Parental Homework Involvement and Students’ Achievement: A Three-Level Meta-Analysis / Implicación de los Padres en los Deberes y Rendimiento Académico: un Meta-Análisis de Tres Niveles

Background: Applying a three-level meta-analysis, the goal of our investigation was to examine the relationship between parental homework involvement and students’ achievement, and to investigate whether certain study features could have resulted in the inconsistent results relating to this relationship from prior studies. Method: We identified a total of 28 studies (32 independent samples) with 252 effect sizes for a total of 378222 participants. Results: Our meta-analysis revealed an overall weak negative relationship between parental homework involvement and students’ achievement (r = −0.064, p < 0.001). The overall relationship was moderated by the dimension of parental homework involvement. Specifically, students’ achievement was positively related to autonomy support, but largely unrelated to content support, parental control, frequency, and mixed. Additionally, the overall relationship was moderated by achievement measure, grade level, and parent gender. Conclusions: Given that parental autonomy support was the only dimension that was positively related to students’ achievement, it would be important to conduct qualitative research that provides longitudinal descriptions of parent-child interactions relating to homework tasks as children make their transition from elementary to middle and high school.(AU)

Antecedentes: Mediante un meta-análisis de tres niveles, el objetivo de esta investigación fue examinar la relación entre la participación de los padres en los deberes escolares y el rendimiento académico de los estudiantes, así como estudiar el rol mediador en esta relación de ciertas variables que podrían haber estado relacionadas con algunos resultados inconsistentes en estudios primarios. Método: Se identificaron 28 estudios, con 252 tamaños del efecto, para un total de 378222 participantes. Resultados: Los resultados revelaron una débil relación negativa entre la implicación de los padres en los deberes y el rendimiento de los estudiantes (r = −0,064, p < 0,001). Esta relación fue moderada por el tipo de implicación parental. Específicamente, el rendimiento de los estudiantes se relacionó positivamente con el apoyo a la autonomía, pero no con el apoyo al contenido, el control de los padres, la frecuencia y la combinación de estas dimensiones. Además, dicha relación fue moderada por la medida de rendimiento, el curso de los estudiantes y el género de los padres. Conclusiones: Es necesaria más investigación cualitativa sobre lo que ocurre en torno a las interacciones entre padres e hijos a la hora de la realización de los deberes escolares.(AU)

PROTOCOL: Problem solving before instruction (PS-I) to promote learning and motivation in child and adult students.

This is the protocol for a Campbell systematic review. The objectives are as follows: The purpose of this review is to synthesize the evidence about the efficacy of problem solving before instruction (PS-I) to promote learning and motivation in students. Specifically, this review is designed to answer the following questions: To what degree does PS-I affect learning and motivation, relative to alternative learning approaches? To what extent is the efficacy of PS-I associated with the use of different design features within it, including the use of group work, contrasting cases, and metacognitive guidance in the initial problem-solving activity, and the use of explanations that build upon students' solutions in the explicit instruction phase? To what extent is the relative efficacy of PS-I associated with the contextual factors of activities used as control, age of students, duration of the interventions, and learning domain? What is the quality of the existent evidence to evaluate these questions in terms of number of studies included and potential biases derived from publication and methodological restrictions?

Self-Efficacy to Regulate Eating Behaviors Scale for Children: A Validation Study.

Self-efficacy has a strong influence on children's eating behavior. Feeling capable of regulating one's eating behavior is especially relevant in situations of activation while facing temptations or experiencing negative emotions. Despite the relevance, there is no validated measure to assess children's self-efficacy to regulate eating behaviors in these domains. The present study examines the psychometric properties of the Self-Efficacy to Regulate Eating Behaviors Scale for Children based on a sample of 724 elementary school children in Portugal. The sample was split randomly into two groups, and a principal component analysis with Group 1 and a confirmatory factor analysis with Group 2 were carried out. The scale comprises two distinct but related factors-self-efficacy to regulate eating behaviors in activation and temptation situations and self-efficacy to regulate eating behaviors in negative emotional situations. Moreover, self-efficacy to regulate eating behaviors was positively and statistically related to self-regulation processes toward healthy eating, declarative knowledge about healthy eating, and attitudes and perceptions toward healthy eating. The present study provides preliminary evidence that the Self-Efficacy to Regulate Eating Behaviors Scale for Children is valid and reliable for evaluating children's self-efficacy in regulating their eating behaviors.

Reading in COVID-19 Pandemic Times: A Snapshot of Reading Fluency of Portuguese Elementary School Students.

The development of reading skills foresees fluency in reading. Prior research has shown that during periods of absence from school, students are prone to showing setbacks in their learning. However, the literature presents mixed findings, possibly explained by the families' socioeconomic statuses. The present study aims to analyze fluctuations in learning acquisition, specifically in reading fluency, during the pandemic, when all students were absent from school for several months. Data were collected in two waves. The present study combines quantitative and qualitative data with an explanatory sequential approach. Participants were 52 3rd-graders and their teachers. The latter were enrolled in two-member check sessions. Statistically significant differences in speed (lower than expected) and prosody (higher than expected) were found between the two sessions. Considering ASE support (financial support for low-income families from the Portuguese government), data indicate that students benefiting from this support showed performances in accuracy and speed below the expected. Prosody scores were above the expected at both sessions. Findings may provide relevant insights to further understand fluctuations in students' reading fluency during long periods of absence from school; for example, data could help prevent learning setbacks due to summer vacations.

Homework Purposes in Eighth Grade Students: Identifying Student Profiles and Their Relationship with Homework Effort, Completion, and Achievement / Razones Para Hacer los Deberes Escolares: Identificación de Perfiles y su Asociación con el Esfuerzo Dedicado, los Deberes Completados y el Rendimiento

Background: The main objective of the research was (1) to identify different profiles of students based on three purposesthey had for homework (academic, self-regulatory and approval-seeking) and (2) to analyze their relationship with thehomework effort, completion, and math achievement. Method: The study involved 3,018 eighth-grade students fromvarious areas in China. Data were analyzed with Mplus using Latent Profile Analysis (LPA). Results: As hypothesized,four different profiles were identified: High Profile (high in all purposes; 13.39%), Moderate Profile (moderate in allpurposes; 56.63%), Low Profile (low in all purposes; 26.04%), and Very Low Profile (very low in all purposes; 3.94%).Belonging to a certain profile was related to the homework effort, completion, and math achievement: the higher thepurposes, the greater the homework effort, completion, and higher math performance. Conclusions: The results of ourstudy suggest certain similarities and consistency between individual groups (similar profiles) at different ages (i.e.,eighth and eleventh graders). Belonging to one or the other profile may have different consequences or implicationsboth for the student’s behavior (for example, in terms of their involvement in homework and academic achievement)and for the educational practice of teachers and families.(AU)

Antecedentes: El principal objetivo de la investigación ha sido (1) identificar diferentes perfiles de estudiantes a partirde tres de sus propósitos para realizar deberes (académico, auto-regulación y de búsqueda de aprobación) y (2) analizarsu relación con el esfuerzo dedicado a la realización de los deberes, la cantidad de deberes finalizados y el rendimientoen matemáticas. Método: El estudio involucró a 3,018 estudiantes de octavo grado de diferentes áreas geográficas deChina. Los datos se analizaron mediante Análisis de Perfiles latentes (LPA). Resultados: Se identificaron cuatro perfilesdiferentes: alto en los tres propósitos (13,39%), moderado en los tres propósitos (56,63%), bajo en los tres propósitos(26,04%) y muy bajo en los tres propósitos (3,94%). Pertenecer a un determinado perfil se relaciona significativay positivamente con el esfuerzo dedicado a los deberes, la cantidad de deberes finalizados y con el rendimiento enmatemáticas. Conclusiones: La pertenencia a uno u otro perfil puede tener diferentes consecuencias o implicacionestanto para el comportamiento del alumno (por ejemplo, en cuanto a su implicación en la realización de los deberes yrespecto del rendimiento académico) como para la práctica educativa de los profesores y las familias.(AU)

Short and Long-Term Effects on Academic Performance of a School-Based Training in Self-Regulation Learning: A Three-Level Experimental Study.

An experimental study was designed to analyze the effect of school-based training in self-regulation learning strategies on academic performance (Mathematics, Sciences, Language, and English). Class-level variables (i.e., gender, the teacher's teaching experience, class size) were considered and the effects of the intervention were measured at the end of the intervention and 3 months later. A sample of 761 students from 3rd and 4th grades (356 in the control condition and 405 in the experimental condition), from 14 schools, participated in the study. Data were analyzed using three-level analysis with within-student measurements at level 1, between-students within-classes at level 2, and between-classes at level 3. Data showed a positive effect of the intervention on student performance, both at post-test (d = 0.25) and at follow-up (d = 0.33) considering the four school subjects together. However, the effect was significant just at follow-up when subjects were considered separately. Student performance was significantly related to the students' variables (i.e., gender, level of reading comprehension) and the context (teacher gender and class size). Finally, students' gender and level of reading comprehension, as well as the teacher's gender, were found to moderate the effect of the intervention on students' academic performance. Two conclusions were highlighted: first, data emphasize the importance of considering time while conducting intervention studies. Second, more teaching experience does not necessarily translate into improvements in the quality of students' instruction.

"COVID-19 in Trials and Tribulations" Project: A Self-Regulation-Based Support Response for Confined Families through Social Networks.

The COVID-19 pandemic has placed today's society in an unprecedented scenario. During Portugal's first home confinement period (March-July 2020), the online-based "COVID-19 in Trials and Tribulations" project was implemented to support families with school-aged children. The project was grounded on the self-regulation framework and delivered through Facebook® and Instagram® pages. Being responsive to ongoing developments of the pandemic, activities were conveyed in two phases. Phase 1 occurred during lockdown (school was suspended). Phase 2 occurred while students were enrolled in at-distance (online) school. The present study aimed to examine the reach of the project, while examining the content and format of delivery that generated the most engagement among the users (4500 Facebook® effective followers; 1200 Instagram® effective followers) during the confinement period. Results showed that, at the individual page level, Facebook® had higher reach indicators compared to Instagram®, except for video. At the Facebook® post level, followers and users showed more engagement with the page prior to the at-distance schooling phase; however, videos still generated engagement (p = 0.002). Both the post type (p < 0.01) and frequency (p < 0.001) of publication were suggested to be good predictors of engagement. The information gathered will help design and inform future interventions that may be implemented as new lockdowns are set in place.

Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain.

Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen's previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen's. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

La consecución del funcionamiento psicológico pleno: la dimensión de crecimiento personal / Achieving full psychological functioning: the dimension of personal growth

Los grandes avances médicos logrados en las últimas décadas han posibilitado un inusitado aumento de la esperanza de vida en buena parte de la población mundial, especialmente en los países desarrollados. Sin embargo, este notable incremento de la salud física de las personas contrasta con las elevadas cifras de enfermedades mentales que asolan en numerosas sociedades contemporáneas. En aras de prevenir y reducir la alta incidencia de problemas de salud mental, en los últimos años estamos asistiendo a un creciente interés por el estudio científico de los recursos psicológicos personales como garante de un funcionamiento psicológico pleno. En consonancia con este planteamiento, numerosos enfoques psicológicos enfatizan la importancia de promover el desarrollo de las capacidades y potencialidades individuales, en la medida en que esta dimensión de crecimiento personal se erige en uno de los factores más genuinos y representativos del bienestar psicológico. El presente trabajo pretende profundizar en la comprensión de este pilar esencial del bienestar humano. En primer lugar, se realiza un sucinto recorrido histórico del constructo crecimiento personal, desde su pionera concepción aristotélica hasta su operativización por parte de psicólogos relevantes como Maslow, Rogers, Jung o Frankl, entre otros. Estas aportaciones conforman la raíz por la que se nutre la psicología contemporánea a la hora de explicar y definir este tópico. En concreto, y apoyándonos en diferentes teorías, enfoques y corrientes psicológicas ampliamente aceptadas en la actualidad, analizamos en este artículo aquellos recursos más estrechamente asociados al crecimiento personal, entre los que se encuentran la autodeterminación, el estado de fiujo, el mindfulness, la compasión y el capital psicológico.(AU)

The great medical advances achieved in the last decades have allowed an unusual increase in life expectancy in a large part of the world population, especially in developed countries. However, this remarkable improvement in the physical health of people contrasts with the high numbers of mental illnesses that plague in many contemporary societies. In order to prevent and reduce the high incidence of mental health problems, in recent years we are witnessing a growing interest in the scientific study of personal psychological resources as a guarantor of full psychological functioning. In line with this approach, numerous psychological proposals emphasize the importance of promoting the development of individual capacities and potentialities, to the extent that this dimension of personal growth stands as one of the most genuine and representative factors of psychological well-being. This paper aims to deepen the understanding of this core pillar of human well-being. Firstly, there is a brief historical journey of the personal growth construct, from its pioneering Aristotelian conception to its operationalization by relevant psychologists such as Maslow, Rogers, Jung or Frankl, among others. These contributions constitute the root for which contemporary psychology is nourished when explaining and defining this topic. In particular, and relying on different theories, approaches, and psychological currents widely accepted today, secondly, we analyze in this paper those resources most closely associated with personal growth, among which are self-determination, fiow, mindfulness, compassion, and psychological capital.(AU)

Psychometric Properties of Parental Burnout Assessment and Prevalence of Parental Burnout: A Person-Centered Approach / Propiedades psicométricas del Parental Burnout Assessment y prevalencia del burnout parental: un enfoque personal

ResumenAntecedentes/Objetivo: Con esta investigación se pretendió estudiar la estructura del Parental Burnout Assessment (PBA), averiguar si los padres combinan las dimensiones del PBA en términos de perfiles y, finalmente, analizar los niveles de prevalencia. Método: Se analizaron las respuestas de 438 madres y padres con análisis factorial confirmatorio y análisis de perfiles latentes. Resultados: Se obtuvo evidencia tanto de validez (estruc-tural) como de fiabilidad (consistencia interna) del PBA. En base a las cuatro dimensiones del PBA se identificaron cuatro perfiles de agotamiento. Tanto desde una perspectiva centrada en la variable como desde una perspectiva centrada en la persona, se obtuvie-ron niveles muy altos de burnout parental. Conclusiones: Los resultados del estudio indi-can que el PBA es un instrumento válido y fiable (pudiéndose utilizar tanto los puntajes particulares de las dimensiones como el puntaje general). Asimismo, el nivel de las cua-tro dimensiones, en los cuatro perfiles de burnout parental, es similar dentro de cada perfil, pero diferente entre los perfiles. Finalmente, en comparación con el porcentaje indicado por estudios previos (3,2%), el nivel de prevalencia de burnout parental deriva-do de nuestro estudio es muy alto (sobre un 26%).

AbstractBackground/Objetive: The objective of this research is threefold. First, to study the structure of the Parental Burnout Assessment (PBA); second, to learn whether parents combine the dimensions of PBA in profiles; and third, to analyze the prevalence levels of parental burnout. Method: To address these objectives, the responses of 438 mothers and fathers were analyzed with confirmatory factor analysis and latent profile analysis. Results: Strong evidence of validity (structural) and reliability (internal consistency) of the PBA was found. Four parental burnout profiles were identified. Moreover, from a variable-centered perspective and a person-centered perspective, very high levels of parental burnout were found. Conclusions: Data indicate that the PBA is a reliable and valid instrument and suggest that practitioners may use the particular scores of the dimensions or the overall score. Likewise, the level of the four dimensions in the four parental burnout profiles (PBP) is similar within and different between profiles. Finally, the prevalence level of parental burnout is very high (over 26%) compared to data from previous studies (3.2%).

A Cross-Sectional Study to Measure Physical Activity with Accelerometry in ADHD Children according to Presentations.

(1) Background: Attention deficit hyperactivity disorder (ADHD) is a common mental disorder affecting 5-7% of school-aged children. Previous studies have looked at the effects of physical activity interventions on the symptoms of ADHD, although few have compared the motor behavior of children with ADHD versus those without. This exploratory study provides detailed information on the patterns and intensity of physical activity and sedentary behavior in children with ADHD as measured by Actigraph GT3X accelerometry, as well as the differences in physical activity in the different presentations of ADHD; (2) Methods: A cross-sectional design was used with a sample of 75 children, aged 6 to 12 years, with and without ADHD. The ADHD group had a previous diagnosis, determined by clinical assessment based on DSM-5 criteria; (3) Results: Physical activity levels were higher in children with ADHD compared to children without ADHD, but there was no difference in sedentary time between groups during weekdays or weekends. Physical activity decreased with age, with significant differences in the ADHD group, who exhibited more minutes of moderate Physical activity in 6-7 year-olds than 10-11 year-olds during weekdays and weekends; (4) Conclusions: Sedentary time increased by age in children without ADHD, and there was a decrease in moderate-intensity physical activity time in children with ADHD by age.

Psychometric Properties of Parental Burnout Assessment and Prevalence of Parental Burnout: A Person-Centered Approach.

BACKGROUND/OBJETIVE: The objective of this research is threefold. First, to study the structure of the Parental Burnout Assessment (PBA); second, to learn whether parents combine the dimensions of PBA in profiles; and third, to analyze the prevalence levels of parental burnout. METHOD: To address these objectives, the responses of 438 mothers and fathers were analyzed with confirmatory factor analysis and latent profile analysis. RESULTS: Strong evidence of validity (structural) and reliability (internal consistency) of the PBA was found. Four parental burnout profiles were identified. Moreover, from a variable-centered perspective and a person-centered perspective, very high levels of parental burnout were found. CONCLUSIONS: Data indicate that the PBA is a reliable and valid instrument and suggest that practitioners may use the particular scores of the dimensions or the overall score. Likewise, the level of the four dimensions in the four parental burnout profiles (PBP) is similar within and different between profiles. Finally, the prevalence level of parental burnout is very high (over 26%) compared to data from previous studies (3.2%).

ANTECEDENTES/OBJETIVO: Con esta investigación se pretendió estudiar la estructura del Parental Burnout Assessment (PBA), averiguar si los padres combinan las dimensiones del PBA en términos de perfiles y, finalmente, analizar los niveles de prevalencia. MÉTODO: Se analizaron las respuestas de 438 madres y padres con análisis factorial confirmatorio y análisis de perfiles latentes. RESULTADOS: Se obtuvo evidencia tanto de validez (estructural) como de fiabilidad (consistencia interna) del PBA. En base a las cuatro dimensiones del PBA se identificaron cuatro perfiles de agotamiento. Tanto desde una perspectiva centrada en la variable como desde una perspectiva centrada en la persona, se obtuvieron niveles muy altos de burnout parental. CONCLUSIONES: Los resultados del estudio indican que el PBA es un instrumento válido y fiable (pudiéndose utilizar tanto los puntajes particulares de las dimensiones como el puntaje general). Asimismo, el nivel de las cuatro dimensiones, en los cuatro perfiles de burnout parental, es similar dentro de cada perfil, pero diferente entre los perfiles. Finalmente, en comparación con el porcentaje indicado por estudios previos (3,2%), el nivel de prevalencia de burnout parental derivado de nuestro estudio es muy alto (sobre un 26%).

Parental Involvement in Homework During Covid-19 Confinement / Implicación Parental en los Deberes Escolares Durante el Confinamiento por Covid-19

Background: The purpose of this study was to compare parents’ involvement in students’ homework during COVID-19 confinement and their involvement in normal circumstances. Method: 628 parents of elementary and high school students completed a questionnaire about their family and family involvement in their children’s homework. To address the objective, data were examined using mean differences and analysis of variance. Results: As predicted, the COVID-19 situation led to more time spent doing homework for students, as well as higher levels of conflict and stress within the family. In addition, parents reported having increased their homework management during confinement in terms of emotional and motivational support for their children compared to normal circumstances. Finally, the data showed more conflicts and family involvement in the families of children with special needs compared to families of children without special needs. Conclusions: The time spent in confinement posed many challenges to families’ routines and the data indicated a lack of resources available for families to manage their children’s tasks, as well as an increase in family stress and conflicts.(AU)

Antecedentes: El propósito de este estudio fue comparar la implicación de los padres en los deberes de los hijos durante el período de confinamiento por Covid-19 con la implicación en circunstancias normales. Método: 628 padres de alumnos de Primaria y Secundaria respondieron a cuestiones sobre características de la familia y su implicación en los deberes escolares de los hijos. Para abordar el objetivo, los datos se estudiaron mediante diferencias de medias y análisis de varianza. Resultados: La situación de confinamiento llevó a que los estudiantes dedicaran más tiempo a hacer los deberes, así como a niveles más altos de conflictos y estrés dentro de la familia. Además, los padres informaron haber aumentado su implicación en los deberes en cuanto a apoyo emocional y motivacional dedicado a sus hijos en comparación con las circunstancias normales. Finalmente, se obtuvieron datos que muestran mayor cantidad de conflictos y estrés en familias con niños con necesidades especiales. Conclusiones: El confinamiento planteó muchos desafíos para las rutinas de las familias, observándose una falta de recursos disponibles de las familias para implicarse adecuadamente en las tareas escolares de sus hijos, así como un aumento del estrés y los conflictos familiares.(AU)

Food Availability, Motivational-Related Factors, and Food Consumption: A Path Model Study with Children.

The promotion of children's healthy eating is a key public health priority. However, children's food consumption is a complex phenomenon with several contributing factors, and there is a call to continue developing comprehensive models with several variables acting simultaneously. The present study aimed to examine the role different motivational-related variables (e.g., self-regulation, self-efficacy) may play in children's consumption of healthy and unhealthy foods. To address this goal, data were collected in a sample of 242 fifth and sixth graders with access to both healthy and unhealthy foods at home. A path model was conducted to analyze networks of relationships between motivational-related variables and children's healthy and unhealthy eating. The gender variable was included as a covariate to control its effect. The data showed that self-regulation for healthy eating mediates the relationship between the predictor variables (i.e., knowledge, attitude, and self-efficacy) and the type of food consumption (healthy and unhealthy). Current data contribute to understanding the complexity behind food consumption by providing a comprehensive model with motivational-related factors associated with both healthy and unhealthy eating. The present findings are likely to help inform the development of early preventive interventions focused on the promotion of healthy eating.

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities.

Nowadays, how to encourage students' reflective thinking is one of the main concerns for teachers at various educational levels. Many students have difficulties when facing tasks that involve high levels of reflection, such as on STEM (Science, Technology, Engineering and Mathematics) courses. Many also have deep-rooted anxiety and demotivation towards such courses. In order to overcome these cognitive and affective challenges, researchers have suggested the use of "Problem-Solving before Instruction" (PS-I) approaches. PS-I consists of giving students the opportunity to generate individual solutions to problems that are later solved in class. These solutions are compared with the canonical solution in the following phase of instruction, together with the presentation of the lesson content. It has been suggested that with this approach students can increase their conceptual understanding, transfer their learning to different tasks and contexts, become more aware of the gaps in their knowledge, and generate a personal construct of previous knowledge that can help maintain their motivation. Despite the advantages, this approach has been criticized, as students might spend a lot of time on aimless trial and error during the initial phase of solution generation or they may even feel frustrated in this process, which might be detrimental to future learning. More importantly, there is little research about how pre-existing student characteristics can help them to benefit (or not) from this approach. The aim of the current study is to present the design and implementation of the PS-I approach applied to statistics learning in undergraduate students, as well as a methodological approach used to evaluate its efficacy considering students' pre-existing differences.

"More Than Buying Extra Fruits and Veggies, Please Hide the Fats and Sugars": Children's Diet Latent Profiles and Family-Related Factors.

Promoting children's healthy diets is a key public health priority. Family can play a relevant role in children's eating patterns. The goals of the current research were to identify different latent diet profiles in children based on their food consumption and to assess the relationship between profiles and family-related factors. A total of 678 school-aged children from the fifth and sixth grades participated. The study design was cross-sectional and questionnaire based. Research assessed healthy (fruit and vegetables) and unhealthy (fast food, sugar-sweetened beverages, and candies) food consumption and family-related factors. A latent profile analysis and multivariate data analysis were developed. Four diet profiles were identified: Combined Diet, Mainly Healthy Diet, Mainly Unhealthy Diet, and Very Unhealthy Diet. Nearly half of the children (45.22%) showed a Combined Diet profile, meaning that they reported eating nearly the same amount of healthy and unhealthy types of foods. Associations between the diet profiles, family income, and food availability were found. For example, the Mainly Healthy Diet profile was statistically associated with a higher family income and less access to unhealthy foods. The present study reinforces the idea that profiling diets can allow for a tailored healthy eating intervention model according to the specific needs of each diet profile.

The Mediator Role of Routines on the Relationship between General Procrastination, Academic Procrastination and Perceived Importance of Sleep and Bedtime Procrastination.

BACKGROUND: Sleep plays a key role in our overall function, and sleep insufficiency has been highlighted as a major health issue. 'Bedtime procrastination'-i.e., needlessly delaying the time one goes to bed without external reasons-is one reason for sleep insufficiency. The present research aims to explore the interrelationships among Bedtime Procrastination, other domains of Procrastination, and routine-related variables. METHODS: The mediating effects of Wake-up Time and Dinner Time on the relationship between Bedtime Procrastination and General Procrastination, Academic Procrastination, and Perceived Importance of Sleep were tested. Self-reported questionnaires were used, and the sample comprised of 446 university students. RESULTS: A partial mediation model was found. General Procrastination, Academic Procrastination, and Perceived Importance of Sleep showed direct effects on Bedtime Procrastination. Moreover, Academic and General Procrastination were positively associated with Bedtime Procrastination, whereas Perceived Importance of Sleep was negatively associated with Bedtime Procrastination. Indirect effects of the Perceived Importance of Sleep and General Procrastination, as mediated by Wake-up Time and Dinner Time, on Bedtime Procrastination were also found. CONCLUSIONS: Personal routines (Wake-up Time and Dinner Time) along with individual characteristics (General and Academic Procrastination) and beliefs (perceived importance of sleep) may affect Bedtime Procrastination. Present results highlight the complexity of Bedtime Procrastination.

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing.

In keeping with the growth in the development of healthy environments in organizational contexts, in recent years, there has also been increasing interest in the identification of personal psychological resources that contribute to improved worker mental health. From this proactive approach, this study examines the mediating role of flourishing in the relationship between psychological capital (PsyCap) and burnout in teachers, a professional group that is particularly prone to suffering from this syndrome. A total of 1379 teachers from pre-school, primary, secondary, and vocational education systems participated in the study. The mediating effect of flourishing was determined via mediation analysis using the PROCESS macro. The results showed that flourishing partially mediates the negative effect of PsyCap on the three symptoms of burnout (emotional exhaustion, depersonalization, and lack of professional accomplishment). These findings indicate that both PsyCap and flourishing may be effective personal resources in reducing teacher burnout. Therefore, in order to prevent burnout, it is advisable to design interventions that combine PsyCap and flourishing.

Online Homework Distraction Scale: A Validation Study / Online Homework Distraction Scale: un Estudio de Validación

BACKGROUND: Increasingly, postsecondary students enroll in distance learning courses and complete homework online, which extends their learning opportunities regardless of where they are. Online homework requires self-control from students to cope with conventional and tech-related distractors, however research on this topic is scarce. There is a need to develop an instrument to assess online homework distractions in higher education. METHOD: This study examined the psychometric properties of the Online Homework Distraction Scale (OHDS) based on 612 undergraduates in China. After randomly dividing the sample into two groups, we carried out a principal component analysis (PCA) with one group and confirmatory factor analysis (CFA) with another group. RESULTS: Both PCA and CFA findings indicated that tech-related distraction and conventional distraction were empirically indistinguishable for college students. Given acceptable measurement invariance, the latent factor mean was examined over gender for all participants and found that men were more distracted while doing online homework. Concerning validity evidence, in line with theoretical predictions, the OHDS was negatively related to online homework expectancy, value, effort, and time management. CONCLUSIONS: Our study provides strong evidence that the OHDS is a valid and reliable instrument for measuring online homework distraction

ANTECEDENTES: el aprendizaje online requiere del autocontrol para hacer frente a los distractores convencionales y los relacionados con las nuevas tecnologías. En la Educación Superior, existe la necesidad de desarrollar un instrumento para evaluar los distractores a la hora de realizar las tareas para casa en modo online. MÉTODO: el estudio examinó las propiedades psicométricas de la Online Homework Distraction Scale (OHDS). Participaron 612 estudiantes universitarios de China. La muestra fue dividida aleatoriamente en dos grupos. Se realizó Análisis de Componentes Principales (ACP) con un grupo y Análisis Factorial Confirmatorio (AFC) con el otro grupo. RESULTADOS: los resultados del ACP y del AFC indicaron que la distracción relacionada con la tecnología y la distracción convencional eran empíricamente indistinguibles. Constatada una invariancia de medida aceptable, se examinó la media del factor latente sobre el género para todos los participantes. Los hombres se distraen más que las mujeres mientras realizan las tareas online. Con respecto a la evidencia de validez, el OHDS se relacionó negativamente con la expectativa, el valor, el esfuerzo y la gestión del tiempo. CONCLUSIONES: hay evidencia sólida de que el OHDS es un instrumento válido y fiable para medir el nivel de distracción en tareas online

Personal and Instructional Variables Related to the Learning Process in Postgraduate Courses / Variables Personales e Instruccionales Relacionadas con el Proceso de Aprendizaje en los Estudios de Postgrado

BACKGROUND: The aim of the present study was to analyze the relationship between different student characteristics (gender, reason for choosing the master's degree and specialty), the instructional context (perceived quality of the instructional process), and the characteristics of the learning process (practical learning strategies and study approach) in postgraduate study. METHOD: 621 students completed the Motivated Strategies for Learning Questionnaire, the Inventory of Study Processes, the Inventory of Self-Regulatory Learning Processes and a questionnaire developed ad hoc about instructional processes. RESULTS: The data indicates notable differences between men's and women's involvement in their postgraduate study. Furthermore, the results also suggest that it is only when postgraduate courses are done for vocational reasons and students receive quality instruction that the two factors ensure students prioritize deep learning processes (e.g., significant learning, reflections on meaning, comprehensive learning) versus a surface learning approach. (e.g., memorization, lack of reflection). CONCLUSIONS: The results may be of interest for the design of postgraduate university education policy in relation to the selection processes for both students and teachers

ANTECEDENTES: en el presente estudio se pretendió analizar la relación entre diferentes características del estudiante (género, el motivo de la realización del máster y la especialidad realizada) y del contexto instruccional (percepción de la calidad del proceso instruccional recibido) y las características del proceso de estudio (estrategias de aprendizaje utilizadas y enfoque de estudio) en los estudios de postgrado. MÉTODO: 621 estudiantes contestaron al Motivated Startegies for Learning Questionnaire, al Inventario de Procesos de Estudio, al Inventario de Procesos de Autorregulación del Aprendizaje y a un cuestionario construido ad hoc sobre procesos instruccionales. RESULTADOS: los datos obtenidos muestran diferencias importantes en la implicación de hombres y mujeres en su formación de postgrado. Asimismo, también sugieren que únicamente cuando se accede a los estudios de postgrado por motivos vocacionales y, una vez dentro, se tiene lugar un proceso instruccional de calidad está garantizado que los estudiantes prioricen procesos de aprendizaje profundo (e.g., significativo, comprensivo) sobre el uso de un enfoque de estudio superficial (e.g., memorístico, sumativo). CONCLUSIONES: se concluye que los resultados obtenidos pueden tener interés para el diseño de la política educativa universitaria de postgrado, de cara al proceso de selección tanto de los estudiantes y como del profesorado