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This study aims to use a person-centred approach to identify possible student motivational profiles in mathematics. These profiles are made up of various combinations of two motivational variables: perceived competence and intrinsic motivation. Once the profiles are identified, we examine the differences between them in negative emotions and mathematics performance. Our sample comprised 863 students (50.2% boys, 49.8% girls) aged between 9 and 13 years old. The results indicated three motivational profiles. One group of students with moderately high perceived competence and intrinsic motivation who demonstrated the best performance and the lowest levels of negative feelings about themselves. A second group was defined by moderately low levels of perceived competence and intrinsic motivation. The third group was characterized by very low perceived competence and low intrinsic motivation and demonstrated the worst performance in mathematics and the highest levels of anxiety and negative emotions towards mathematics.
Susana Rodríguez; Iris Estévez; Isabel Piñeiro; Antonio Valle; Tania Vieites; Bibiana Regueiro. Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles. Sustainability 2021, 13, 8707 .
AMA StyleSusana Rodríguez, Iris Estévez, Isabel Piñeiro, Antonio Valle, Tania Vieites, Bibiana Regueiro. Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles. Sustainability. 2021; 13 (16):8707.
Chicago/Turabian StyleSusana Rodríguez; Iris Estévez; Isabel Piñeiro; Antonio Valle; Tania Vieites; Bibiana Regueiro. 2021. "Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles." Sustainability 13, no. 16: 8707.
El presente trabajo pretende profundizar en el estudio de uno de loscomponentes clave que conforman la Dimensión Personal de las Ecologíasde Aprendizaje de los docentes universitarios de Ciencias de la Salud: lamotivación para la enseñanza. Este es un tópico escasamente explorado en elámbito de la Educación Superior, a pesar de que constituye un elemento queinfluye poderosamente en la calidad del proceso de enseñanza-aprendizaje. Enconsecuencia, desde una perspectiva centrada en la persona, el objetivo de esteestudio gira en torno a la identificación de perfiles motivacionales docentesa partir de la combinación de dos orientaciones motivacionales (motivacióncentrada en el rendimiento y motivación orientada hacia el dominio). Lametodología empleada ha sido de corte cuantitativo mediante encuesta, através de un diseño exploratorio. La muestra está compuesta por 416 docentesuniversitarios de Ciencias de la Salud, pertenecientes a 37 universidadesespañolas. Por medio de la técnica de Análisis de Clases Latentes, se identificaron tres perfiles motivacionales docentes: a) Perfil Motivado; b) Perfil Moderadamente Motivado; y C) Perfil Desmotivado. En el primero de ellos se agrupan aquellos docentes que muestran niveles altos de motivación orientada hacia el dominio y niveles moderados de motivación orientada hacia el rendimiento. Este perfil está compuesto por más de la mitad del total de la muestra. El segundo perfil se identifica con el profesorado que presenta niveles motivacionales moderadamente altos, aunque a diferencia del primero, predominan los motivos vinculados al rendimiento. Finalmente, el tercer grupo, integra a los docentes que muestran niveles muy bajos en ambas orientaciones motivacionales. Estos resultados retratan un panorama halagüeño, aunque potencialmente perfectible.Las implicaciones de este estudio se orientan al diseño y generación de itinerarios formativos más ajustados a las necesidades y características del profesorado al que se dirigen.
Iris Estévez; Alba Souto-Seijo; Mercedes González-Sanmamed; Antonio Valle. Ecologías de aprendizaje y motivación del profesorado universitario de Ciencias de la Salud. Educación XX1 2021, 24, 1 .
AMA StyleIris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed, Antonio Valle. Ecologías de aprendizaje y motivación del profesorado universitario de Ciencias de la Salud. Educación XX1. 2021; 24 (2):1.
Chicago/Turabian StyleIris Estévez; Alba Souto-Seijo; Mercedes González-Sanmamed; Antonio Valle. 2021. "Ecologías de aprendizaje y motivación del profesorado universitario de Ciencias de la Salud." Educación XX1 24, no. 2: 1.
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.
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 StyleJosé 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 StyleJosé 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.
School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students—one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)—were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions.
Iris Estévez; Carolina Rodríguez-Llorente; Isabel Piñeiro; Rocío González-Suárez; Antonio Valle. School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability 2021, 13, 3011 .
AMA StyleIris Estévez, Carolina Rodríguez-Llorente, Isabel Piñeiro, Rocío González-Suárez, Antonio Valle. School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability. 2021; 13 (6):3011.
Chicago/Turabian StyleIris Estévez; Carolina Rodríguez-Llorente; Isabel Piñeiro; Rocío González-Suárez; Antonio Valle. 2021. "School Engagement, Academic Achievement, and Self-Regulated Learning." Sustainability 13, no. 6: 3011.
This study responds to the need to explore the individual characteristics that may help us to understand the levels of stress involved in the significant COVID-19-related restrictions to people’s daily lives. In order to understand levels of stress and stress control during the COVID-19 confinement, 1269 people from Spain (17.5% men) aged between 18 and 70 completed the Perceived Stress Scale (PSS-14). The results indicated that people aged under 40, and especially those under 25, women, and those on low incomes reported higher rates of confinement stress. The nature of where people live, and their working situation during confinement also contributed to people’s stress response, although with lower levels of impact. In this context, our study suggests that the levels of stress in those who combine remote working with in situ working were lower than those who had other working conditions. Our study contributes significant information to understanding the effects of confinement, and its results may be used to inform intervention tools and programs.
Susana Rodríguez; Antonio Valle; Isabel Piñeiro; Carolina Rodríguez-Llorente; Estefanía Guerrero; Ludmila Martins. Sociodemographic Characteristics and Stress of People from Spain Confined by COVID-19. European Journal of Investigation in Health, Psychology and Education 2020, 10, 1095 -1105.
AMA StyleSusana Rodríguez, Antonio Valle, Isabel Piñeiro, Carolina Rodríguez-Llorente, Estefanía Guerrero, Ludmila Martins. Sociodemographic Characteristics and Stress of People from Spain Confined by COVID-19. European Journal of Investigation in Health, Psychology and Education. 2020; 10 (4):1095-1105.
Chicago/Turabian StyleSusana Rodríguez; Antonio Valle; Isabel Piñeiro; Carolina Rodríguez-Llorente; Estefanía Guerrero; Ludmila Martins. 2020. "Sociodemographic Characteristics and Stress of People from Spain Confined by COVID-19." European Journal of Investigation in Health, Psychology and Education 10, no. 4: 1095-1105.
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.
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 StylePedro 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 StylePedro 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.
In daily academic life, students are exposed to a wide range of potentially stressful situations which could negatively affect their academic achievement and their health. Among the factors that could be weakened by academic stress, attention has been paid to expectations of self-efficacy, which are considered one of the most important determinants for student engagement, persistence, and academic success. From a proactive perspective, research on academic stress has emphasized the importance of coping strategies in preventing harmful consequences. In recent years, there has been a growing interest in discovering the extent to which individuals are able to combine different coping strategies and the adaptive consequences this flexibility entails. However, studies using this person-centered approach are still scarce in the academic context. On that basis, this current study had two objectives: (a) to examine the existence of different profiles of university students based on how they combined different approach coping strategies (positive reappraisal, support seeking, and planning) and (b) to determine the existence of differences in general expectations of self-efficacy between those coping profiles. A total of 1,072 university students participated in the study. The coping profiles were determined by latent profile analysis (LPA). The differences in the self-efficacy variable were determined using ANCOVA, with gender, university year, and degree type as covariates. Four approach coping profiles were identified: (a) low generalized use of approach coping strategies; (b) predominance of social approach coping approaches; (c) predominance of cognitive approach coping approaches; and (d) high generalized use of approach coping strategies. The profile showed that a greater combination of the three strategies was related to higher general self-efficacy expectations and vice versa. These results suggest that encouraging flexibility in coping strategies would help to improve university students’ self-efficacy.
Carlos Freire; María Del Mar Ferradás; Bibiana Regueiro; Susana Rodríguez; Antonio Valle; José Carlos Núñez. Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach. Frontiers in Psychology 2020, 11, 1 .
AMA StyleCarlos Freire, María Del Mar Ferradás, Bibiana Regueiro, Susana Rodríguez, Antonio Valle, José Carlos Núñez. Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach. Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StyleCarlos Freire; María Del Mar Ferradás; Bibiana Regueiro; Susana Rodríguez; Antonio Valle; José Carlos Núñez. 2020. "Coping Strategies and Self-Efficacy in University Students: A Person-Centered Approach." Frontiers in Psychology 11, no. : 1.
The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety.
Susana Rodríguez; Bibiana Regueiro; Isabel Piñeiro; Antonio Valle; Benigno Sánchez; Tania Vieites; Carolina Rodríguez-Llorente. Success in Mathematics and Academic Wellbeing in Primary-School Students. Sustainability 2020, 12, 3796 .
AMA StyleSusana Rodríguez, Bibiana Regueiro, Isabel Piñeiro, Antonio Valle, Benigno Sánchez, Tania Vieites, Carolina Rodríguez-Llorente. Success in Mathematics and Academic Wellbeing in Primary-School Students. Sustainability. 2020; 12 (9):3796.
Chicago/Turabian StyleSusana Rodríguez; Bibiana Regueiro; Isabel Piñeiro; Antonio Valle; Benigno Sánchez; Tania Vieites; Carolina Rodríguez-Llorente. 2020. "Success in Mathematics and Academic Wellbeing in Primary-School Students." Sustainability 12, no. 9: 3796.
The aim of this study was to examine the phenomena of burnout and perceived stress in teachers at Higher Education Institutions, as this professional class is one of the most affected by high levels of stress. A sample of 520 university teachers was used, of which 339 (65.2%) were women. The Maslach Burnout Inventory (MBI) was used to measure burnout, and the Perceived Stress Scale (PSS) was used to measure perceived stress. A sociodemographic data questionnaire produced by the authors was also applied, which consisted of questions about age, sex, experience in the teaching profession and the participants’ teaching areas. The results indicated that university teachers over 60 years old exhibited lower levels of perceived stress, as did teachers with more teaching experience (30 years or more), and those with less experience (less than 10 years). Women exhibited higher levels of perceived stress than men. Women also scored higher levels of Emotional Exhaustion in the burnout dimensions, whereas teachers will less experience (under 10 years) and teachers with more experience (more than 30 years) had the lowest scores in this dimension. Through an examination of the relation between perceived stress and the burnout dimensions, we concluded that perceived stress was directly proportional to emotional exhaustion and depersonalization; and was inversely proportional to personal accomplishment. A total of 31.3% of the variance in burnout was explained by perceived stress.
Renata Teles; Antonio Valle; Susana Rodríguez; Isabel Piñeiro; Bibiana Regueiro. Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI). International Journal of Environmental Research and Public Health 2020, 17, 3248 .
AMA StyleRenata Teles, Antonio Valle, Susana Rodríguez, Isabel Piñeiro, Bibiana Regueiro. Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI). International Journal of Environmental Research and Public Health. 2020; 17 (9):3248.
Chicago/Turabian StyleRenata Teles; Antonio Valle; Susana Rodríguez; Isabel Piñeiro; Bibiana Regueiro. 2020. "Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)." International Journal of Environmental Research and Public Health 17, no. 9: 3248.
In addition to attempting to verify gender differences, this study aims to examine the explanatory potential of boys’ and girls’ attitudes toward mathematics on their performance. The sample comprised 897 students in the 5th and 6th years of primary education (450 boys and 447 girls). The results confirm what previous research has suggested, that girls tended to exhibit less positive attitudes about mathematics than their male classmates, in particular lower motivation, worse perception of competence, and higher rates of anxiety, although in all cases the effect sizes were small. Even though there no significant gender differences in academic performance, as expected, the explanatory power of attitudes toward mathematics was clearly more significant in boys than in girls (R2 = 0.194 and R2 = 0.103, respectively). The results of the regression analysis for each sample reinforce the well-known positive impact of perceived self-efficacy on mathematics performance and introduce the effect of achievement emotions of academic performance. Test anxiety in mathematics seems to only have a negative effect on boys’ grades, as this variable does not appear in the regression equation when explaining girls’ performance. In the light of control-value theory, we discuss the contingency of perceived competence and its involvement in anxiety and academic performance. Boys’ results could be affected by the levels of anxiety inasmuch as they tend to be confident in their abilities, motivated to stand out, and interested in mathematics. Whereas despite girls reporting high rates of anxiety, what may have a negative impact on their results might have more to do with a higher value placed on mathematics, as their perception of control may be low.
Susana Rodríguez; Bibiana Regueiro; Isabel Piñeiro; Iris Estévez; Antonio Valle. Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education. Frontiers in Psychology 2020, 10, 3050 .
AMA StyleSusana Rodríguez, Bibiana Regueiro, Isabel Piñeiro, Iris Estévez, Antonio Valle. Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education. Frontiers in Psychology. 2020; 10 ():3050.
Chicago/Turabian StyleSusana Rodríguez; Bibiana Regueiro; Isabel Piñeiro; Iris Estévez; Antonio Valle. 2020. "Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education." Frontiers in Psychology 10, no. : 3050.
Antonio Valle; Isabel Piñeiro; Susana Rodríguez; Bibiana Regueiro; Carlos Freire; Pedro Rosário. Time spent and time management in homework in elementary school students: A person-centered approach. 2019, 31, 422 -428.
AMA StyleAntonio Valle, Isabel Piñeiro, Susana Rodríguez, Bibiana Regueiro, Carlos Freire, Pedro Rosário. Time spent and time management in homework in elementary school students: A person-centered approach. . 2019; 31 (4):422-428.
Chicago/Turabian StyleAntonio Valle; Isabel Piñeiro; Susana Rodríguez; Bibiana Regueiro; Carlos Freire; Pedro Rosário. 2019. "Time spent and time management in homework in elementary school students: A person-centered approach." 31, no. 4: 422-428.
Currently, there is much debate about the value of assigning homework. Organizations such as the OECD have concluded that doing more homework is not synonymous with better performance. This study was designed to analyze the mediating role of student motivation in the relationship between the involvement of parents and teachers in homework and the engagement of students in these tasks. Seven hundred and thirty students in Compulsory Secondary Education (7th–10th grade) participated from 14 schools in the north of Spain. Three competing models were developed and tested to study motivational mediation: a non-motivational mediation model (direct effects model); a total motivational mediation model (indirect effects model); and a partial motivational mediation model (mixed effects model). The best model was adjusted according to gender and school year variables. The total mediation motivational model demonstrated the best fit (indirect effects model). The results suggest the total mediation of student motivation in the relationship between the perception of parents’ and teachers’ involvement in homework and student cognitive engagement in these tasks. Some differences, albeit slight, were observed with respect to gender and school year. The results have clear theoretical and educational implications.
José C. Núñez; Bibiana Regueiro; Natalia Suárez; Isabel Piñeiro; María Luisa Rodicio; Antonio Valle. Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation. Frontiers in Psychology 2019, 10, 1384 .
AMA StyleJosé C. Núñez, Bibiana Regueiro, Natalia Suárez, Isabel Piñeiro, María Luisa Rodicio, Antonio Valle. Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation. Frontiers in Psychology. 2019; 10 ():1384.
Chicago/Turabian StyleJosé C. Núñez; Bibiana Regueiro; Natalia Suárez; Isabel Piñeiro; María Luisa Rodicio; Antonio Valle. 2019. "Student Perception of Teacher and Parent Involvement in Homework and Student Engagement: The Mediating Role of Motivation." Frontiers in Psychology 10, no. : 1384.
The interest of assigning homework is frequently discussed due to its alleged low impact on student achievement. One of the current lines of research is to emphasize the quality of student homework engagement rather than the amount of time spent on homework. The aim of this study was to determine (a) the extent to which students’ prior achievement affects their homework engagement (i.e., time spent, time management, and amount of teacher-assigned homework done), and (b) how students’ intrinsic motivation toward homework may mediate or moderate the relationship between prior achievement and the homework engagement variables. A large sample of students from the first 4 years of Secondary Education (N = 1899) completed questionnaires. The results showed that intrinsic motivation partially mediates, but does not moderate, the effect of prior achievement on the three variables related to homework engagement (time spent, time management, and amount of teacher-assigned homework done). These results highlight the importance of considering both students’ current level of achievement and their motivation toward homework engagement when assigning homework.
Susana Rodríguez; José C. Núñez; Antonio Valle; Carlos Freire; María Del Mar Ferradás; Carolina Rodríguez-Llorente. Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation. Frontiers in Psychology 2019, 10, 1047 .
AMA StyleSusana Rodríguez, José C. Núñez, Antonio Valle, Carlos Freire, María Del Mar Ferradás, Carolina Rodríguez-Llorente. Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation. Frontiers in Psychology. 2019; 10 ():1047.
Chicago/Turabian StyleSusana Rodríguez; José C. Núñez; Antonio Valle; Carlos Freire; María Del Mar Ferradás; Carolina Rodríguez-Llorente. 2019. "Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation." Frontiers in Psychology 10, no. : 1047.
Artículo de la Revista Psicología Educativa sobre el Rendimiento previo e implicación en los deberes escolares de los estudiantes en los últimos cursos de educación primaria. ,Es una práctica habitual asignar el mismo número y modalidad de deberes por igual a todos los alumnos del aula. Sin embargo, lo más probable es que no todo el alumnado se encuentre en igualdad de condiciones (conocimientos previos, capacidades, motivación, etc.) para el trabajo sobre esos deberes. El rendimiento previo podría ser una variable crucial en este sentido. Por ello, el principal propósito de este trabajo es analizar la relación entre el rendimiento académico previo (variable de presagio), el tipo de enfoque de trabajo que utiliza el alumnado al realizar los deberes escolares (variable de proceso) y su implicación conductual (cantidad de deberes realizados, tiempo dedicado a los deberes y aprovechamiento del tiempo). Participaron 516 estudiantes de los tres últimos cursos de Educación Primaria. Los resultados indican que a medida que los niveles de rendimiento académico son más altos hay un aumento progresivo en la cantidad de deberes realizados y en el aprovechamiento de ese tiempo y una menor utilización del enfoque superficial. Según van avanzando los estudiantes de curso, se produce un aumento progresivo del tiempo que dedican y, sin embargo, el aprovechamiento de ese tiempo va siendo cada vez menor. El tipo de enfoque que utilizan para afrontar los deberes a medida que avanza el alumnado de curso tiende a ser cada vez menos profundo.
Sara Rodríguez-Pereiro; Bibiana Regueiro; Susana Rodríguez; Isabel Piñeiro; Iris Estévez; Antonio Valle. Rendimiento Previo e Implicación en los Deberes Escolares de los Estudiantes de los Últimos Cursos de Educación Primaria. Psicología Educativa 2019, 000 -000.
AMA StyleSara Rodríguez-Pereiro, Bibiana Regueiro, Susana Rodríguez, Isabel Piñeiro, Iris Estévez, Antonio Valle. Rendimiento Previo e Implicación en los Deberes Escolares de los Estudiantes de los Últimos Cursos de Educación Primaria. Psicología Educativa. 2019; ():000-000.
Chicago/Turabian StyleSara Rodríguez-Pereiro; Bibiana Regueiro; Susana Rodríguez; Isabel Piñeiro; Iris Estévez; Antonio Valle. 2019. "Rendimiento Previo e Implicación en los Deberes Escolares de los Estudiantes de los Últimos Cursos de Educación Primaria." Psicología Educativa , no. : 000-000.
The importance of personal psychological resources in preventing academic stress has enjoyed little attention to date, despite the high rates of stress that exist among university students. This article analyzes the effect of eudaimonic well-being on the use of adaptive strategies for coping with academic stress. Moreover, it analyzes the role of self-efficacy as a mediator and moderator of this relationship. In the mediation model, gender is included as a co-variable; in the moderation model, gender is included as a moderator. A total of 1402 university students participated in the study. The data were gathered through validated self-report instruments. The mediation analyses were performed using the PROCESS module of the statistical package, SPSS. The moderating effects of self-efficacy and gender were analyzed through hierarchical regression analysis. The results indicate that self-efficacy partially mediates but does not moderate the relationship between eudaimonic well-being and adaptive coping strategies. This finding reveals the benefits of using these two personal resources to enhance effective coping with academic stress while attending university.
Carlos Freire; María Del Mar Ferradás; José Carlos Núñez; Antonio Valle; Guillermo Vallejo. Eudaimonic Well-Being and Coping with Stress in University Students: The Mediating/Moderating Role of Self-Efficacy. International Journal of Environmental Research and Public Health 2018, 16, 48 .
AMA StyleCarlos Freire, María Del Mar Ferradás, José Carlos Núñez, Antonio Valle, Guillermo Vallejo. Eudaimonic Well-Being and Coping with Stress in University Students: The Mediating/Moderating Role of Self-Efficacy. International Journal of Environmental Research and Public Health. 2018; 16 (1):48.
Chicago/Turabian StyleCarlos Freire; María Del Mar Ferradás; José Carlos Núñez; Antonio Valle; Guillermo Vallejo. 2018. "Eudaimonic Well-Being and Coping with Stress in University Students: The Mediating/Moderating Role of Self-Efficacy." International Journal of Environmental Research and Public Health 16, no. 1: 48.
Las intervenciones diseñadas para mejorar la autorregulación académica deben considerar la importancia de las variables motivacionales, y la relación entre ellas, para mejorar el uso de estrategias de autorregulación del aprendizaje. El objetivo fundamental del estudio se ha centrado en analizar cómo el entrenamiento en estrategias de autorregulación del aprendizaje está relacionado con el incremento en el conocimiento de estas estrategias, con la autoeficacia percibida para su uso, la utilidad percibida de las mismas y el uso efectivo de estas estrategias en las tareas de aprendizaje. Para ello, se ha utilizado un diseño cuasi-experimental pretest-postest, con un grupo control (n = 206) y un grupo experimental (n = 167) de estudiantes universitarios. Los estudiantes del grupo experimental han recibido, además de participar en la instrucción habitual como el grupo control, un entrenamiento extra en el uso de estrategias de autorregulación del aprendizaje. La intervención ha favorecido una mejora estadísticamente significativa del conocimiento de estrategias de autorregulación del aprendizaje, asociada a una mejora significativa en la percepción de autoeficacia para el uso de esas estrategias. Sin embargo, el incremento en conocimiento de estrategias de autorregulación del aprendizaje y de la competencia percibida para ponerlas en práctica no ha favorecido una mejora en la utilidad percibida del uso de las mismas. No hay estudios previos que hayan examinado el papel mediador desempeñado por la autoeficacia del estudiante y la utilidad percibida en el uso de las estrategias, por lo que se han extraído implicaciones significativas para la enseñanza y la planificación de la intervención. El comportamiento competente depende, en gran medida, de la adquisición de conocimientos y habilidades, pero el conocimiento, la capacitación y la motivación no son suficientes en el aprendizaje autorregulado. Interventions designed to improve academic self-regulation must consider the importance of motivational variables and the relationship between them to improve the self-regulatory strategies use. The main aim of this study is to analyze how training in self-regulated learning strategies is related to improvements in knowledge of those strategies, self-efficacy in using those strategies, their perceived usefulness, and their effective use in academic learning tasks. In addition to direct effects, we explore how those multiple determinants interact directly and indirectly with each other. We used a quasi-experimental pretest–posttest design with a control group (n = 206) and an experimental group (n = 167), of university students. Control group students followed their usual instructional processes. Students from the experimental group received training in self-regulated learning in addition to their usual instruction. The intervention produced a statistically significant improvement in knowledge of self-regulated learning strategies, which was associated with a significant improvement in self-efficacy in using those strategies. However, increases in knowledge and perceived competence in use were not associated with an improvement in perceived usefulness of the strategies. There were no previous studies that have examined the mediating role played by both student self-efficacy and perceived value for strategy use. Significant implications for teaching and intervention planning were extracted. Competent behavior largely depends on acquiring knowledge and skills, but knowing, training, and be motivated is not enough in self-regulating learning.
Rebeca Cerezo; Estrella Fernández; Natalia Amieiro; Antonio Valle; Pedro Rosário; José Carlos Núñez. El papel mediador de la autoeficacia y la utilidad entre el conocimiento y el uso de estrategias de autorregulación del aprendizaje. Revista de Psicodidáctica 2018, 24, 1 -8.
AMA StyleRebeca Cerezo, Estrella Fernández, Natalia Amieiro, Antonio Valle, Pedro Rosário, José Carlos Núñez. El papel mediador de la autoeficacia y la utilidad entre el conocimiento y el uso de estrategias de autorregulación del aprendizaje. Revista de Psicodidáctica. 2018; 24 (1):1-8.
Chicago/Turabian StyleRebeca Cerezo; Estrella Fernández; Natalia Amieiro; Antonio Valle; Pedro Rosário; José Carlos Núñez. 2018. "El papel mediador de la autoeficacia y la utilidad entre el conocimiento y el uso de estrategias de autorregulación del aprendizaje." Revista de Psicodidáctica 24, no. 1: 1-8.
Interventions designed to improve academic self-regulation must consider the importance of motivational variables and the relationship between them to improve the self-regulatory strategies use. The main aim of this study is to analyze how training in self-regulated learning strategies is related to improvements in knowledge of those strategies, self-efficacy in using those strategies, their perceived usefulness, and their effective use in academic learning tasks. In addition to direct effects, we explore how those multiple determinants interact directly and indirectly with each other. We used a quasi-experimental pretest–posttest design with a control group (n = 206) and an experimental group (n = 167), of university students. Control group students followed their usual instructional processes. Students from the experimental group received training in self-regulated learning in addition to their usual instruction. The intervention produced a statistically significant improvement in knowledge of self-regulated learning strategies, which was associated with a significant improvement in self-efficacy in using those strategies. However, increases in knowledge and perceived competence in use were not associated with an improvement in perceived usefulness of the strategies. There were no previous studies that have examined the mediating role played by both student self-efficacy and perceived value for strategy use. Significant implications for teaching and intervention planning were extracted. Competent behavior largely depends on acquiring knowledge and skills, but knowing, training, and be motivated is not enough in self-regulating learning. Las intervenciones diseñadas para mejorar la autorregulación académica deben considerar la importancia de las variables motivacionales, y la relación entre ellas, para mejorar el uso de estrategias de autorregulación del aprendizaje. El objetivo fundamental del estudio se ha centrado en analizar cómo el entrenamiento en estrategias de autorregulación del aprendizaje está relacionado con el incremento en el conocimiento de estas estrategias, con la autoeficacia percibida para su uso, la utilidad percibida de las mismas y el uso efectivo de estas estrategias en las tareas de aprendizaje. Para ello, se ha utilizado un diseño cuasi-experimental pretest-postest, con un grupo control (n = 206) y un grupo experimental (n = 167) de estudiantes universitarios. Los estudiantes del grupo experimental han recibido, además de participar en la instrucción habitual como el grupo control, un entrenamiento extra en el uso de estrategias de autorregulación del aprendizaje. La intervención ha favorecido una mejora estadísticamente significativa del conocimiento de estrategias de autorregulación del aprendizaje, asociada a una mejora significativa en la percepción de autoeficacia para el uso de esas estrategias. Sin embargo, el incremento en conocimiento de estrategias de autorregulación del aprendizaje y de...
Rebeca Cerezo; Estrella Fernández; Natalia Amieiro; Antonio Valle; Pedro Rosário; José Carlos Núñez. Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use. Revista de Psicodidáctica (English ed.) 2018, 24, 1 -8.
AMA StyleRebeca Cerezo, Estrella Fernández, Natalia Amieiro, Antonio Valle, Pedro Rosário, José Carlos Núñez. Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use. Revista de Psicodidáctica (English ed.). 2018; 24 (1):1-8.
Chicago/Turabian StyleRebeca Cerezo; Estrella Fernández; Natalia Amieiro; Antonio Valle; Pedro Rosário; José Carlos Núñez. 2018. "Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use." Revista de Psicodidáctica (English ed.) 24, no. 1: 1-8.
Despite the growing interest in the relationship between coping strategies and eudaimonic well‐being, few studies have examined this issue from the perspective of coping flexibility. Therefore, the present study aimed to: (1) identify approach coping profiles in the university context and (2) analyze the differences between these profiles in terms of eudaimonic well‐being. A prospective ex post facto design was used and 1,402 university students were selected through convenience sampling. Data were collected using validated self‐reported instruments. A latent profile analysis was conducted to identify the participants’ coping profiles. The relationship between profiles and eudaimonic well‐being was determined using a multivariate analysis of covariance (MANCOVA), with gender, age, and university degree as covariates. Six student profiles were identified based on the degree to which they combined positive reappraisal, support seeking, and planning strategies. The profiles that involved the use of these three strategies to a greater extent experienced more eudaimonic well‐being, and vice versa. To analyze the impact of coping on eudaimonic well‐being, it is necessary to consider students’ ability to combine different approach coping strategies.
Carlos Freire; María Del Mar Ferradás; José Carlos Núñez; Antonio Valle. Coping flexibility and eudaimonic well-being in university students. Scandinavian Journal of Psychology 2018, 59, 433 -442.
AMA StyleCarlos Freire, María Del Mar Ferradás, José Carlos Núñez, Antonio Valle. Coping flexibility and eudaimonic well-being in university students. Scandinavian Journal of Psychology. 2018; 59 (4):433-442.
Chicago/Turabian StyleCarlos Freire; María Del Mar Ferradás; José Carlos Núñez; Antonio Valle. 2018. "Coping flexibility and eudaimonic well-being in university students." Scandinavian Journal of Psychology 59, no. 4: 433-442.
Susana Rodríguez; Isabel Piñeiro; Bibiana Regueiro; Iris Estevez; Antonio Valle; José Carlos Núñez. Bienestar emocional de los estudiantes universitarios: el papel de la orientación a metas y las percepciones de control. PUBLICACIONES 2018, 48, 211-224 .
AMA StyleSusana Rodríguez, Isabel Piñeiro, Bibiana Regueiro, Iris Estevez, Antonio Valle, José Carlos Núñez. Bienestar emocional de los estudiantes universitarios: el papel de la orientación a metas y las percepciones de control. PUBLICACIONES. 2018; 48 (1):211-224.
Chicago/Turabian StyleSusana Rodríguez; Isabel Piñeiro; Bibiana Regueiro; Iris Estevez; Antonio Valle; José Carlos Núñez. 2018. "Bienestar emocional de los estudiantes universitarios: el papel de la orientación a metas y las percepciones de control." PUBLICACIONES 48, no. 1: 211-224.
A multi-level structural equation model was used to examine the relationships between the homework purposes reported by teachers (i.e. practice, preparation, participation, and personal development), homework quality perceived by students (e.g., homework related to the class material taught) and homework variables (i.e. effort, and homework performance) collected through different sources, and mathematics achievement. Participants were 4265 6th graders and their teachers (N = 101) from 199 classes. The direct and indirect relationships between variables were analyzed. Data showed that (a) homework purposes, students’ homework variables and mathematic achievement are associated, and (b) the relationship between homework purposes and mathematic achievement is mediated, by students’ perception of homework quality. Research and practice implications are addressed.
Pedro Rosário; José Carlos Núñez; Guillermo Vallejo; Tânia Nunes; Jennifer Cunha; Sonia Fuentes; Antonio Valle. Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. Contemporary Educational Psychology 2018, 53, 168 -180.
AMA StylePedro Rosário, José Carlos Núñez, Guillermo Vallejo, Tânia Nunes, Jennifer Cunha, Sonia Fuentes, Antonio Valle. Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. Contemporary Educational Psychology. 2018; 53 ():168-180.
Chicago/Turabian StylePedro Rosário; José Carlos Núñez; Guillermo Vallejo; Tânia Nunes; Jennifer Cunha; Sonia Fuentes; Antonio Valle. 2018. "Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality." Contemporary Educational Psychology 53, no. : 168-180.