European Journal of Investigation in Health, Psychology and Education

297 KiB

Open AccessArticle

Writer profile as a modulating variable of processes involved in written composition in undergraduate students

by Olga Arias-Gundín and Raquel Fidalgo

Eur. J. Investig. Health Psychol. Educ. 2017, 7(1), 59-68; https://doi.org/10.3390/ejihpe7010005 - 7 Mar 2017

Cited by 3 | Viewed by 1004

The two most well-defined writer profiles that have been found in writing research are planning and revising. In this study we analyse writing strategies and writing profiles of undergraduate students, and their influence in solving hybrid tasks; in this study took part 142 [...] Read more.

The two most well-defined writer profiles that have been found in writing research are planning and revising. In this study we analyse writing strategies and writing profiles of undergraduate students, and their influence in solving hybrid tasks; in this study took part 142 undergraduate students enrolled in three different university studies. To identify writer profile, students completed a Spanish version of Questionnaire Concerning their Planning and Revising Tendencies. We used two different hybrid tasks: summary and synthesis; we assessed in both tasks reading and writing process, level of underlined or take notes strategies, kind of draft and ideas generation. The results show that over 60% of students have a mixed writer profile with similar scores in both strategies, planning and revising, but they reported a higher level use in revising strategy. Likewise result show that the processes and strategies used by students are more complex depending on the difficulty of the task; while writing strategy that has greater influence is planning. Full article

457 KiB

Open AccessArticle

Stigmatizing effects of psychological diagnosis in children

by Mª del Mar Montoya-Rodríguez and Francisco-Javier Molina-Cobos

Eur. J. Investig. Health Psychol. Educ. 2017, 7(1), 47-58; https://doi.org/10.3390/ejihpe7010004 - 6 Feb 2017

Cited by 2 | Viewed by 1133

Abstract

Despite the known advantages of the classification of psychological disorders, using formal diagnostic could reduce a story of life and way of behaving to a mere diagnostic label, becoming a tautological explanation that ignores the true explanation of the problem and adds iatrogenic [...] Read more.

Despite the known advantages of the classification of psychological disorders, using formal diagnostic could reduce a story of life and way of behaving to a mere diagnostic label, becoming a tautological explanation that ignores the true explanation of the problem and adds iatrogenic functions and stigmatizing. The present study assesses the influence of diagnostic labels in the performance of psychologists who evaluate the intelligence of a group of children. The Goodenough Test is used for instrumental reasons. The different drawings of a human figure, made by children with standardized psychological development, were labeled as if having been drawn by children with mental retardation, giftedness and normal development. The results show that evaluators, unaware of the falsity of the diagnoses, score the drawings differentially depending on the diagnostic label used. That is, the results evidence the negative influence of a diagnostic label about expectations and treatment to the person diagnosed. Full article

414 KiB

Open AccessArticle

Confirmatory factor analysis of Mathematics Progress Indicators (IPAM) in first-grade students

by Juan E. Jiménez and Sara del Cristo de León

Eur. J. Investig. Health Psychol. Educ. 2017, 7(1), 31-45; https://doi.org/10.3390/ejihpe7010003 - 4 Feb 2017

Cited by 8 | Viewed by 1018

Abstract

This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 176 first-grade students from the Canary Islands, IPAM was administered to the [...] Read more.

This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 176 first-grade students from the Canary Islands, IPAM was administered to the study sample three times throughout the scholar year. The IPAM is a Curriculum-Based Measurement (CBM) instrument composed of three alternative or parallel measures (A, B and C) that try to measure the same latent structure (i.e., number sense). The IPAM measures were administered three times per year (i.e., fall, winter, spring). Its main objective is the universal screening and evaluation of students' mathematics learning progress in the elementary grades through the evaluation of fluency for different tasks (i.e., magnitude comparison, one-digit operations, two-digit operations, missing number, and position value). Fluency is measured by counting the number of correct answers given by the student at a given time. The results of the CFA confirm a good fit of the proposed model for the different moments of measurement. Full article

194 KiB

Open AccessArticle

Socially prescribed perfectionism and affectivity in Spanish child population

by María Vicent, Cándido J. Inglés, Ricardo Sanmartín, Carolina Gonzálvez, Lucía Granados Alós and José Manuel García-Fernández

Eur. J. Investig. Health Psychol. Educ. 2017, 7(1), 17-29; https://doi.org/10.3390/ejihpe7010002 - 16 Dec 2016

Cited by 8 | Viewed by 1116

Abstract

This study aims to analyze the relationship between Socially Prescribed Perfectionism (SPP) and affect during childhood. A sample of 804 students aged between 8 and 11 years old (M=9.57; SD=1.12), as well as the SPP subscale of the Child and [...] Read more.

This study aims to analyze the relationship between Socially Prescribed Perfectionism (SPP) and affect during childhood. A sample of 804 students aged between 8 and 11 years old (M=9.57; SD=1.12), as well as the SPP subscale of the Child and Adolescent Perfectionism Scale and the 10-Item Positive and Negative Affect Schedule for Children, which assess the Positive Affect (PA) and Negative Affect (NA), were employed. The mean scores in PA and NA between students with high and low levels of SPP were compared. Students with high SPP significantly scored higher than their peers with low SPP, both in PA and NA. The effect magnitude of the found differences was small. Accordingly, the results of the logistic regression analysis revealed that both affective dimensions predicted positively and significantly high scores in SPP with Odd Ratio values of 1.08 and 1.05, respectively, for PA and NA. The results do not match the previous empirical evidence in adult and adolescent population. This implies that the consequences of considering the environment as demanding of perfectionism does not have the same consequences in childhood than in later ages. Full article

403 KiB

Open AccessArticle

Changes in the temporal variability of the EEG functional connectivity during aging

by Almudena González, Guzmán Alba and Julián J. González

Eur. J. Investig. Health Psychol. Educ. 2017, 7(1), 5-15; https://doi.org/10.3390/ejihpe7010001 - 2 Oct 2015

Viewed by 847

Abstract

This work is aimed at investigating changes in the temporal variability of EEG functional connectivity (FC) during agin. The variability in the FC has been linked to cognitive performance. The study was carried out in two groups of healthy subjects: one of 10 [...] Read more.

This work is aimed at investigating changes in the temporal variability of EEG functional connectivity (FC) during agin. The variability in the FC has been linked to cognitive performance. The study was carried out in two groups of healthy subjects: one of 10 adults between 50-65 years old and another of 15 subjects ranging 66-85 years. EEG recordings were made at rest using 16 monopolar channels: under eyes closed (EC) and under hyperventilation (HV). The cortical FC between all EEG channel pairs was estimated from an index (L) of nonlinear generalized synchronization. For each subject and condition, the global connectivity (GC) of each area/channel with the rest of them was calculated, then the GC average and the GC temporal variability (TVC) of such connectivities was computed from the GC mean and standard deviation of successive EEG recordings respectively. The changes with age and condition of GC and TVC of each cortical area were estimated via a MANOVA. We found that the GC does not change with age during OC or HV, but the TVC of all cortical areas is significantly higher (p<0.01) for subjects under 65 and mainly for the central, temporal and parietal areas (p<0.01). It is concluded that TVC decreasing with aging may be related to cognitive performance deficits. Full article

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Eur. J. Investig. Health Psychol. Educ., Volume 7, Issue 1 (April 2017) – 5 articles , Pages 5-68

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