European Journal of Investigation in Health, Psychology and Education

293 KiB

Open AccessArticle

Relation between parental Educational Style and level of adaptation of minors at social risk

by Josefina Rodríguez Góngora, María del Carmen Pérez-Fuentes and José Jesús Gázquez Linares

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 301-3018; https://doi.org/10.3390/ejihpe3030027 - 11 Nov 2013

Cited by 5 | Viewed by 616

As a result of the growing number of minors with disruptive behavior and adaptation problems, more research is being published focusing on the analysis of aspects that influence the onset of these problems. Thus, the main goal of this work is to analyze [...] Read more.

As a result of the growing number of minors with disruptive behavior and adaptation problems, more research is being published focusing on the analysis of aspects that influence the onset of these problems. Thus, the main goal of this work is to analyze the relation between parental Educational Style and the Level of Adaptation (Personal, Family, and Social) in minors at social risk. For this purpose, a descriptive, cross-sectional study was carried out, with a sample made up of 17 families, selected as a function of the children's age (between 11 and 15 years), with a total of 31 fathers/mothers and 17 minors. The results show low levels of personal and school adaptation, dissatisfaction with the family environment, and educational discrepancies, both in the minors' perception and in the parents' styles. Minors' school maladjustment is related to a Permissive Educational Style in the mother, whereas the minors were dissatisfied with their siblings and displayed Personal Maladjustment when the mother employed a Democratic Educational Style. However, when the parents employ an Authoritarian Educational Style, a greater presence of Personal and Social Maladjustment is observed in their children. Full article

205 KiB

Open AccessArticle

Cyberbullying among Colombian students: an exploratory investigation

by Giulia Mura and Davide Diamantini

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 249-256; https://doi.org/10.3390/ejihpe3030022 - 16 Sep 2013

Cited by 12 | Viewed by 1071

Abstract

Cyberbullying is a recognized and growing Internet phenomena. Although the body of research on this subject is rapidly expanding, most of the research has focused on the experiences of adolescents in industrialized nations, like Western Europe or Anglo-Saxon countries. But are the youth [...] Read more.

Cyberbullying is a recognized and growing Internet phenomena. Although the body of research on this subject is rapidly expanding, most of the research has focused on the experiences of adolescents in industrialized nations, like Western Europe or Anglo-Saxon countries. But are the youth of developing countries exposed to the same risks? To address this question, this paper presents part of the results of a larger research project, and focuses on the occurrence of cyberbullying among Colombian high-school students. Data was collected on a sample of 359 respondents, 64.1% male and 35.9% female, between 13 and 19 years of age, using a pen and paper questionnaire. The analysis shows that episodes of cyberbullying are quite widespread among the sample group, as more than 60% of the sample group had been involved (as a victim or as a bully) in at least 2 episodes in the six months previous the research. Differences among sexes are analysed, but no significant result is shown. In conclusion, this study strongly suggests the necessity of deeper and wider investigation of cyberbullying among both boys and girls of the so called “developing countries”, as the diffusion of the phenomena seems to affect the youth of these countries too. Full article

205 KiB

Open AccessArticle

Shall we quarrel or deal? The argumentation processes of parents and adolescents during family conflicts

by Nieves Correa Rodríguez, Juan Rodríguez, Esperanza Ceballos and Miriam Álvarez

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 195-205; https://doi.org/10.3390/ejihpe3030017 - 16 Sep 2013

Cited by 1 | Viewed by 557

Abstract

The polarization of postures in conflicts among parents and adolescents involve a threat for family harmony. Skills for argumentation and perspective taking are required to enable the achievement of satisfactory agreements during the processes of negotiation. The purpose of this paper has been [...] Read more.

The polarization of postures in conflicts among parents and adolescents involve a threat for family harmony. Skills for argumentation and perspective taking are required to enable the achievement of satisfactory agreements during the processes of negotiation. The purpose of this paper has been to analyze the skills of parents and adolescents to adopt other perspectives when discussing a conflict by means of observational methodology. The study was carried out with 29 families (constituted by father, mother and an adolescent son or daughter) who were recorded while they argued about a real conflict. Frequency and duration of five levels of perspective-taking were registered (Myself; Reasoned myself; the other like an obstacle; the other adding to me; and us) in the discourse of the family, and also in the different members of the triad, considering their interrelations. The results were showing a moderated level of perspective-taking in family discussions, predominating the levels Reasoned myself, focused on explaining own perspective, and The other like an obstacle, focused on reasons to contest the perspective of the other. In general parents showed more perspective-taking. Particularly the mothers exhibited more sensitivity with her adolescent son or daughter, providing higher levels of perspective-taking and argumentation. Full article

190 KiB

Open AccessArticle

What actions to improve coexistence are being developed at schools?: A inside perspective

by Alejandra Dobarro González, Trinidad García Fernández and David Álvarez García

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 207-213; https://doi.org/10.3390/ejihpe3030018 - 11 Sep 2013

Cited by 1 | Viewed by 869

Abstract

The aim of this work was to know students` perception about different techniques to improve the school coexistence. For it, there were evaluated 2597 students of the Compulsory Secondary Education by means of the Questionnaire M-ESO. The Questionnaire M-ESO allows evaluate the [...] Read more.

The aim of this work was to know students` perception about different techniques to improve the school coexistence. For it, there were evaluated 2597 students of the Compulsory Secondary Education by means of the Questionnaire M-ESO. The Questionnaire M-ESO allows evaluate the students` opinion about organizational aspect related to coexistence, conflict resolution, teaching methodology, relationship between students and relationship between families and school. Results show that dissemination of rules and punishment are perceived by students such the most common of the actions to improve coexistence. These actions are followed in frequency by those relating to education in values and conflict resolution. Contrary to what is desirable, strategies relating to consensus rules are perceived by students such the less common in its center. Full article

180 KiB

Open AccessArticle

Analysis of Developmental Changes on Reading Self-efficacy through Compulsory Secondary Education

by Fátima Olivares, Raquel Fidalgo and Olga Arias-Gundín

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 257-264; https://doi.org/10.3390/ejihpe3030023 - 23 Aug 2013

Viewed by 521

Abstract

This study analyzes changes on students ‘reading self-efficacy beliefs through the compulsory Secondary Education from a developmental perspective. Sample comprised 492 students from 1^st to 4^th Secondary Grades (from 12 to 16 years old), belonged to four public schools and four [...] Read more.

This study analyzes changes on students ‘reading self-efficacy beliefs through the compulsory Secondary Education from a developmental perspective. Sample comprised 492 students from 1^st to 4^th Secondary Grades (from 12 to 16 years old), belonged to four public schools and four semi-private schools of León (283 males and 209 females). After the application of the Reading Self-efficacy Scale and the subsequent analysis, results suggested statistically significant differences in the developmental pattern of reading self-efficacy across the 1^st to 4^th grades of compulsory Secondary Education, specifically, in the global reading self-efficacy and the subscale of decoding and fluency reading self-efficacy. They showed an increase in reading self-efficacy along the grades. However, we did not find changes in the other reading self-efficacy subscales, reading self-efficacy in relation to the construction of the text model and the situation model of reading. Educational implications, limitations and future lines of research of this study are discussed. Full article

316 KiB

Open AccessArticle

Beliefs about gender violence. Sexism in adolescent relationships

by Zoraida de la Osa Escudero, Soledad Andrés Gómez and Isabel Pascual Gómez

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 265-275; https://doi.org/10.3390/ejihpe3030024 - 22 Aug 2013

Cited by 4 | Viewed by 755

Abstract

This paper explores the relationships in adolescence, examining beliefs about gender violence from a cognitive-developmental perspective. The sample consists of 297 students from 3 different state-subsidized schools, between the ages of 13-18 (2nd and 4th years of Secondary Education and 2nd year of [...] Read more.

This paper explores the relationships in adolescence, examining beliefs about gender violence from a cognitive-developmental perspective. The sample consists of 297 students from 3 different state-subsidized schools, between the ages of 13-18 (2nd and 4th years of Secondary Education and 2nd year of High School). The students’ representations of relationships are analyzed from the point of view of both genders and the degree to which they consider violence to be justified. The study is based upon a transversal design (quasi-experimental) with survey. The instrument used is an adaptation of the Cuestionario de Actitudes hacia la Diversidad y la Violencia (Questionnaire of Attitudes towards Diversity and Violence). The results demonstrate a partial relationship between moral-evolutionary development and the degree of justification applied to different situations in which there is violence. The data shows that the acceptance of sexist beliefs and the justification of violence decrease as students get older. However, from 15-16 years old (4th ESO) is the age at which students most justify gender stereotypes. The study indicates middle- adolescence as the ideal time to carry out psycho-educational interventions, taking into account the values related to equality and respect between genders. Full article

184 KiB

Open AccessArticle

Relationships between video-gaming habits, parental monitoring and school performance

by Daniel Lloret Irles, Víctor Cabrera Perona and Yolanda Sanz Baños

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 237-248; https://doi.org/10.3390/ejihpe3030021 - 22 Aug 2013

Cited by 8 | Viewed by 1128

Abstract

Children spend an average of 1.3 hours per day on video game and problematic video gaming prevalence is set between 2% and 8%. High levels of intensity and frequency of video gaming are associated with lower school achievement. Home is the most preferred [...] Read more.

Children spend an average of 1.3 hours per day on video game and problematic video gaming prevalence is set between 2% and 8%. High levels of intensity and frequency of video gaming are associated with lower school achievement. Home is the most preferred place to play. Therefore parental monitoring is crucial. Objective: To analyse gaming patterns and to identify significant relationships between parental monitoring and academic performance. Method: Participants: 610 students of Secondary Education mean age 13.84 years (SD=1.27; range 12-16). Ad hoc scales were developed to analyse gaming frequency and intensity, school performance and parental monitoring. Results: Children, whose parents control gaming time and show interest in the contents continuously, play significantly fewer days, fewer hours and with adjusted contents to their age. Those with discontinuous parental control ("sometimes"), show a higher gaming frequency and intensity, and the proportion of unadjusted content, and do not differ from those without parental control. In addition, a greater number of hours of play are related to lower academic achievement. Discussion/ conclusions: This work helps in defining gambling problem behaviour. Results indicate that parental control is effective, on condition that it must be continuous and consistent. Full article

445 KiB

Open AccessArticle

Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

by Javier Argos, Pilar Ezquerra, José Manuel Osoro, Laurentino Salvador and Ana Castro

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 181-194; https://doi.org/10.3390/ejihpe3030016 - 20 Aug 2013

Cited by 6 | Viewed by 603

Abstract

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed [...] Read more.

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree. Full article

214 KiB

Open AccessArticle

Teachers’ subjective happiness and self-efficacy in Dominican Republic and Spain

by Teresa Mª Perandones González, Lucía Herrera Torres and Asunción Lledó Carreres

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 277-288; https://doi.org/10.3390/ejihpe3030025 - 19 Aug 2013

Cited by 3 | Viewed by 782

Abstract

This study examines the relationship between subjective happiness levels and teacher self-efficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, [...] Read more.

This study examines the relationship between subjective happiness levels and teacher self-efficacy in a sample of 454 teachers at all educational levels (from kindergarten to University) of Dominican Republic and Spain. To do this, we used the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999), which assesses the general happiness, and Teachers’ Sense of Teacher Efficacy Scale (Tschannen-Moran & Woolfolk, 2001), which measures three dimensions: Efficacy in Student Engagement, Efficacy in Instructional Practices, and Efficacy in Classroom Management. The results show significant and positive correlations between subjective happiness scores and the three dimensions of teacher efficacy. Also, the Dominican population obtains higher scores than the Spanish population in all constructs analyzed. Depending on the results found, which corroborate previous research in the field of positive psychology (Seligman & Csikszentmihalyi, 2000), we propose the incorporation of emotional education training plans for teachers, since subjective happiness as part of individual emotions, is a factor with high positive implications for successfully carrying out professional challenges posed by the task of education. Full article

214 KiB

Open AccessArticle

Learning strategies in secondary school: a comparative study of the use between spanish and immigrant students

by David Lanza Escobedo and Vanesa Sánchez Souto

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 227-236; https://doi.org/10.3390/ejihpe3030020 - 19 Aug 2013

Viewed by 553

Abstract

The aim of this work is to know the use that students do of the learning strategies, seeing there are differences according to the national origin. To this end, it was applied the Learning Strategies Questionnaire (CEA) to 70 students –37 Spanish and [...] Read more.

The aim of this work is to know the use that students do of the learning strategies, seeing there are differences according to the national origin. To this end, it was applied the Learning Strategies Questionnaire (CEA) to 70 students –37 Spanish and 33 immigrants– of 1^st and 4^th grade of Secondary School from four different centers, publics and privates, located in Lugo (Galicia). For the statistic analysis we used the SPSS 15.0 program. Our results indicate that the students –Spanish and immigrants– show an adequate level in their use of the learning strategies, without significative differences registered in both groups. However, significative differences were found according to the gender. Specifically in the emotional control subscale, where the Spanish boys obtained a higher punctuation than immigrants. Moreover, if we consider the grade, we see that Spanish students of 1^st grade achieve higher punctuations in the sensitization scale and emotional control subscale than immigrant boys of the same grade. On the other hand, although the immigrant students of 4^th –males– obtain lower punctuations in the organization and transference subscales than their classmates of 1^st grade, showing a greater emotional control. Full article

216 KiB

Open AccessArticle

Mobile Addiction in secondary school students: effects in coexistence

by Noelia Flores Robaina, Cristina Jenaro Río, Francisca González Gil, Elena Martín Pastor and Raquel Poy Castro

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 215-225; https://doi.org/10.3390/ejihpe3030019 - 19 Aug 2013

Cited by 3 | Viewed by 702

Abstract

The objective of this study was to evaluate the patterns of mobile phone use among in secondary school students. Further, we assessed psychological (anxiety, depression) and behavioral correlates and association with school performance. To carry out the study we had 528 students, aged [...] Read more.

The objective of this study was to evaluate the patterns of mobile phone use among in secondary school students. Further, we assessed psychological (anxiety, depression) and behavioral correlates and association with school performance. To carry out the study we had 528 students, aged between 12 and 19 years, belonging to five schools, four public and one grant-aided private school. The instruments used were the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), the low self-esteem and the school problems subscales of the MMPI-A Personality Questionnaire, and the Mobile Overuse Scale (COS). The results indicate that a significant percentage of students who abuse cell-phones show anxious and depressive symptoms, and low self-esteem. Of participants, 14.8% obtained scores placing them in a range of medium-high to high for school problems associated to pathological use of the mobile phone. All these results highlight the need to establish interventions to reduce maladjusted behavioural patterns and improve school coexistence.
Full article

212 KiB

Open AccessArticle

The daily climate in the classroom. Relational context of socialization

by María Jesús Comellas i Carbó

Eur. J. Investig. Health Psychol. Educ. 2013, 3(3), 289-300; https://doi.org/10.3390/ejihpe3030026 - 18 Aug 2013

Cited by 1 | Viewed by 606

Abstract

Socialization occurs not consciously through a complex process of interactions where emotions, values, attitudes, feelings and own context cultural patterns are integrated. This process generates a relational climate that should be conducive to learning and well-being for all people in the group. The [...] Read more.

Socialization occurs not consciously through a complex process of interactions where emotions, values, attitudes, feelings and own context cultural patterns are integrated. This process generates a relational climate that should be conducive to learning and well-being for all people in the group. The school, educational institution, favors the relationships within the group framework and reconstructs previous learning with a variety of models and the educational action led by the faculty. The amplitude of the classroom group creates situations of great complexity and offers many opportunities to prevent the violence from the knowledge of situations that may involve risks and relational vulnerability and relational difficulties especially for some people. The factors that can hinder relations and create an improper relational climate include the social and learning difficulties and cultural differences. The climate cannot be changed individually but it is modified from the dynamics led by the adult person who has the responsibility to help the group learn to relate and that each individual has their space of belonging. We present data from a population of 10891 students in primary and secondary education and the analysis of some factors affecting the climate of the group. Full article

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Eur. J. Investig. Health Psychol. Educ., Volume 3, Issue 3 (December 2013) – 12 articles , Pages 181-3018

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