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Dr. José Pestana
Department of Social Psychology and Quantitative Psychology, University of Barcelona

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Journal article
Published: 01 September 2020 in Revista Española de Pedagogía
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Consulta el artículo “De la percepción a los usos del tiempo: perspectiva temporal y procrastinación de adultos en España” del N.º 277 de la Revista Española de Pedagogía

ACS Style

Nuria Codina Mata; Universitat De Barcelona; Rafael Valenzuela García; José Vicente Pestana Montesinos. De la percepción a los usos del tiempo: perspectiva temporal y procrastinación de adultos en España. Revista Española de Pedagogía 2020, 78, 1 .

AMA Style

Nuria Codina Mata, Universitat De Barcelona, Rafael Valenzuela García, José Vicente Pestana Montesinos. De la percepción a los usos del tiempo: perspectiva temporal y procrastinación de adultos en España. Revista Española de Pedagogía. 2020; 78 (277):1.

Chicago/Turabian Style

Nuria Codina Mata; Universitat De Barcelona; Rafael Valenzuela García; José Vicente Pestana Montesinos. 2020. "De la percepción a los usos del tiempo: perspectiva temporal y procrastinación de adultos en España." Revista Española de Pedagogía 78, no. 277: 1.

Review
Published: 31 July 2020 in International Journal of Environmental Research and Public Health
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This systematic review offers a comprehensive examination of the relationship between leisure and self-esteem. The different perspectives were analyzed according to a framework that includes the different approaches for defining and measuring leisure, and a similar one was proposed for self-esteem. Articles indexed in the Web of Science (WoS) up to the end of 2018 were reviewed, specifically those that contained the keywords “leisure”, “self-esteem” or “self esteem” anywhere in the manuscript. Articles that did not present the qualitative or quantitative instruments needed to evaluate leisure or self-esteem were excluded. A total of 49 articles included the final quantitative synthesis. The overall findings showed that the prevailing methodology was objective (external). As regards content, the following combinations predominated: the behavioral approach to leisure with the unidimensional approach to self-esteem and the experiential approach to leisure with the unidimensional approach to self-esteem. Less studies were observed with the combination of mixed approaches and more comprehensive analyses: the behavioral-experiential combined with the multidimensional. To conclude, this study shows there is a demand for further empirical studies that explore the relationships between leisure and self-esteem. It also identified which approaches are most desirable to expand our understanding of the relationships between leisure and self-esteem.

ACS Style

Nuria Codina; Teresa Freire. Imbalances in the Study of the Relationship Between Leisure and Self-Esteem: A Systematic Review. International Journal of Environmental Research and Public Health 2020, 17, 5555 .

AMA Style

Nuria Codina, Teresa Freire. Imbalances in the Study of the Relationship Between Leisure and Self-Esteem: A Systematic Review. International Journal of Environmental Research and Public Health. 2020; 17 (15):5555.

Chicago/Turabian Style

Nuria Codina; Teresa Freire. 2020. "Imbalances in the Study of the Relationship Between Leisure and Self-Esteem: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 15: 5555.

Original research article
Published: 30 June 2020 in Frontiers in Psychology
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Theater has been used in psychological intervention and as a metaphor for social life, tendencies that affect the self, highlighting how influential theatrical performance can be for individuals. Their limitations – in terms of the empowerment of the self and its authenticity, respectively – can be overcome by treating theatrical performance as a leisure experience, which considers that freedom and satisfaction play a central role in a more comprehensive understanding and development of the self. With this in mind, we present the conceptual and empirical bases of the leisure experience as an alternative conception of theatrical performance. To do so, we organized a 20 h theater exercise workshop with 16 university students (15 women, one man), aged between 18 and 21 years old (M = 19.06 years; SD = 1.06). The instruments used were: the Time Budget Technique (questionnaire about the activities carried out in the workshop, valued in relation to two items: perceptions of freedom and satisfaction); the Twenty-Statement Test (where people list characteristics of themselves – self-descriptions – related in this case to the theatrical exercises); and, as a third instrument, a combination of the other two – specifying which exercises were more closely related to the self-descriptions. The results showed that group discussion was the activity with the highest perception of freedom, followed by obstacle exercises; as regards the perception of satisfaction, the highest value was observed in the relaxations. In the case of the self-descriptions, the acquisition of practical and intellectual skills was significant, as well as emotional outlook and the expression of self-esteem. In sum, this empirical support – using instruments that invite an exploration of the self – revealed, on the one hand, which specific characteristics of the self are manifested by doing theatrical exercises and, on the other hand, which exercises – when experienced as leisure – have a more decisive impact on the self. Thus, this paper shows what aspects must be taken into account when deciding which activities to include in a psychosocial intervention addressed to the development of the self from the standpoint of theatrical performance as a leisure activity.

ACS Style

José Vicente Pestana; Rafael Valenzuela; Nuria Codina. Theatrical Performance as Leisure Experience: Its Role in the Development of the Self. Frontiers in Psychology 2020, 11, 1439 .

AMA Style

José Vicente Pestana, Rafael Valenzuela, Nuria Codina. Theatrical Performance as Leisure Experience: Its Role in the Development of the Self. Frontiers in Psychology. 2020; 11 ():1439.

Chicago/Turabian Style

José Vicente Pestana; Rafael Valenzuela; Nuria Codina. 2020. "Theatrical Performance as Leisure Experience: Its Role in the Development of the Self." Frontiers in Psychology 11, no. : 1439.

Journal article
Published: 28 May 2020 in Sustainability
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In heroism, leadership research has a myth that provides the basis for a deeper exploration of the characteristics of the unconscious (collective, personal) and consciousness of leaders—characteristics that can mobilize their followers. This contribution goes on to show that heroism can provide a foundation that foments the creativity of women leaders—from a sustainable standpoint—with the purpose of jointly analyzing aspects of the collective unconscious (heroism), the personal unconscious (psychological typology), and consciousness (self-descriptions, values) in a sample of women emerging as leaders. The participants in the study were 34 students following a Master’s program oriented towards training future CEOs as leaders, aged between 22 and 38 years old (M = 27.22 years old; SD = 3.77). The instruments consisted of a story that each participant wrote about herself as the main heroine; the Myers–Briggs Type Indicator (MBTI); the Twenty-Statement Test (TST); and a questionnaire on personal values. The main results show the common structure of the stories of personal heroism, as well as the characteristics (unconscious, conscious, personal, and collective) that can serve to foster the sustainable use of personal creativity. The research carried out provides knowledge that may be integrated into other perspectives of leadership analysis.

ACS Style

José V. Pestana; Nuria Codina. Collective and Individual Sources of Women’s Creativity: Heroism and Psychological Types Involved in Enhancing the Talent of Emerging Leaders. Sustainability 2020, 12, 4414 .

AMA Style

José V. Pestana, Nuria Codina. Collective and Individual Sources of Women’s Creativity: Heroism and Psychological Types Involved in Enhancing the Talent of Emerging Leaders. Sustainability. 2020; 12 (11):4414.

Chicago/Turabian Style

José V. Pestana; Nuria Codina. 2020. "Collective and Individual Sources of Women’s Creativity: Heroism and Psychological Types Involved in Enhancing the Talent of Emerging Leaders." Sustainability 12, no. 11: 4414.

Journal article
Published: 14 May 2020 in International Journal of Environmental Research and Public Health
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Faced with the demonstrated need to engage in physical activity (PA), lack of time is the argument commonly used to justify low or non-existent levels of PA. Underlying this argument, the accomplishment of procrastination behaviour seems to be related to the less time dedicated to practicing PA and the low perception of the quality of life. With this in mind, the purpose of this study is to show that dedicating different amounts of time to PA affects the perceived quality of life and the widespread problem of procrastination. We hypothesise that greater time investment in PA is related to greater perceived quality of life and less procrastination. In all, 621 practitioners of PA (347 men, 274 women) between 18 and 83 years old (M = 35.43, SD = 14.45) filled out validated versions of the World Health Organization quality of life assessment (WHOQOL-BREF) and the Pure Procrastination Scale. Results showed that people who do enough PA have a more positive perception of the quality of life in the domains of physical and psychological health; this perception, in turn, is related to lower levels of procrastination. Likewise, socio-demographic characteristics such as gender and the main activity presented significant associations with various quality of life domains and procrastination. In sum, the benefits of improvements in quality of life and reductions in procrastination identified in this study are sensitive to the time spent on PA, which suggests that a strategy to promote the practice of PA would improve time management and, thus, counteract procrastination.

ACS Style

Nuria Codina; José V. Pestana; Rafael Valenzuela; Nuria Giménez. Procrastination at the Core of Physical Activity (PA) and Perceived Quality of Life: A New Approach for Counteracting Lower Levels of PA Practice. International Journal of Environmental Research and Public Health 2020, 17, 3413 .

AMA Style

Nuria Codina, José V. Pestana, Rafael Valenzuela, Nuria Giménez. Procrastination at the Core of Physical Activity (PA) and Perceived Quality of Life: A New Approach for Counteracting Lower Levels of PA Practice. International Journal of Environmental Research and Public Health. 2020; 17 (10):3413.

Chicago/Turabian Style

Nuria Codina; José V. Pestana; Rafael Valenzuela; Nuria Giménez. 2020. "Procrastination at the Core of Physical Activity (PA) and Perceived Quality of Life: A New Approach for Counteracting Lower Levels of PA Practice." International Journal of Environmental Research and Public Health 17, no. 10: 3413.

Research article
Published: 04 May 2020 in PLOS ONE
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In music education, women are present in great numbers. In professional settings, however, women musicians are not as predominant. With some exceptions, such as Scandinavian countries, women still pursue gender equality in professional music practice. To inquire about the causes of this, we considered if gender-differences in amotivation in conservatoire instrument practice could be associated with aspects of learning environment. Self-determination theory (SDT) posits that learning environments may influence motivation, by satisfying or thwarting students’ psychological needs and by selectively endorsing specific extrinsic goals. Thus, we analysed if–women and men–amotivation variations could be explained by differences in behavioural regulations and satisfaction of their psychological needs for competence and autonomy. Participants (67 women and 74 men, 18–47 years old) completed validated scales for amotivation, behavioural regulations, and needs satisfaction. Students exhibited high intrinsic and introjected regulations, and high autonomy and competence needs satisfaction. Students’ identified regulation levels were modest, and external regulation and amotivation levels were low. Women students’ perceived competence was lower, and their amotivation was higher than men’s. Amotivation variations were explained positively by identified regulation and negatively by context-derived satisfaction of the psychological needs for competence (and autonomy, only among women). Results suggest that internalization of extrinsic goals can pose difficulties and that psychological needs satisfaction may counteract amotivation (autonomy being potentially more important for women musicians).

ACS Style

Rafael Valenzuela; Nuria Codina; José Vicente Pestana. Gender-differences in conservatoire music practice maladjustment. Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations? PLOS ONE 2020, 15, e0232711 .

AMA Style

Rafael Valenzuela, Nuria Codina, José Vicente Pestana. Gender-differences in conservatoire music practice maladjustment. Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations? PLOS ONE. 2020; 15 (5):e0232711.

Chicago/Turabian Style

Rafael Valenzuela; Nuria Codina; José Vicente Pestana. 2020. "Gender-differences in conservatoire music practice maladjustment. Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations?" PLOS ONE 15, no. 5: e0232711.

Journal article
Published: 20 March 2020 in Sustainability
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Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

ACS Style

Nuria Codina; Isabel Castillo; José V Pestana; Isabel Balaguer. Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students. Sustainability 2020, 12, 2448 .

AMA Style

Nuria Codina, Isabel Castillo, José V Pestana, Isabel Balaguer. Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students. Sustainability. 2020; 12 (6):2448.

Chicago/Turabian Style

Nuria Codina; Isabel Castillo; José V Pestana; Isabel Balaguer. 2020. "Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students." Sustainability 12, no. 6: 2448.

Original research article
Published: 13 March 2020 in Frontiers in Psychology
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Students’ autonomous self-regulation requires not only self-motivation but also volition or transforming motivation into specific behavioral intentions and following through. Self-regulation includes self-motivation (i.e., goal setting, learning from mistakes) and volitional regulation (i.e., strategic decision making). Furthermore, individual differences, like trait-level perseverance, significantly influence both motivation and volition. Procrastination has been defined as a volitional self-regulation problem, which involves delaying what one had intended to do, in spite of being motivated, and regardless of anticipating adverse consequences. Thus, it is a tendency toward dysregulated behavior - which may stabilize with age - in which subpar self-regulation may lead to procrastination. As a form of dysregulation, procrastination adversely affects young people’s autonomy and well-being by limiting their personal growth. Previous research has confirmed a negative relationship between self-regulation and procrastination. However, more precision is demanded in: (a) examining the intertwined roles of motivational and volitional aspects of self-regulation for procrastination, and (b) distinguishing between different medium, and between medium and high levels of self-regulation. Consequently, it has been suggested that this could be accomplished by means of person-centered analyses, aimed at identifying distinct naturally occurring students’ self-regulation profiles. These profiles would inform differentiated pedagogical approaches to promote self-regulation strategies counteracting procrastination tendencies. We used cluster analysis to identify academic self-regulation profiles and analyze their relationships with procrastination. Participants were 994 young university students from one public and one private university in Catalonia (41.0% men, 58.4% women, and 0.5% non-binary gender). Their age ranged from 18 to 24 years (M = 19.69, SD = 1.41). Sampling method was intentional, with proportional quotas by sex, academic year, and area of knowledge. The instrument used for data collection incorporated the Short Spanish Self-Regulation Questionnaire (SSSRQ), which includes four dimensions: perseverance, learning from mistakes, goal setting, and decision making; and the Pure Procrastination Scale (PPS), which considers three dimensions: decisional procrastination, implemental delay and lateness. Results obtained by means of cluster analysis distinguished between high and low academic self-regulation profiles, and also between these and two different medium self-regulation profiles, each with specific emphases on particular volitional shortcomings (i.e., weaknesses in decision-making skills and perseverance). These profiles and their relations with procrastination dimensions allow a joint evaluation via structural equation modeling (SEM) to test cognitive motivational strategies (goal setting, decision making, learning from mistakes, and decisional procrastination) together with behavioral aspects (perseverance, implemental delay), considered in the constructs of academic self-regulation and pure procrastination. From this joint evaluation, guidelines are suggested for promoting autonomy among young university students to the detriment of procrastination, thereby – and in accordance with previous research – enhancing students’ well-being and growth.

ACS Style

Rafael Valenzuela; Nuria Codina; Isabel Castillo; José Vicente Pestana. Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations. Frontiers in Psychology 2020, 11, 354 .

AMA Style

Rafael Valenzuela, Nuria Codina, Isabel Castillo, José Vicente Pestana. Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations. Frontiers in Psychology. 2020; 11 ():354.

Chicago/Turabian Style

Rafael Valenzuela; Nuria Codina; Isabel Castillo; José Vicente Pestana. 2020. "Young University Students’ Academic Self-Regulation Profiles and Their Associated Procrastination: Autonomous Functioning Requires Self-Regulated Operations." Frontiers in Psychology 11, no. : 354.

Conference paper
Published: 01 March 2020 in INTED2020 Proceedings
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ACS Style

Rafael Valenzuela; Nuria Codina; José Vicente Pestana. RELATIONS BETWEEN UNIVERSITY STUDENTS’ PHYSICAL ACTIVITY, ACADEMIC SELF-REGULATION AND PROCRASTINATION: CONSIDERING MOTIVES AND GENDER-DIFFERENCES IN THE PROMOTION OF HEALTHY HABITS. INTED2020 Proceedings 2020, 7000 -7005.

AMA Style

Rafael Valenzuela, Nuria Codina, José Vicente Pestana. RELATIONS BETWEEN UNIVERSITY STUDENTS’ PHYSICAL ACTIVITY, ACADEMIC SELF-REGULATION AND PROCRASTINATION: CONSIDERING MOTIVES AND GENDER-DIFFERENCES IN THE PROMOTION OF HEALTHY HABITS. INTED2020 Proceedings. 2020; ():7000-7005.

Chicago/Turabian Style

Rafael Valenzuela; Nuria Codina; José Vicente Pestana. 2020. "RELATIONS BETWEEN UNIVERSITY STUDENTS’ PHYSICAL ACTIVITY, ACADEMIC SELF-REGULATION AND PROCRASTINATION: CONSIDERING MOTIVES AND GENDER-DIFFERENCES IN THE PROMOTION OF HEALTHY HABITS." INTED2020 Proceedings , no. : 7000-7005.

Original research article
Published: 10 January 2020 in Frontiers in Psychology
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The purpose of the research was to analyze procrastination – a problem of time management that negatively affects the autonomy of people – in relation to leisure as a domain of everyday life. Specifically, the dynamics between leisure (activities and time invested – weekly frequency and duration of activity) and procrastination factors were studied. A sample of 185 university students (118 men and 67 women: Mage = 20.77 years, SDage = 2.53) answered a procrastination scale – validated for the Spanish population – which refers to four factors of procrastination (dilatory behaviors, indecision, lack of punctuality, and lack of planning) and an adaptation of the Time Budget (TB) (a table where the participants were asked to specify “the three activities that you prefer to do when you are not studying or doing a paid job”). Results show that leisure activities are associated with factors of procrastination. As a matter of fact, the different factors of procrastination were related to specific types of leisure activities, depending on the weekly frequency of the activity or its duration. In this sense, there are cases in which the greater frequency of leisure activities (hobbies and computing, social life and entertainment) seems to contain – control, inhibit – procrastination (specifically, affecting its component of indecision) variations in the weekly frequency and duration of certain type of activities result in higher or lower scores on certain factors of procrastination. In sum, the time invested in leisure can protect from or inhibit delaying tasks – which implies enhancing the autonomy of people – a deduction that opens up new lines of research to identify optimal time investments for coping with procrastination.

ACS Style

Jose Vicente Pestana; Nuria Codina; Rafael Valenzuela. Leisure and Procrastination, a Quest for Autonomy in Free Time Investments: Task Avoidance or Accomplishment? Frontiers in Psychology 2020, 10, 1 .

AMA Style

Jose Vicente Pestana, Nuria Codina, Rafael Valenzuela. Leisure and Procrastination, a Quest for Autonomy in Free Time Investments: Task Avoidance or Accomplishment? Frontiers in Psychology. 2020; 10 ():1.

Chicago/Turabian Style

Jose Vicente Pestana; Nuria Codina; Rafael Valenzuela. 2020. "Leisure and Procrastination, a Quest for Autonomy in Free Time Investments: Task Avoidance or Accomplishment?" Frontiers in Psychology 10, no. : 1.

Journal article
Published: 14 July 2019 in International Journal of Environmental Research and Public Health
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There are inequalities with respect to the amount of time men and women spend on leisure. Therefore, it can be assumed that these inequalities are also manifested in the experiences derived from leisure activities and in certain attitudes to life associated with the amount of time devoted to leisure, which emphasize time orientations towards the past, present and future. Based on these ideas, this study analyses the time spent on leisure activities, leisure experience (i.e., perceptions of freedom and satisfaction), and the five factors of the time perspective (hedonistic and fatalistic present; positive and negative past; and future orientation). Participants were 435 men and 434 women, ranging from 18 to 24 years (sample mean M = 21.14, standard deviation SD = 1.99). Two tools were used: a questionnaire about leisure experience, based on the time budget technique, and the Zimbardo Time Perspective Inventory. The results show significant gender differences: men have more leisure time, but women have a more positive leisure experience and time perspectives than men. It can be concluded that women enjoy themselves more with less available leisure time and are more positive with regard to time orientations.

ACS Style

Nuria Codina; José V. Pestana. Time Matters Differently in Leisure Experience for Men and Women: Leisure Dedication and Time Perspective. International Journal of Environmental Research and Public Health 2019, 16, 2513 .

AMA Style

Nuria Codina, José V. Pestana. Time Matters Differently in Leisure Experience for Men and Women: Leisure Dedication and Time Perspective. International Journal of Environmental Research and Public Health. 2019; 16 (14):2513.

Chicago/Turabian Style

Nuria Codina; José V. Pestana. 2019. "Time Matters Differently in Leisure Experience for Men and Women: Leisure Dedication and Time Perspective." International Journal of Environmental Research and Public Health 16, no. 14: 2513.

Original research article
Published: 17 January 2019 in Frontiers in Psychology
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From the disciplinary field of the science of heroism, there is a need to deepen the processes that this science comprises, and at the same time, to test methods of inquiry to account for the variety of processes associated with this science. Linked to this sensitivity, the objective of this contribution is to jointly analyze, in a sample of future CEOs, what they imagine about heroism, their psychological types, and their values orientation. The sample consisted of 45 students (21 men and 24 women) between 22 and 47 years old (M = 26.69, SD = 4.47), who were part of a master’s program oriented toward training future CEOs to be leaders. The analytical instruments were the Myers-Briggs Type Indicator (MBTI), a story that each participant developed about him/herself as the main hero or heroine, and a questionnaire on personal values. In the psychological types observed, the functions of thinking and sensing predominated, with intuition and feeling residing at a lower level of consciousness. With regard to the stories, the majority of the sample offered tales in which the hero/heroine was confronted with a mystery to solve (or mission to fulfill), faced difficulties, and, finally, achieved harmony between the personal and the collective. Regarding the values, significant associations are observed between the gender, the characteristics of the psychological types, and the content of the story about their own hero / heroine. In sum, the research carried out offers an empirical approach to the study of the subjective elements of heroism, combining quantitative and qualitative aspects in an educational setting, and broadening the perspectives on the science of heroism.

ACS Style

Jose V. Pestana; Nuria Codina. Being Conscious of One’s Own Heroism: An Empirical Approach to Analyzing the Leadership Potential of Future CEOs. Frontiers in Psychology 2019, 9, 1 .

AMA Style

Jose V. Pestana, Nuria Codina. Being Conscious of One’s Own Heroism: An Empirical Approach to Analyzing the Leadership Potential of Future CEOs. Frontiers in Psychology. 2019; 9 ():1.

Chicago/Turabian Style

Jose V. Pestana; Nuria Codina. 2019. "Being Conscious of One’s Own Heroism: An Empirical Approach to Analyzing the Leadership Potential of Future CEOs." Frontiers in Psychology 9, no. : 1.

Original research article
Published: 23 May 2018 in Frontiers in Psychology
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Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyze whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g., autonomous pursuit of interests or personal goals), if teaching style is autonomy-supportive and guarantees the satisfaction of students’ basic psychological needs for perceived competence, autonomy, and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students’ psychological needs by recurring to controlling teaching behaviors, such as controlling use of rewards, negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviors, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness), and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance, and pure procrastination. Data based on public university undergraduate students (N = 672) shows that controlling teaching behaviors are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviors are positively associated with psychological needs satisfaction and negatively with procrastination. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of Self-Determination Theory. Also, our results suggest new pedagogical approaches where teachers can create contextual conditions that help to prevent or reduce procrastinating tendencies.

ACS Style

Nuria Codina; Rafael Valenzuela; José Vicente Pestana; Joan Gonzalez-Conde. Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling. Frontiers in Psychology 2018, 9, 1 .

AMA Style

Nuria Codina, Rafael Valenzuela, José Vicente Pestana, Joan Gonzalez-Conde. Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling. Frontiers in Psychology. 2018; 9 ():1.

Chicago/Turabian Style

Nuria Codina; Rafael Valenzuela; José Vicente Pestana; Joan Gonzalez-Conde. 2018. "Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling." Frontiers in Psychology 9, no. : 1.

Journal article
Published: 07 January 2018 in Pedagogia Social Revista Interuniversitaria
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El ocio es una de las actividades que más contribuyen con el desarrollo integral de la juventud, pero también puede ser fuente de problemas. Esta ambivalencia puede derivarse de las intensidades temporales con las que se practican o no ciertos ocios; y, asimismo, de las valoraciones personales que hace la propia persona de la actividad. Con base en estas ideas se analizan, en el contexto del ocio físico-deportivo, las relaciones entre dos concepciones de la temporalidad —tiempo invertido y perspectiva temporal— y la experiencia del dicho ocio en la cotidianidad —específicamente, la elección propia y la satisfacción percibidas. Los participantes fueron 147 jóvenes (63 chicas y 84 chicos) con edades comprendidas entre 18 y 24 años (M = 21,18 años; DT = 2,00). La información se recogió mediante dos instrumentos: un cuestionario ad hoc con características del Presupuesto de Tiempo y el Inventario de Perspectiva Temporal de Zimbardo (ZPTI). Los resultados indican que el tiempo invertido y la frecuencia semanal del ocio físico-deportivo son adecuados, si bien se observan diferencias entre chicas y chicos —y a favor de ellos— con respecto a la dedicación a esta actividad. Por lo que respecta a la perspectiva temporal, ésta se caracteriza por ser predominantemente positiva, observándose que las chicas presentaron menores valores en el pasado negativo con respecto a los chicos. Las interinfluencias entre la elección propia y la satisfacción experimentadas con el ocio físico-deportivo, con las vertientes positivas de las perspectivas temporales, apoyan la necesidad de estudiar el ocio como una manera de comportarse en el tiempo no comprometido —que se relaciona con determinadas actitudes positivas respecto al pasado, al presente y al futuro. En un sentido más general, las mencionadas interinfluencias abren nuevas perspectivas que podrían arrojar luz sobre las vulnerabilidades que puede (re)velar el ocio.

ACS Style

Nuria Codina; José Vicente Pestana; Ana María Ponce De León. Tiempos dedicados al ocio físico-deportivo y perspectivas temporales: (re)velando vulnerabilidades. Pedagogia Social Revista Interuniversitaria 2018, 59 -69.

AMA Style

Nuria Codina, José Vicente Pestana, Ana María Ponce De León. Tiempos dedicados al ocio físico-deportivo y perspectivas temporales: (re)velando vulnerabilidades. Pedagogia Social Revista Interuniversitaria. 2018; (31):59-69.

Chicago/Turabian Style

Nuria Codina; José Vicente Pestana; Ana María Ponce De León. 2018. "Tiempos dedicados al ocio físico-deportivo y perspectivas temporales: (re)velando vulnerabilidades." Pedagogia Social Revista Interuniversitaria , no. 31: 59-69.

Journal article
Published: 13 November 2017 in OBETS. Revista de Ciencias Sociales
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Leisure activities and identity interact and structure young people’s lives. Empirical research on such interaction is scarce and contradictory. This paper explores the relationships between leisure activities with different levels of commitment (serious, casual) and identity traits. A total of 938 young people (476 men and 462 women) aged 18 to 24 (M = 21.13; DT = 1.98) completed a time budget (TB) and a self-description questionnaire about identity based on the Twenty-Statements Test, as well an association between the TB and the self-descriptions. The study shows the complementarity of serious and casual leisure in the formation of youth identities and gender differences.

ACS Style

Nuria Codina; José Vicente Pestana; Robert Alan Stebbins. Serious and casual leisure activities in the construction of young adult identity: a study based on participants’ self-descriptions. OBETS. Revista de Ciencias Sociales 2017, 12, 65 .

AMA Style

Nuria Codina, José Vicente Pestana, Robert Alan Stebbins. Serious and casual leisure activities in the construction of young adult identity: a study based on participants’ self-descriptions. OBETS. Revista de Ciencias Sociales. 2017; 12 (3):65.

Chicago/Turabian Style

Nuria Codina; José Vicente Pestana; Robert Alan Stebbins. 2017. "Serious and casual leisure activities in the construction of young adult identity: a study based on participants’ self-descriptions." OBETS. Revista de Ciencias Sociales 12, no. 3: 65.

Original articles
Published: 02 September 2017 in Loisir et Société / Society and Leisure
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The aim of this study is to discover which dimensions and aspects of the leisure experience are more closely related to time invested in leisure activities and to time perspectives (TPs). A sample of 231 young people aged between 18 and 24 years old responded to an adaptation of the Time Budget Technique and the Zimbardo Time Perspective Inventory. The results show that a leisure activity may be perceived as more freely carried out or more satisfactory without this experience correlating directly with the time invested in the activity. As far as the TPs are concerned, the present hedonistic correlates with the leisure experience, although there are cases (mass media use) where experience of the present is both hedonistic and fatalistic. Other leisure activities (hobbies and computing) produced a high level of satisfaction and were linked to the past positive and present hedonistic. The results indicate that the experience that accompanies certain leisure activities correlates with different TPs and time investments in these activities.

ACS Style

Nuria Codina; Jose V. Pestana. Two sides of time in the leisure experience of youth: Time investment and time perspectives. Loisir et Société / Society and Leisure 2017, 40, 310 -323.

AMA Style

Nuria Codina, Jose V. Pestana. Two sides of time in the leisure experience of youth: Time investment and time perspectives. Loisir et Société / Society and Leisure. 2017; 40 (3):310-323.

Chicago/Turabian Style

Nuria Codina; Jose V. Pestana. 2017. "Two sides of time in the leisure experience of youth: Time investment and time perspectives." Loisir et Société / Society and Leisure 40, no. 3: 310-323.

Journal article
Published: 01 September 2017 in Anuario de Psicología
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Las diferentes aproximaciones que se han investigado para comprender al ser humano ofrecen un territorio que (re)visitar, en aras de ampliar el horizonte de la práctica psicoterapéutica. En esta sensibilidad, se describen aquí las principales características de la psicología existencial, a partir de escritos del psiquiatra Ludwig Binswanger, previa referencia a algunas ideas del filósofo Martin Buber. Con base en estas características, se propone una heurística que permita incorporar principios de la psicología existencial en la práctica psicoterapéutica; específicamente, conformar las principales características del estar-en-el-mundo del paciente o cliente mediante un diálogo auténtico. Este diálogo considera el significado de la experiencia de autodescripciones (ser-yo-mismo) y actividades realizadas (bosquejo del mundo). La propuesta desarrollada aspira a favorecer la instrumentalización del núcleo de la psicología existencial en la práctica psicoterapéutica. The different approaches that have been investigated to understand the human being offer a territory to (re)visit, in order to broaden the horizon of psychotherapeutic practice. In this sensitivity, the main features of existential psychology are described here, from the writings of the psychiatrist Ludwig Binswanger, having referred previously some ideas of the philosopher Martin Buber. Based on these characteristics, a heuristic is proposed that allows to incorporate principles of the existential psychology in the psychotherapeutic practice; specifically, shaping the main characteristics of the patient's or client's being-in-the-world through authentic dialogue. This dialogue considers the meaning of the experience of self-descriptions (self-being) and activities performed (world outline). The proposal developed aims to favor putting into practice the core of existential psychology in psychotherapeutic practice.

ACS Style

José Vicente Pestana. Diálogo y autenticidad en psicoterapia: instrumentalizando ideas de Buber y Binswanger. Anuario de Psicología 2017, 47, 123 -129.

AMA Style

José Vicente Pestana. Diálogo y autenticidad en psicoterapia: instrumentalizando ideas de Buber y Binswanger. Anuario de Psicología. 2017; 47 (3):123-129.

Chicago/Turabian Style

José Vicente Pestana. 2017. "Diálogo y autenticidad en psicoterapia: instrumentalizando ideas de Buber y Binswanger." Anuario de Psicología 47, no. 3: 123-129.

Articles
Published: 29 June 2017 in World Leisure Journal
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The practice of serious leisure engenders a deep sense of self-fulfilment, observable in artistic activities in general – and in theatre in particular. In relation to theatre, the serious leisure perspective suggests that this activity has an influence on the self, whether the individual is playing the role of actor or active spectator, but few studies have analysed the impact. Given the scarcity of empirical evidence and methodological references, in this paper we propose a qualitative methodological procedure to analyse the relations between theatre as serious leisure and the self. This procedure, besides showing the influence of theatre as serious leisure on actors and spectators, permits the assessment of intervention programmes.

ACS Style

José Vicente Pestana; Nuria Codina. How to analyse the experience of serious leisure onstage: actors and spectators. World Leisure Journal 2017, 59, 240 -248.

AMA Style

José Vicente Pestana, Nuria Codina. How to analyse the experience of serious leisure onstage: actors and spectators. World Leisure Journal. 2017; 59 (3):240-248.

Chicago/Turabian Style

José Vicente Pestana; Nuria Codina. 2017. "How to analyse the experience of serious leisure onstage: actors and spectators." World Leisure Journal 59, no. 3: 240-248.

Conference paper
Published: 21 June 2017 in Proceedings of the 3rd International Conference on Higher Education Advances
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This paper presents a teaching experience in social psychology learning, aimed at students’ acquisition of critical analysis and digital literacy competences at the University of Barcelona. The methodology consisted of asking each student to answer to a socially relevant question, by means of (a) identifying key underlying psychosocial processes and (b) searching for adequate keywords in scientific databases such as PsycNet and Sociological Abstracts, in order to (c) select and critically compare two relevant articles that could answer this question. The acquisition of these competences was assessed with a rubric and related questions in the final exam. Results indicated both the effectiveness of this approach to teach competences in digital literacy and critical analysis through motivating questions, and the translation of these competences in other situations. This approach also showed to be more effective in teaching these ompetences than only giving lectures. This methodology is promising, as it provides an answer to how to give future professionals competences in answering effectively and rigorously to socially relevant problems in the Information Society.

ACS Style

Joan González-Conde; Nuria Codina; Rafael Valenzuela; Jose Vicente Pestana; Joan González-Conde Cantero. Critical analysis and digital literacy in learning social psychology. Proceedings of the 3rd International Conference on Higher Education Advances 2017, 1 .

AMA Style

Joan González-Conde, Nuria Codina, Rafael Valenzuela, Jose Vicente Pestana, Joan González-Conde Cantero. Critical analysis and digital literacy in learning social psychology. Proceedings of the 3rd International Conference on Higher Education Advances. 2017; ():1.

Chicago/Turabian Style

Joan González-Conde; Nuria Codina; Rafael Valenzuela; Jose Vicente Pestana; Joan González-Conde Cantero. 2017. "Critical analysis and digital literacy in learning social psychology." Proceedings of the 3rd International Conference on Higher Education Advances , no. : 1.

Conference paper
Published: 21 June 2017 in Proceedings of the 3rd International Conference on Higher Education Advances
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Even motivated students procrastinate, for procrastination is triggered by a volitional (rather than by a motivational) problem. However, many factors, such as learning context, teacher interpersonal style, and also type of motivation may influence the occurrence of procrastination. The aim of the present study was to assess the relations between first-year university students’ procrastination and controlling teacher behaviour. Four types of controlling teacher behaviour and three distinct measures of procrastination were ecvaluated and their correlations assessed. Findings revealed small but significant associations between (a) conditional use of rewards and decisional procrastination, and between (b) excessive personal control and procrastination linked to avoiding tasks. Results suggest that controlling teacher behaviours might influence students’ psychological experiences in learning negatively. Teachers who do not refrain from constant use of conditional rewards may deffer students’ decision processes regarding their own autonomous academic learning, and excessive personal control may favour students’ perceptions of external regulations, decreasing intrinsic motivation and autonomous self-regulated learning and, thus, making it more likely to engage in alternative activities, procrastinating academic learning.

ACS Style

Rafael Valenzuela; Nuria Codina; Jose Vicente Pestana; Joan González-Conde Cantero. Is student procrastination related to controlling teacher behaviours? Proceedings of the 3rd International Conference on Higher Education Advances 2017, 1 -7.

AMA Style

Rafael Valenzuela, Nuria Codina, Jose Vicente Pestana, Joan González-Conde Cantero. Is student procrastination related to controlling teacher behaviours? Proceedings of the 3rd International Conference on Higher Education Advances. 2017; ():1-7.

Chicago/Turabian Style

Rafael Valenzuela; Nuria Codina; Jose Vicente Pestana; Joan González-Conde Cantero. 2017. "Is student procrastination related to controlling teacher behaviours?" Proceedings of the 3rd International Conference on Higher Education Advances , no. : 1-7.