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Volume 9, Augutst
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Volume 8, December
European Journal of Investigation in Health, Psychology and Education is published by MDPI from Volume 10 Issue 1 (2020). Previous articles were published by another publisher in Open Access under a CC-BY (or CC-BY-NC-ND) licence, and they are hosted by MDPI on mdpi.com as a courtesy and upon agreement with University Association of Education and Psychology.

Eur. J. Investig. Health Psychol. Educ., Volume 9, Issue 1 (April 2019) – 5 articles , Pages 5-58

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Article
Family communication patterns, school and family self-concept, and motivation of revenge among adolescents
Eur. J. Investig. Health Psychol. Educ. 2019, 9(1), 51-58; https://doi.org/10.30552/ejihpe.v9i1.316 - 10 Feb 2019
Cited by 7 | Viewed by 1434
Abstract
During adolescence, family and school contexts play a fundamental role in the psychosocial adjustment of individuals. Previous research shows that the existence of family communication problems is one of the family factors for violent behaviour in adolescents. In the school context, several factors [...] Read more.
During adolescence, family and school contexts play a fundamental role in the psychosocial adjustment of individuals. Previous research shows that the existence of family communication problems is one of the family factors for violent behaviour in adolescents. In the school context, several factors have also been identified that can negatively influence an adolescent's psychosocial adjustment, such as school self-concept. This study aims to explore the role of family communication and family and school self-concept in the revenge motivations of adolescents. The sample includes 671 adolescents of both sexes, between 10 and 16 years old, (49.3% boys, M=13.04; SD=1.80), attending primary and secondary school. The structural equation model, calculated with EQS software. The results obtained show that open family communication is directly and indirectly related to revenge motivations, through school and family self-concept. Finally, results are discussed and its possible implications as well Full article
Article
Academic performance, perceived social support and emotional intelligence at the university
Eur. J. Investig. Health Psychol. Educ. 2019, 9(1), 39-49; https://doi.org/10.30552/ejihpe.v9i1.315 - 03 Feb 2019
Cited by 14 | Viewed by 1303
Abstract
Perceived social support contributes to the students´ development and academic performance. Likewise, previous research suggests a positive relationship and influence of emotional intelligence on academic performance. Thus, the purpose of this study is twofold: a) to examine the relationship between perceived social support, [...] Read more.
Perceived social support contributes to the students´ development and academic performance. Likewise, previous research suggests a positive relationship and influence of emotional intelligence on academic performance. Thus, the purpose of this study is twofold: a) to examine the relationship between perceived social support, emotional intelligence, and academic performance; and b) to analyze the predictive capacity of perceived social support on emotional intelligence and both variables on academic performance. A total of 419 students from the University of the Basque Country participate in this study, with ages between 18 and 40 years (M=20.45; SD=3.31), 27% boys and 73% girls. The following scales are used: Perceived Social Support Scale (AFA), Teacher and Classmate Support Scale (TCMS), Trait Meta Mood Scale (TMMS-24), and Brief School Adjustment Scale (EBAE-10). Correlational and multiple regression analyzes are applied. The results show the highest associations between teacher support and academic performance, family support with emotional repair, and academic performance with emotional repair. Worth noting is the explanatory capacity of the teacher support on academic performance, family support on emotional clarity and emotional repair, and emotional repair on academic performance. Full article
Article
Sistemas docentes en Medicina del Trabajo
Eur. J. Investig. Health Psychol. Educ. 2019, 9(1), 31-37; https://doi.org/10.30552/ejihpe.v9i1.314 - 22 Dec 2018
Cited by 1 | Viewed by 751
Abstract
El Espacio Europeo de Educación incluye la enseñanza de grado y posgrado, así como un marco psico-pedagógico. Las estrategias de aprendizaje de los estudiantes en medicina del trabajo, tal como las conocen los docentes, se fundamentan en mejorar el ambiente de aprendizaje. El [...] Read more.
El Espacio Europeo de Educación incluye la enseñanza de grado y posgrado, así como un marco psico-pedagógico. Las estrategias de aprendizaje de los estudiantes en medicina del trabajo, tal como las conocen los docentes, se fundamentan en mejorar el ambiente de aprendizaje. El objetivo del presente estudio es evaluar los perfiles y estrategias de aprendizaje en módulos de medicina del trabajo. Una muestra de 53 estudiantes de pregrado inscritos en temas de salud ocupacional participaron en el estudio. Cumplimentaron el Study Process Questionnaire (R-SPQ-2F). Las estrategias utilizadas por los estudiantes se relacionaron con la evaluación realizada al final del periodo de enseñanza. Los estudiantes expresaron un uso significativamente mayor de estrategias profundas (16±4) que de estrategias superficiales (14±2). En relación con el desempeño, hubo una relación directa entre la puntuación de las estrategias profundas y los resultados de la evaluación. Los hallazgos apoyan que en medicina del trabajo el conocimiento del perfil de estrategias de aprendizaje ayudará a mejorar la educación. Para incrementar los estándares de enseñanza, se recomienda aplicar sistemas de evaluación para adaptar los métodos de enseñanza a los perfiles de los estudiantes. Full article
Article
Relationship between delayed recall in Rey-Osterrieth Complex Figure and executive functioning
Eur. J. Investig. Health Psychol. Educ. 2019, 9(1), 5-18; https://doi.org/10.30552/ejihpe.v9i1.312 - 15 Dec 2018
Cited by 2 | Viewed by 1322
Abstract
Rey-Osterrieth Complex Figure (ROCF) is a neuropsychological assessment for the evaluation of visuospatial constructional ability and visual memory. Recent studies emphasize the involvement of executive functions in this test. Purpose. To examinate the relationship between delayed recall of Rey-Osterrieth test with measures of [...] Read more.
Rey-Osterrieth Complex Figure (ROCF) is a neuropsychological assessment for the evaluation of visuospatial constructional ability and visual memory. Recent studies emphasize the involvement of executive functions in this test. Purpose. To examinate the relationship between delayed recall of Rey-Osterrieth test with measures of executive and visual mnemomic functioning. Sensitivity of ROCF to detect executive deficits. Methodology. Retrospective study of neuropsychological assessments made on 70 patients with different pathology. Results. Statistical significance between ROCF-Delayed Recall and Matrix Reasoning (r=.50; p<.001), TMT-B (r=.47; p<.001), cognitive flexibility measure (WCST) (r=.41; p=.001), percent conceptual level responses (r=.40; p=.001) and visual delayed recall (r=.26; p=.032). Statistical significance between ROCF-Copy with Matrix Reasoning (r=.40; p=.001) and TMT-B (r=.37; p=.003), but no with other executive or memory tests. ROC analysis adequate sensitivity and specificity in the executive measures are observed, with significant areas under the curve similar to those obtained with the score ROCF-Delayed Recall (A=.754; p=.001). Discussion. ROCF-Delayed Recall reflects executive functioning related to planning, rather than visual memory. Planning is not reflected in the ROCF-C score, which may be normal in the presence of executive dysfunction. Full article
Article
Emotional Intelligence and Empathy as Predictors of Subjective Well-Being in University Students
Eur. J. Investig. Health Psychol. Educ. 2019, 9(1), 19-29; https://doi.org/10.30552/ejihpe.v9i1.313 - 02 Dec 2018
Cited by 7 | Viewed by 1032
Abstract
Joining the university environment is stressful. The development of emotional skills can help young people deal with new academic challenges and improve their personal success and well-being. The aim of this paper was to study the relationship between emotional intelligence, empathy and subjective [...] Read more.
Joining the university environment is stressful. The development of emotional skills can help young people deal with new academic challenges and improve their personal success and well-being. The aim of this paper was to study the relationship between emotional intelligence, empathy and subjective well-being. The participants were 122 university students between 18 and 32 years old (M=20.93; DT=2.55; 83.60% women) who completed the questionnaires: Trait Meta-Mood Scale-24 (TMMS-24), Basic Empathy Scale (BES), Satisfaction with Life Scale (SWLS) and Scale of Positive and Negative Experiences (SPANE). Descriptive and multiple linear regression analyses were performed. The results indicated an influence of emotional skills on subjective well-being. Cognitive empathy, attention and clarity explained 30% of the variance of life satisfaction (R2=.30). Age and emotional repair predicted 17% of the positive affection variance (R2=.17). Sex, cognitive empathy, clarity, attention and emotional repair explained 28% of the variance of negative affects (R2=.28). Excessive attention can negatively influence well-being, while clarity and reparation could be considered positive predictors of subjective well-being. Full article
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