influence among the hierarchical levels in academic setting are discussed.
Juan L. Núñez; Jaime León. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba. Revista de Psicodidáctica 2017, 23, 9 -16.
AMA StyleJuan L. Núñez, Jaime León. Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba. Revista de Psicodidáctica. 2017; 23 (1):9-16.
Chicago/Turabian StyleJuan L. Núñez; Jaime León. 2017. "Probando las relaciones entre la motivación global, contextual y situacional: un estudio longitudinal de los efectos horizontal, arriba-abajo y abajo-arriba." Revista de Psicodidáctica 23, no. 1: 9-16.
The purpose of this study was to assess the prevalence of postpartum anaemia and determine the clinical risk factors for this condition to provide a viable alternative to postpartum haemoglobin measurement. In total, 1415 patients at Hospital Universitario del Tajo, Madrid, who underwent postpartum haemoglobin testing were included, and risk factors for having an Hb level <10 g/dl were determined. We found that 29% of the mothers were anaemic, and birth canal lacerations, caesarean delivery, episiotomy and South American origin were identified as the main risk factors for this condition. When we examined the performance of each risk factor alone in the prediction of postpartum anaemia, none of them achieved a sensitivity of 30%. Selective screening of women who had any of these five risk factors resulted in 23% of cases remaining unidentified. Despite the high incidence and disease burden of this condition, the management of puerperal anaemia is not standardised, and this condition is not easy to predict. Universal screening should be considered in high-prevalence settings. Impact statement The World Health Organisation (WHO) describes the postnatal period as the most critical and yet most neglected phase in the lives of mothers and infants. It is a common knowledge that a woman's adjustment to life with her new infant is very difficult. This period, known as the puerperium, often involves poor sleep quality, pain and fatigue, if not other major complications. In this context, we must face the challenge of increasing breastfeeding rates, which is why health care providers should be aware of the medical and psychological needs of the new mother. This work reports that postpartum anaemia, a potentially preventable or treatable condition that can make it more difficult to resume everyday activities, is highly prevalent. It remains to be seen whether ensuring the appropriate diagnosis and treatment of anaemia after delivery will result in improvements in the physical and psychological well-being of obstetric patients.
Carola Medina Garrido; Jaime León; Adriana Romaní Vidal. Maternal anaemia after delivery: prevalence and risk factors. Journal of Obstetrics and Gynaecology 2017, 38, 55 -59.
AMA StyleCarola Medina Garrido, Jaime León, Adriana Romaní Vidal. Maternal anaemia after delivery: prevalence and risk factors. Journal of Obstetrics and Gynaecology. 2017; 38 (1):55-59.
Chicago/Turabian StyleCarola Medina Garrido; Jaime León; Adriana Romaní Vidal. 2017. "Maternal anaemia after delivery: prevalence and risk factors." Journal of Obstetrics and Gynaecology 38, no. 1: 55-59.
Math achievement and engagement declines in secondary education; therefore, educators are faced with the challenge of engaging students to avoid school failure. Within self-determination theory, we address the need to assess comprehensively student perceptions of teaching quality that predict engagement and achievement. In study one we tested, in a sample of 548 high school students, a preliminary version of a scale to assess nine factors: teaching for relevance, acknowledge negative feelings, participation encouragement, controlling language, optimal challenge, focus on the process, class structure, positive feedback, and caring. In the second study, we analyzed the scale’s reliability and validity in a sample of 1555 high school students. The scale showed evidence of reliability, and with regard to criterion validity, at the classroom level, teaching quality was a predictor of behavioral engagement, and higher grades were observed in classes where students, as a whole, displayed more behavioral engagement. At the within level, behavioral engagement was associated with achievement. We not only provide a reliable and valid method to assess teaching quality, but also a method to design interventions, these could be designed based on the scale items to encourage students to persist and display more engagement on school duties, which in turn bolsters student achievement.
Jaime Leon; Elena Medina-Garrido; Juan L. Núñez. Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement. Frontiers in Psychology 2017, 8, 895 .
AMA StyleJaime Leon, Elena Medina-Garrido, Juan L. Núñez. Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement. Frontiers in Psychology. 2017; 8 ():895.
Chicago/Turabian StyleJaime Leon; Elena Medina-Garrido; Juan L. Núñez. 2017. "Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement." Frontiers in Psychology 8, no. : 895.
Jaime León; Jeffrey Liew. Profiles of adolescents' peer and teacher relatedness: Differences in well-being and academic achievement across latent groups. Learning and Individual Differences 2017, 54, 41 -50.
AMA StyleJaime León, Jeffrey Liew. Profiles of adolescents' peer and teacher relatedness: Differences in well-being and academic achievement across latent groups. Learning and Individual Differences. 2017; 54 ():41-50.
Chicago/Turabian StyleJaime León; Jeffrey Liew. 2017. "Profiles of adolescents' peer and teacher relatedness: Differences in well-being and academic achievement across latent groups." Learning and Individual Differences 54, no. : 41-50.
Zuleica Ruiz-Alfonso; Jaime León. The role of passion in education: A systematic review. Educational Research Review 2016, 19, 173 -188.
AMA StyleZuleica Ruiz-Alfonso, Jaime León. The role of passion in education: A systematic review. Educational Research Review. 2016; 19 ():173-188.
Chicago/Turabian StyleZuleica Ruiz-Alfonso; Jaime León. 2016. "The role of passion in education: A systematic review." Educational Research Review 19, no. : 173-188.