Psicóloga(o) escolar na educação inclusiva: contribuições e perspectivas da profissão no Brasil / School psychologist in inclusive education: contributions and perspectives of the profession in Brazil / Psicóloga(o) escolar en la educación inclusiva: contribuciones y perspectivas de la profesión en Brasil

Este estudo tem como objetivo realizar algumas reflexões sobre as contribuições da(o) psicóloga(o) escolar na educação inclusiva, bem como discutir brevemente acerca das perspectivas futuras da profissão no Brasil. Para tanto, foi realizado um estudo teórico documental de natureza crítico-reflexiva. Foram utilizadas fontes de dados nacionais e internacionais, tais como: livros, artigos de periódicos, páginas eletrônicas, legislações e documentos oficiais. Apresentam-se, neste texto, quatro seções: a) Conhecendo o contexto da educação inclusiva no Brasil: breve percurso histórico e marcos legais; b) Breves reflexões sobre a psicologia escolar e sua interlocução com a educação inclusiva no Brasil; c) Contribuições da(o) psicóloga(o) escolar na educação inclusiva brasileira: dos caminhos trilhados aos desafios; e d) Reflexões finais em torno da atuação da(o) psicóloga(o) escolar na educação inclusiva brasileira: conquistas, desafios e perspectivas futuras. Diante do exposto nessas seções, para que haja escolas inclusivas no país, é necessário confrontar as práticas discriminatórias e criar alternativas que as modifiquem, para que assim a educação inclusiva assuma lugar central nas discussões da comunidade escolar. Para tanto, se reconhece o papel de importância da(o) psicóloga(o) e da escola na superação e modificação da lógica da exclusão. Nessa direção, defende-se que a(o) psicóloga(o) escolar, em sua futura prática profissional, utilize métodos de avaliação para identificar pontos fortes e necessidades das(os) estudantes com deficiência, de maneira que seja possível o desenvolvimento de intervenções, serviços e programas eficazes na promoção de inclusão escolar.(AU)

This study reflects on the contributions brought by the school psychologist to inclusive education, and discuss, albeit briefly, the future prospects of the profession in Brazil. For this purpose, a theoretical-documentary, reflexive-critical study was carried out. Data were collected from national and international sources, such as: books, journal articles, websites, legislation and official documents. This text is divided into four sections: a) The context of inclusive education in Brazil: a brief historical overview and legal milestones; b) Brief reflections on school psychology and its intersection with inclusive education in Brazil; c) Contributions of the school psychologist in Brazilian inclusive education: from the paths taken to the challenges; and d) Final reflections on the performance of the school psychologist in Brazilian inclusive education: achievements, challenges and future prospects. Based on this discussion, inclusive schools can only thrive in the country if we confront discriminatory practices and create alternatives to them, thus placing inclusive education in the center of school community debates. In such a process, the psychologist and the school play an important role in overcoming and changing this logic of exclusion. In this regard, the school psychologist in their future professional practice must use assessment methods to identify the strengths and needs of students with disabilities, so that they can develop effective interventions, services and programs to promote school inclusion.(AU)

Este estudio pretende hacer algunas reflexiones sobre las contribuciones del(la) psicólogo(a) escolar en la educación inclusiva, así como discutir brevemente sobre las perspectivas futuras de la profesión en Brasil. Para ello, se realizó un estudio teórico-documental, de carácter reflexivo-crítico. Se utilizaron fuentes de datos nacionales e internacionales, como libros, artículos de revistas, páginas electrónicas, legislación y documentos oficiales. Este texto está dividido en cuatro secciones: a) Conocer el contexto de la educación inclusiva en Brasil: breve recorrido histórico e hitos legales; b) Breves reflexiones sobre la psicología escolar y su interlocución con la educación inclusiva en Brasil; c) Contribuciones del(la) psicólogo(a) escolar en la educación inclusiva brasileña: de los caminos recorridos a los desafíos; y d) Reflexiones finales en torno a la actuación del(la) psicólogo(a) escolar en la educación inclusiva brasileña: logros, desafíos y perspectivas de futuro. Teniendo en cuenta estos apartados, la existencia de escuelas inclusivas en el país está condicionada al enfrentamiento de las prácticas discriminatorias y la creación de alternativas que las cambien, para que la educación inclusiva ocupe un lugar central en las discusiones de la comunidad escolar. Por ello, se reconoce el importante papel del(la) psicólogo(a) y de la escuela en la superación y cambio de la lógica de la exclusión. En esta dirección, se defiende que del(la) psicólogo(a) escolar en su futura práctica profesional utilice métodos de evaluación para identificar los puntos fuertes y las necesidades de los(las) alumnos(as) con discapacidad, de manera que sea posible el desarrollo de intervenciones.(AU)

A Bibliometric Analysis of Publications in the Web of Science Category of Educational Psychology in the Last Two Decades / Análisis bibliográfico de publicaciones en la categoría de psicología educativa de Web of Science en los dos últimos decenios

Educational psychology is a discipline with a relatively long and intricate history. This study contributes to the understanding of the most recent developments of educational psychology research through the exploration of 35,210 articles published in all journals indexed in the Web of Science educational psychology category for the 2000-2019 period. The results of the study show that the volume of research on educational psychology has doubled during this period and a few journals accumulate most of the research produced in the discipline. Most studies have been published in the English language and in the United States, although research produced in China has experienced the greatest growth. Recent research on educational psychology has predominantly addressed 16 research themes over the last 20 years, although research on child-age students, teaching and teacher education, learning and education, assessment and testing, socio-cultural diversity, learning environments, and educational measurement have captured the greatest attention. (AU)

La Psicología educativa es una disciplina con una historia relativamente larga e intrincada. Este estudio ayuda a conocer los desarrollos más recientes de la investigación en psicología educativa a través de la exploración de 35,210 artículos publicados en todas las revistas indexadas en la categoría de psicología educativa de Web of Science durante el período 2000-2019. Los resultados del estudio muestran que el volumen de investigación en psicología educativa se ha duplicado durante este período y unas cuantas revistas acumulan la mayor parte de la investigación producida en esta disciplina. La mayoría de los estudios se han publicado en inglés en Estados Unidos, aunque la investigación desarrollada en China ha experimentado el mayor crecimiento. Investigaciones recientes en psicología educativa abordan sobre todo 16 temas de investigación en los últimos 20 años, aunque la investigación en estudiantes en edad infantil, en enseñanza y educación del profesorado, aprendizaje y educación, evaluación y pruebas, diversidad sociocultural, entornos de aprendizaje y medición educativa han captado la mayor atención. (AU)

Informe de rotación electiva

El presente informe recupera la experiencia de trabajo y los aprendizajes alcanzados durante el proceso de rotación electiva en el tercer año de la Residencia Interdisciplinaria de Educación y Promoción de la Salud (RIEPS). En el mismo se presentan los objetivos de rotación; las actividades realizadas para alcanzar dichos objetivos; algunos obstáculos y dificultades; y se describen los principales aprendizajes y conclusiones. Además, se adjunta como anexo la evaluación realizada por la referente de rotación, Graciela Orfeo. La rotación electiva tuvo lugar en el Centro Feldenkrais Buenos Aires y se desarrolló por un período de seis semanas, desde el 08 de febrero al 19 de marzo de 2021. (AU)

La psicología educativa colombiana: un tránsito hacia el desarrollo / Colombian educational psychology: a path towards development

La psicología educativa ha sido objeto de diversos cambios a lo largo del tiempo y, al llegar a la Universidad Nacional de Colombia en 1948, los rasgos teóricos y paradigmáticos locales reflejaban, en alguna medida, lo que a nivel macro estaba ocurriendo dentro de la disciplina. Este rastreo teórico acerca del proceso de tránsito, crítica y cambio de la psicología educativa da un parámetro para entender de dónde viene, dónde está y hacia dónde va a nivel nacional. Como conclusión, se evidencia un tránsito hecho por la psicología educativa colombiana hacia un desarrollo, fortalecimiento, establecimiento y posicionamiento en un contexto cada vez más cambiante y exigente a través de los diversos paradigmas, metodologías, técnicas y modelos educativos existentes y desarrollados en la historia de la educación

Educational psychology has undergone various changes over time and, upon arriving at the National University of Colombia in 1948, the local theoretical and paradigmatic features reflected, to some extent, what was happening at the macro level within the discipline. This theoretical tracking on the process of transition, criticism and change of educational psychology gives a parameter to understand where it comes from, where it is and where it is heading at national level. In conclusion, there is evidence of a transition made by Colombian educational psychology towards a development, strengthening, establishment and positioning in an increasingly changing and demanding context through the various paradigms, methodologies, techniques and educational models existing and developed in the history of education

Introduction to special issue on the history of the future of proactive school psychology: Transcending the past, excelling in the present, and transforming the future.

This Special Issue celebrates the 75th anniversary of the formation of the Division of School Psychology of the American Psychological Association. As part of this milestone celebration, we envisioned a field that could be changed by transcending the past, excelling in the present, and transforming the future. We identified a seminal article written by Conoley and Gutkin (1995) that advocated for the implementation of a systemic, prevention-oriented, ecological framework that would allow school psychology to realize its promise. Conoley, Powers, and Gutkin (2020) provided a synopsis of progress and stagnation in a new paper that served as the nexus from which invited authors were asked to respond, each representing a different aspect of school psychology practice, science, and training. In light of the division anniversary, authors described the historical context of their domain, reflected on the present, and shared recommendations for the future of school psychology. Collectively these contributions discussed school psychology's achievement to date, identify its shortfalls, and offer actionable suggestions for future school psychologists. Transformation is critical now more than ever in light of current health and world concerns and school psychology training and practice issues related to social justice and psychological and educational change. School psychologists are called to become proactive agents of change if we are to help heal our fractured and wounded world. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

How is school psychology doing: Why hasn't school psychology realized its promise?

We take a look back to 1995 when Conoley and Gutkin shared their vision for an adult-focused practice of school psychology with a primary focus on developing health-promoting systems for schoolage children. We then look to the present to what has happened and not happened to substantiate their vision. We found very encouraging developments and continuing challenges in the research targets and practice roles of school psychologists. There is no shortage of evidence-based strategies to improve the school experience of all children. The opportunities offered by, for example, the Multi-Tiered Systems of Support paradigm are promising, but it is unclear whether school psychologists are assuming leadership roles in this work. Furthermore, incorporating postdoctoral specialties is a promising role expansion for school psychologists, but most of the specialties keep the psychologists' focus on individual child assessment and treatment. School psychology is a very large professional tent with room for many approaches to preventing childhood disorders and promoting behavioral and academic success. Graduate education and current practice seem to reflect the traditional test and place roles for psychologists that Conoley and Gutkin hoped to expand beyond 25 years ago. Research efforts and national organization supports are hopeful, however, for a reimagined practice of psychology that makes use of the powerful ecosystems that affect children's well-being. Much work is yet to be done. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future.

The purpose of this article was to historically review the field of school psychology for the 75th Anniversary of the founding of the Division of School Psychology (DSP) of the APA. Past and present proactive school psychology was evaluated and recommendations for the future were offered in light of historic APA DSP goals. Since its inception, the DSP has worked with APA to protect and expand school psychology as a foundational service area within health service psychology. This article examines the challenges in the field, highlights current issues, and calls for a proactive and transformational future. The article concludes with suggestions from history to adopt current approaches to emulate the transformative vision of proactive school psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

How the history of American Psychological Association Division 16 can shape the future of school psychology: Demonstrating organizational transformation.

Over the past 75 years, the history of Division 16 (School Psychology) has been integral to the science and practice of school psychology. As a constituent body of the American Psychological Association (APA), the division has advocated for role definitions and professional boundaries within APA and has represented the specialty of school psychology within the larger community of psychology. Since the convening of school psychology's Thayer Conference in 1955, the division has remained steadfastly committed to promoting the well-being of children. Toward this end, Division 16 has negotiated entry level debates between APA and the broad specialty of school psychology, sustained partnerships within and among APA and other organizations representing school mental health, elevated the place of technology in the profession of school psychology, and promoted the central importance of cultural competence and diversity within the discipline. The past contributions of Division 16 shape the future of the profession and the division in ways that are consistent with and add to Conoley, Power, and Gutkin's (2020) recommendations for strengthening school psychology's contributions to psychological health promotion and risk reduction in schools. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

School psychology training within a competency framework: Transcending the past, present, and future.

In this special issue, Conoley et al. (2020) repeat the call for a paradigm shift in school psychology graduate education from the individual level to the system level and from secondary and tertiary intervention to primary prevention and implementation science to optimize environments for children's overall health and success. This article describes how school psychology training, as organized by professional standards of practice and credentialing, has evolved to its current status as a recognized specialty of practice within psychology. A review of the history of the accreditation and approval of school psychology programs, as well as the current status of competencies within these standards and procedures are presented. In addition, school psychology as a distinct specialty; various certifications, credentials, and licensure; professional identities; and recent developments in technology, telehealth, and cross-state credentialing are examined. The article includes a summary of how competencies are reflected in the most recent revisions of American Psychological Association accreditation, National Association of School Psychologists approval standards, and credentialing organizations such as Association of State and Provincial Psychology Boards. Finally, we conclude with the assertion that development and adoption of these standards, competencies and professional recognition certifications, which are informed by the current zeitgeist in both health and education more broadly, might propel school psychology to fulfill the promise not yet achieved as outlined by Conoley and colleagues (2020). (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

This article provides reflections on several key elements important for establishing and sustaining successful research trajectories and scholarship within the field. Developed by several Lightner Witmer Award recipients, the article highlights several of Lightner Witmer's experiences and pioneering contributions, including the importance of his own mentors, collaborations with interdisciplinary professionals, and his emphasis on the relevance of scientific research programs and the practical implications for helping children. In an effort to move the field forward, we discuss important elements relevant to developing and sustaining successful research programs in school psychology including the importance of mentorship, collaboration, research methodologies, replicability, extramural funding, and dissemination. Throughout, we emphasize the importance of conducting research within the school context, which is consistent with the important influence of ecological systems articulated by Conoley, Powers, and Gutkin (2020), and reflects the hallmark of school psychology scholarship as an applied science. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework.

Conoley, Powers, and Gutkin (2020) called for an increased emphasis on models of psychological service delivery that are primarily indirect, adult-focused, and geared toward systems-level change in the schools. They asserted that research in school psychology should not focus on the problems of individual children and youth but address the "powerful ecosystems" that surround them. Although school- and system-wide interventions are certainly important and can have a positive impact on student outcomes, we contend that biopsychosocial models of human development that integrate the effects of genetics, personal characteristics and behaviors, environments, and broad social contexts are better frameworks for guiding future research in school psychology. In these models, the role of genetics is mediated by the family environment and broader social contexts to influence variability in cognitive, social-emotional, and behavioral domains of psychological functioning. These individual differences then interact with specific situations, leading to outcomes in educationally relevant behaviors, such as achievement, self-esteem, motivation, and peer relations. The focus of research in school psychology, therefore, should not be on "1 size fits all" school-wide interventions but rather on understanding how and why children and youth differ from one another and on translating research on the effects of genes, the environment, and their interplay into effective educational interventions. Research on bullying and victimization in schools is discussed as an example of the importance of taking a biopsychosocial ecological approach to studying complex behavior. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future.

In this article, we reflect on the evolution of school psychology practice from the past to the present, and share some thoughts about the future. Although school psychology programs provide training in consultation, prevention, social emotional development, counseling, and mental health interventions, school psychology practice is still dominated by assessment, and the specialty has yet to live up to its promise to address the multiple needs of an increasingly diverse student population. Today's practitioners need to be skilled in systems-level programing that is informed by cultural awareness, knowledge, and skills necessary to responsibly work toward the best outcomes for students and families from all cultural, ethnic, and racial backgrounds. As the demand for mental health and other services in schools continues to increase, we argue for a wholescale adoption of culturally adapted evidence-based practices to address the expanding role of school-based practice. Finally, we offer considerations from the social psychology literature that will help school psychologists prioritize behavioral health while also reducing disparities in educational attainment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Infusing global and intercultural perspectives to transform school psychology and school psychologists.

School psychology has been criticized for limited attention to and limited evidence-based resources for diverse populations in domestic and international settings, in part because of its foundations on psychological knowledge generated primarily in North America and Western Europe. Moreover, in the past 25 years, the profession has made insufficient progress in changing its focus toward an ecological systems perspective as initially envisioned by Conoley and Gutkin in 1995 and revisited in this issue. In this article, we embrace and expand that vision to include the infusion of global and intercultural perspectives into school psychology research, training, practice, policy, and advocacy as a means to address cultural diversity within local contexts across the globe, with a particular focus on school psychology within the United States. We begin with a discussion of terminology that addresses international and cross-cultural issues related to diversity. We then examine past and present perspectives and approaches to cultural diversity and globalization within school psychology and propose future directions for research, training, practice, policy, and advocacy within a global-intercultural perspective. We conclude with our reflections about transforming school psychology and school psychologists. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Progress will come in the balancing of needs: Professional desires, consumer demand, and why we have to specialize.

Conoley, Powers, and Gutkin (2020) have provided an assessment of the progress and lack thereof of school psychology as a profession toward school reformation, especially as related to their various earlier calls for changes in training and practice. Conoley and Gutkin especially (and I have been colleagues of both) have called for decades for an emphasis on working with teachers, other adults in the school system, and the school system itself to alter the delivery of education. In some earlier work, they have characterized this as adult school psychology. In many ways this is a reconceptualization of earlier mental health consultation models of school psychology practice that were not widely adopted for reasons Conoley et al. (2020) explain. School psychology has a long history of wanting to be seen and to practice differently from in a primary role of test and place, and indeed I would characterize the primary organizations that represent the profession (the National Association of Psychologists and the American Psychological Association's Division of School Psychology) as being in many ways antagonistic toward psychological testing. Yet, it is what most school psychologists are in fact hired to do as their primary role, and training in psychological testing and assessment is one of the key skills that sets us apart and distinguishes us from others in the schools. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Considerations for school psychology to realize its promise: Commentary on the special issue from early career school psychologists.

As early career scholars, we have benefitted from the recommendations made by Conoley and Gutkin nearly 25 years ago. Our training and applied experiences were closely aligned with Conoley and Gutkin's view of school psychology practice. Namely, the content of our courses and our practice of psychology in practicum and internship were reflective of an applied ecological orientation within a prevention framework rather than focused solely on individual level services. As we reflected on the articles in the special issue, and the state of the field moving forward, we identified 2 broad recommendations we believe are integral to realizing the promise of school psychology, the applied use of an implementation science lens and the explicit centering of equity and social justice in school psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Academic journals can and should contribute to the future of school psychology.

In this Perspective, Rich Gilman and Robin Codding (the current and outgoing editors of School Psychology) respond to Conoley, Power, and Gutkin's views of the role of academic journals to advance professional paradigm shifts. Based on both historical trends and current readership data, the authors provide several reasons that academic journals have and will continue to be a primary forum for discourse on how school psychology should evolve as a discipline. Nonetheless, academic journals have inherent limitations that hinder this discourse. The paper concludes with several recommendations that could enhance the contributions of academic journals to these discussions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Current status of pediatric topics in five school psychology journals: Publication trends between 2002 and 2019.

The American Psychological Association and the National Association of School Psychologists agree in parallel calls for school psychologists to develop pediatric-related competencies. To achieve these competencies, trainers and practitioners require a suitably supportive literature. Ideally, this literature would link pediatric knowledge to school-based practice and address evidence-based assessment and intervention. The present article updates prior research (Wodrich & Schmitt, 2003) on this topic by addressing the rate at which pediatric-related topics were published between 2002 and 2019 in five key journals: Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Review, and School Psychology Quarterly. To establish publication trends across time and to extend the earlier research, articles were first coded as either empirical or nonempirical, then coded further according to content (i.e., attention-deficit/hyperactivity disorder [ADHD], a pediatric condition [other than ADHD], professional role issue). The empirical subset of articles was additionally coded according to assessment, intervention, or general knowledge foci. The category comprising the greatest number of articles was pediatric condition (n = 121), followed by ADHD (n = 108) and professional role issue (n = 18). The most specific, commonly appearing pediatric topic was ADHD, as was true when the 2003 article was published, with a surge in empirical ADHD articles noted. The least common topic was pediatric professional role issues. Current trends highlight a need for future empirical articles related to assessment and, particularly, school-based intervention for non-ADHD pediatric health conditions. Limitations of the present research are also discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Validación de la escala de autoadscripción inclusiva en docentes secundarios de Chile / Validation of the inclusive self-ascription scale in secondary school teachers in Chile

El estudio tuvo como objetivo analizar la estructura interna y la fiabilidad del instrumento que fue construido para medir aceptación y disposición de la inclusión escolar, conceptualizada como la autoadscripción inclusiva. La metodología comprendió un diseño instrumental, con una muestra representativa y aleatoria de docentes secundarios de la provincia de Ñuble, Chile. El número de participantes fue de 548 docentes de ambos sexos, con edades entre 28 y 60 años. El instrumento utilizado fue una adaptación del Índice de Inclusión de Booth y Ainscow. Dentro de los resultados se distinguen seis dimensiones: enseñanza para el aprendizaje de todos, construyendo comunidad inclusiva, diseño curricular para la diversidad, políticas escolares para la diversidad, prácticas de inclusión en la escuela y desarrollo de cultura para la inclusión; estas dimensiones se agruparon en tres nuevos factores, nombrados prácticas pedagógicas, culturas inclusivas y políticas inclusivas. El nivel de confiabilidad del instrumento fue alto (α = .954)

This study aimed to analyze the internal structure and reliability of an instrument designed to measure the acceptance of and willingness for school inclusion, which has been conceptualized as inclusive self-ascription. The methodology includes an instrumental design, with a representative, random sample of secondary school teachers in the province of Ñuble, Chile. The number of participants was 548 teachers, male and female, aged between 28 and 60. The instrument used was an adaptation of the Index for Inclusion created by Booth and Ainscow. The results show six factors: teaching for learning for all, building an inclusive community, curricular design for diversity, school policies for diversity, inclusive practices in schools, and development of a culture for inclusion. These dimensions were clustered into three new factors, namely, pedagogical practices, inclusive cultures, and inclusive policies. The level of reliability of the instrument was high (α = .954)

Job crafting-satisfaction relationship in electrical/electronic technology education programme: Do work engagement and commitment matter? / La relación entre job crafting y satisfacción en un programa de tecnología eléctrica/electrónica: la importancia de la implicación y el compromiso

This study investigates the multiple mediating roles of work engagement and work commitment in the job crafting-job satisfaction relationship. The participants of the survey were 247 electrical/electronic technology education lecturers in Nigeria Universities. We applied bivariate correlation, regression and path analysis via 5000 re-samples bias corrected (BC) bootstrap method, and confirmatory factor analysis for data analyses. The findings showed that job crafting has positive significant prediction of work engagement, work commitment, and job satisfaction. We also found that work engagement and work commitment has positive significant prediction of job satisfaction. The path analytical results revealed that work engagement and work commitment has full multiple mediation on the job crafting-satisfaction relationship. In the same vein, work engagement partially mediated job crafting and work commitment relationship. Similarly, we found that work commitment partially mediated the relationship between work engagement and job satisfaction (AU)

Este trabajo investiga los diversos papeles mediadores de la implicación y el compromiso laborales que hay en la relación entre job crafting y satisfacción. En el estudio participaron 247 profesores de educación en tecnología eléctrica/electrónica de universidades nigerianas. Como análisis de datos se calculó la correlación bivariada, la regresión y el análisis de rutas mediante el método de bootstrap de 5.000 muestras con corrección de sesgos, así como el análisis de factores confirmatorio. Los resultados mostraron que el job crafting predice positivamente y de modo significativo la implicación y el compromiso laborales, así como la satisfacción. También se comprobó que la implicación y el compromiso laborales predicen positiva y significativamente la satisfacción laboral. Los resultados del análisis de rutas mostraron que la implicación y el compromiso laborales ejercen una total mediación múltiple en la relación entre job crafting y stisfacción. En el mismo sentido, la implicación laboral media parcialmente en la relación entre el job crafting y el compromiso laboral, lo mismo que se observó que el compromiso laboral mediaba parcialmente en la relación entre implicación laboral y la satisfacción (AU)

Scientific networks and research groups development. Educational Psychology case in Spain during the five-year periods 2004-2008 and 2009- 2013 / Evolución de las redes científicas y grupos de investigación. El caso de la psicología educativa en España durante los quinquenios 2004-2008 y 2009-2013

The aim of this study was to identify and understand the changes experienced in the scientific community groups of authors working in Spanish institutions and publishing articles in scientific journals included in the ‘Educational Psychology’ in the Web of Science during the period 2004 till 2013 and its membership and permanence in different research groups. A comparative study of groups and their composition over the five-year periods 2004-2008 and 2009-2013 was performed. The results indicated that there is an increase in the number of researchers and research groups working in the field of educational psychology, which is accompanied by an increase in the number of items, although in some cases the increase in the number of members in the group does not correspond to a significant increase in scientific production. It is noticeable the incorporation of a greater number of Spanish journals in the Web of Science, as are those that concentrate most of the scientific production in this discipline and are responsible to influence growth in the foundation data from the Web of Science of the Spanish scientific production in educational psychology

El objetivo de este estudio ha sido identificar y conocer los cambios experimentados en los grupos de la comunidad científica de autores que trabajan en instituciones españolas y que publican artículos en las revistas científicas incluidas en la categoría ‘Psychology Educational’ en la Web of Science durante el período 2004 hasta el 2013 y su pertenencia y permanencia en los diferentes grupos de investigación. Se realizó un estudio comparativo de los grupos y su composición a lo largo de los quinquenios 2004- 2008 y 2009-2013. Los resultados indicaron que existe un incremento en el número de investigadores y de los grupos de investigación en el ámbito de la psicología educativa, que viene acompañado de un aumento en el número de artículos, aunque, en algunos casos, el aumento en el número de integrantes en el grupo no se corresponde con un aumento significativo de su producción científica. Cabe destacar el papel que ha tenido la incorporación de un mayor número de revistas españolas en la Web of Science, ya que son las que concentran la mayor parte de la producción científica en esta disciplina