La inteligencia emocional en el ámbito educativo: un meta-análisis / Emotional intelligence in the educational field: a meta-analysis

La Inteligencia Emocional es un factor clave que repercute en el bienestar social y mental de los alumnos, lo que les facilita a comprender su entorno y a tomar decisiones acertadas ante las diversas situaciones conflictivas que surgen diariamente. Lo que pone de manifiesto que este constructo debe de ser desarrollado de forma continua por medio de las entidades educativas. Por ello, se ha desarrollado un metaanálisis con el fin de comprobar el grado de fiabilidad, así como los beneficios que reportan los programas de implementación de Inteligencia Emocional en el alumnado. La búsqueda bibliográfica se ha realizado en las bases de datos Web of Science, SCOPUS y PubMed, obteniendo un total de 20 artículos relacionados con la temática analizada. Solam ente se incluyeron artículos de tipo longitudinal, con los que se obtuvo un tamaño del efecto medio de 0.73. Al analizar la efectividad según etapa educativa, destacar que la Educación Primaria fue la que mejores resultados obtuvo (TE=0.95), seguida de la Educación Secundaria. Entorno a la duración de los programas, se obtuvo que los de duración media fueron los que mejor resultados reportaron. Asimismo, los datos más elevados se detectaron en aquellos programas que utilizaron como instrumentos de evaluación los de rasgos de personalidad. Llegando a la conclusión de que mayoritariamente los programas contribuyen al desarrollo y a la potenciación de la Inteligencia Emocional de los alumnos, los cuales los dotan de las habilidades necesarias para afrontar las situaciones que acontecen en el día a día, así como de la capacidad para sentirse auto-realizados con las tareas llevadas a cabo y con el esfuerzo aplicado

Currently Emotional Intelligence is a key factor that affects the social and mental wellbeing of students, helping them to regulate and manage their emotions, which makes it easier for them to understand their environment and make the right decisions in the face of the different stressful moments that arise daily in class. which emphasizes that it must be a continuous and progressive element developed through educational entities. Hence the intention to carry out a meta-analysis in order to know the degree of reliability as well as the benefits reported by the programs of implementation of Emotional Intelligence in the students. The bibliographic search was carried out in the Web of Science, SCOPUS and PubMed database, obtaining a total of 20 articles published in the last two decades related to the subject analyzed and which met the inclusion criteria. Only longitudinal articles were included with which a meta-analysis was carried out, obtaining an average effect size of 0.73, analyzing in turn the effectiveness according to educational stage and duration of implementation, with Primary Education obtaining the best results. results according to the application of the programs (TE = 0.95), followed by Secondary Education, in turn, the effectiveness of the interventions was analyzed according to the duration of the program, obtained that the medium-term programs were the ones that reported the best results to the students. Reaching the conclusion that most of the programs contribute to the development and empowerment of the Emotional Intelligence of the students, equipping them with the necessary skills to face the situations that take place on a daily basis, as well as the ability to feel self-realized with the tasks carried out and with the applied effort

Differences in specific learning disability identification with the Woodcock-Johnson IV.

The Ability Achievement Discrepancy model remains the primary identification method used by school personnel. This study examined identification of a specific learning disability using the Ability Achievement Discrepancy model with the Woodcock-Johnson IV (WJ-IV). Two different test scores can be used to represent the ability construct: one that maintains the overlap between intelligence quotient (IQ) and basic psychological processes (i.e., general intellectual ability) and one that mostly removes the overlap between IQ and basic psychological processes (i.e., fluid-crystallized intelligence). The study included 3,736 individuals from the WJ-IV standardization sample to ascertain whether different proportions of individuals were identified by the 2 methods as well as identify which tests contributed to the differences. χ2 tests of independence and absolute ratios were used to examine the proportion of individuals identified; a multivariate analysis of variance and follow-up Tukey honestly significant differences were conducted to determine whether the groups of individuals identified in each model differed on their academic achievement scores, and Mann-Whitney U tests were used to identify the tests that contributed to differences in identification rates. The results indicated that different proportions of individuals were identified as a function of the IQ score used, even though achievement scores were generally similar across identification methods. Black students were overrepresented and White students were underrepresented compared with their proportion in the total sample. Discrepancy profiles largely varied as a function of the internal psychometrics of the WJ-IV rather than characteristics of the individual. Implications for practice and methodological limitations are reviewed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Intervention programs in educational psychology: bridging research and practice / Programas de intervención en psicología educativa: tendiendo puentes entre la investigación y la práctica

The term evidence-based intervention has been increasingly used in educational research. Calls for the use of intervention programs based on supportive empirical evidence rely in the recognition that the likelihood of achieving positive results when implementing such programs increases. Nevertheless, the gap between research and practice remains also in Spanish-speaking countries. Using examples from the area of reading research, this work aims at promoting the reflection and discussion about the relationship between scientific evidence and school practice, particularly in the context of Spanish-speaking countries. On the one side, there is the importance of generating evidence through the design of high-quality studies based on both sound theoretical background and high methodological standards. On the other side, there is the value of professional experience gathered by the teachers in very diverse school realities. How can we build a bridge to connect these two indispensable parts in order to be able to better serve the populations of interest? We defend the need of developing a sustainable collaborative system between the research community and the educational centers that enables continuous exchange and reciprocal support in longer lasting relationships

El término intervención basada en evidencia se está utilizando cada vez más en la investigación educativa. La necesidad de llevar a cabo programas de intervención basados en evidencia científica se fundamenta en que la probabilidad de lograr resultados positivos al implementar dichos programas es mayor. Sin embargo, la brecha entre la investigación y la práctica se mantiene en los países de habla hispana. Utilizando ejemplos del área de investigación en lectura, este trabajo tiene como objetivo promover la reflexión y la discusión sobre la relación entre la evidencia científica y la práctica educativa, particularmente en el contexto de los países hispanohablantes. Por un lado, existe la importancia de generar evidencia a través del diseño de estudios de alta calidad basados tanto en sólidos antecedentes te ó ricos como en altos estándares metodológicos. Por otro lado, existe el valor de la experiencia profesional de los profesores en realidades escolares muy diversas. ¿Cómo podemos construir puentes para conectar estas dos partes indispensables y atender mejor a las poblaciones de interés? Defendemos la necesidad de desarrollar un sistema de colaboración sostenible entre la comunidad científica y la educativa que permita el intercambio continuo y un apoyo recíproco mediante relaciones más estables

Public educational psychology services in Israel on the internet.

BACKGROUND: The public Educational Psychology Services provide mental health services for children and youth in Israel, alongside the Ministry of Health and the Ministry of Social Affairs and Services. The Psychological and Counseling Services Division of the Ministry of Education (known as SHEFI - Sherut Psychology Yeutzi), funds and supervises local Educational Psychology Services which are aimed at supporting child development and enhancing the emotional welfare of children and their families. The demand for the services of educational psychologists is increasing. Yet this demand is not being met due to the insufficient number of job slots allocated, the geographical distances in outlying peripheral areas, the already high loads in the psychologists' daily routine, and other such problems. A wide range of effective psychological services can be offered via the internet. The internet therefore has the potential to serve as a useful and efficient missing link between the high demands for educational psychology services on the one hand and the ability and desire among educational psychologists to meet those needs on the other. Moreover, even if the services were fully staffed, the resources would still be insufficient to provide personal (face-to-face) treatment for all, so that internet-based access to services would still need to be developed. Those services provide unique advantages such as overcoming distance and enabling higher availability of mental health professionals. The objectives of the current study were to describe the prevalence of public educational psychology services available online in Israel, with specific focus on the Arab minority and the peripheral regions, and to highlight the benefits of expanding those services. METHOD: During 2016, we conducted a survey comprising all 252 Public Educational Psychology Service units in Israel (n = 170 in the Jewish sector, and n = 82 in the Arab sector). The method used to search for online sites was in line with the actions taken by an average end-user searching for information on the internet. RESULTS: The survey found that 125 of the units in the Jewish sector (73.5% of those units) and all 82 units in the Arab sector had no online site at all, constituting 82.2% of all the units in Israel. Of the 45 Jewish websites located by the survey, 42 (93.3% of the sites) were not user friendly (not interactive), and only three offered the possibility of interacting with psychologists (6.7% of the sites). Nevertheless, all the sites (n = 45) offered a high degree of quality and variety that exceeded basic information. CONCLUSION: We believe that the presence of educational psychologists on the internet is essential in order to meet the challenges presented by the growing needs of students, parents and teachers in the current digital era. The survey revealed that the public educational psychology system in Israel has not yet bridged the technological gap. Special attention should be directed to the peripheral regions and to the Arab sector, where the technological services can make a significant contribution. The local public services' attempts to create and operate websites (45 Jewish websites according to the survey), are indicative of the determination to offer psychological support to the community at large, and of the ambition to overcome availability and accessibility problems. The concept of internet services might be useful not only for the SHEFI, but also for the array of mental health services for children and youth in Israel. Thus, we recommend that a policy should be formulated regarding internet-based mental health services for children and youth in Israel, and we call for a collaboration between the various ministries in implementing this process.

Rationale an dapplicability of exploratory structural equation modeling (ESEM) in psychoeducational contexts / Fundamentos y aplicabilidad del Modelado Exploratorio de Ecuaciones Estructurales en contextos psicoeducativos

Background: In last few years, the use of confirmatory factor analysis (CFA) has become dominant in structural validation of psychological tests. However, the requirement of latent variables only loading on specific target items introduces some constraints on the solutions found, namely a factor solution that links some items only in one specific dimension. The most recent use of exploratory structural equation modeling (ESEM), which allows items to be predominantly related to a factor, with non-zero loadings on other factors, has been identified as the one that best respects the proper functioning of the assessed psychological attributes. Method: In this study we compared the two approaches to structural validity using the answers of a sample of 2,478 first-year higher education students to a multidimensional questionnaire of academic expectations. Results: The results show clear gains in information collected when combining CFA and ESEM. Conclusions: In conclusion, some implications are highlighted for research and practice of psychological assessment (AU)

Antecedentes: en los últimos años, el uso del Análisis Factorial Confirmatorio (AFC) se ha convertido en un tipo de análisis predominante en la validación de tests psicológicos. Sin embargo, el requisito de que las variables latentes únicamente carguen sobre algunas de las respectivas dimensiones de destino conlleva algunas restricciones a las soluciones obtenidas; es decir, una solución factorial que requiere la vinculación de ciertos ítems solo en una dimensión. El uso más reciente del Modelo Exploratorio de Ecuaciones Estructurales (ESEM), que permite que los ítems puedan ser predominantemente relacionados con un factor y con cargas diferentes a cero en otros factores, ha sido identificado como aquel que mejor respeta el buen funcionamiento de los atributos psicológicos evaluados. Método: en este estudio, con las respuestas de una muestra de 2.478 estudiantes de primer año de la enseñanza superior a un cuestionario multidimensional de expectativas académicas, hemos comparado los dos enfoques de validez estructural. Resultados: los resultados muestran claros beneficios en la información recopilada al combinar el AFC y el ESEM. Conclusiones: como conclusión se señalan algunas implicaciones para la investigación y la práctica de evaluación psicológica (AU)

La ciberconducta y la psicología educativa: retos y riesgos / Cyberbehavior and educational psychology: Challenges and risks

El cyberbullying es un fenómeno complejo, difícil de definir y comprender y a su vez con graves implicaciones sociales y personales. Por ello, se están realizando grandes esfuerzos para avanzar en esta línea de investigación emergente que está siendo muy fructífera a nivel nacional e internacional. No obstante, dada su complejidad y la rápida evolución de las tecnologías de información y comunicación, existe la necesidad de avanzar y profundizar aún más en su estudio. El trabajo científico en este campo se ha realizado, sobre todo, desde la psicología educativa y sus hallazgos son la base para las primeras intervenciones psicoeducativas. Para promover el avance de este campo y la transferencia de conocimiento a la práctica profesional, este artículo introductorio describe brevemente la investigación sobre el ciberacoso junto a las cuestiones que todavía quedan por explorar e introduce el monográfico internacional sobre la ciberconducta y la psicología educativa. Este monográfico, publicado en el presente número de la revista Psicología Educativa, tiene como objetivo contribuir al desarrollo de este campo científico emergente

Cyberbullying is a complex phenomenon, difficult to define and understand, and it has serious social and personal implications. Thus, a big effort is being made to progress along this emerging research line that is being very productive both at the national and international level. Nevertheless, given the complexity and fast evolution of information and communication technologies, there is a need to advance and further deepen in its study. Research in this field has been conducted mainly from the educational psychology branch, and its findings are the basis of the first psycho-educational interventions. In order to promote progress in this field and knowledge transfer to professional practice, this introductory paper describes briefly research on cyberbullying along with other related aspects to be explored, and introduces this international special issue on cyberbehavior and educational psychology. This special issue, published in this issue of Psicología Educativa [Educational Psychology], aims at contributing to the development of this emerging scientific field

Infrahumanization in children: An evaluation of 70 terms relating to humanity / Infrahumanización en niños: evaluación de 70 términos relacionados con humanidad

BACKGROUND: Research on infrahumanization has revealed that individuals attribute more secondary emotions to the in-group than to the out-group, whose capacity to experience them is denied or restricted. When this bias has been examined in children, researchers have used the same taxonomy of affective terms as that used with adults. The aim of this research is to conduct a normative study that will equip researchers with a taxonomy of humanity attributed to emotional terms specifically for children. METHODS: Three hundred and sixty-three children aged between 11 and 12 responded to several questionnaires containing a total of 70 emotional terms, evaluated in eight dimensions associated with the perception of humanity. RESULTS: Principal component analysis shows that children categorize implicit dimensions associated with humanity differently to adults. CONCLUSIONS: This normative study enables the selection of graded emotional terms in humanity perceived by a child sample, in order to overcome current limitations in research on infrahumanization in children

ANTECEDENTES: las investigaciones sobre la infrahumanización han revelado que las personas atribuyen más sentimientos al endogrupo que al exogrupo, al que niegan o restringen la capacidad para experimentarlos. Cuando se ha investigado este sesgo en niños, los investigadores han utilizado la misma taxonomía de rasgos emocionales que con adultos. El objetivo de esta investigación es realizar un estudio normativo que permita a los investigadores tener una taxonomía de humanidad atribuida a los términos emocionales específica para niños. MÉTODO: 363 niños de entre 11 y 12 años respondieron diferentes cuestionarios relativos a un total de 70 términos emocionales, evaluados en ocho dimensiones relacionadas con la percepción de humanidad. RESULTADOS: el análisis de componentes principales muestra que los niños agrupan las dimensiones implícitas asociadas a humanidad de modo diferente a los adultos. CONCLUSIONES: este estudio normativo permite seleccionar términos emocionales graduados en humanidad percibida por una muestra infantil, con el fin de superar las limitaciones encontradas hasta el momento en la investigación sobre infrahumanización en niños

Atendimento à queixa escolar: experiência do projeto Seape no Centro de Psicologia Aplicada da UFJF / Compliance with school problems: experience of the Seape project from the applied Psychology Centre of UFJF / Asistencia a la queja escolar: experiencia de proyecto Seape en el Centro de Psicología Aplicada de UFJF

Este artigo relata a experiência de atendimento à queixa escolar do projeto de extensão Seape (Serviço de Atendimento em Psicologia Escolar/ Educacional) que vem sendo desenvolvida no Centro de Psicologia Aplicada (CPA) da Universidade Federal de Juiz de Fora (UFJF). O projeto propõe a contextualização da queixa e a minimização dos encaminhamentos inadequados para a clínica. Objetiva-se divulgar, integrar e formalizar, por meio do CPA/UFJF, a prestação de serviços e atendimento psicoeducacional à demanda com queixas relacionadas à escolarização, viabilizando, numa perspectiva participativa, o atendimento a pais, crianças, adolescentes, professores e equipes pedagógicas. Assume-se uma ótica proativa, promotora de saúde e desenvolvimento. Este relato discute três eixos de trabalho no atendimento à queixa escolar: orientação de estudos, treino de atenção e promoção das habilidades sociais. A avaliação do projeto tem sido favorável, considerando-se os relatos de pais, responsáveis e professores, bem como a evolução das crianças e adolescentes atendidos.(AU)

This article reports the experience of attending school problems of Seape Extension Project (Service of attendance in School/ Educational Psychology) that have being developed at the Centre for Applied Psychology (CAP) at Federal University of Juiz de Fora (UFJF). The project proposes the contextualization of the problem and the minimization of inappropriate referrals to the clinic. The objective is to promote, integrate and formalize through the CAP / UFJF, the provision of services and psychoeducational care with problems related to the demand for schooling, enabling, in a participatory perspective, the care to parents, children, adolescents, teachers and teaching teams. It is assumed a proactive perspective, promoting health and development. This report discusses three areas at work in meeting the school problems: guidance for studies, training of attendance and promoting of social skills. The evaluation of the project has been positive considering the reports of parents, guardians and teachers as well as the development of children and adolescents attended.(AU)

El presente artículo relata la experiencia de asistir a la queja escolar del Proyecto de extensión Seape (Servicio de Atendimiento en Psicología Escolar/ Educacional) que se desarrolla en el Centro de Psicología Aplicada (CPA) de la Universidad Federal de Juiz de Fora (UFJF/MG). El proyecto propone la contextualización de la queja y la disminución de los encaminamientos incorrectos para la clínica. El objetivo es divulgar, integrar y formalizar, por el intermedio del CPA/UFJF, la prestación de servicio de atendimiento psicoeducacional con la demanda con quejas relacionadas a escolarización, permitiendo, en una perspectiva participativa, el atendimiento a los padres, niños, adolescentes, maestros e equipo pedagógica. Adoptamos una mirada proactiva, promotora de salud y desarrollo. El presente relato discute tres vieses de trabajo en el atendimiento a la queja escolar: orientación de estudios, formación de la atención y promoción de habilidades sociales. La evaluación del proyecto ha sido positiva teniendo en cuenta los relatos de los padres, responsables y maestros, así como la evolución del niño e adolescente servidos.(AU)

Atendimento à queixa escolar: experiência do projeto seape no centro de psicologia aplicada da UFJF / Compliance with school problems: experience of the seape project from the applied psychology centre of UFJF / Asistencia a la queja escolar: experiencia de proyecto seape en el centro de psicología aplicada de UFJF

Este artigo relata a experiência de atendimento à queixa escolar do projeto de extensão Seape (Serviço de Atendimento em Psicologia Escolar/ Educacional) que vem sendo desenvolvida no Centro de Psicologia Aplicada (CPA) da Universidade Federal de Juiz de Fora (UFJF). O projeto propõe a contextualização da queixa e a minimização dos encaminhamentos inadequados para a clínica. Objetiva-se divulgar, integrar e formalizar, por meio do CPA/UFJF, a prestação de serviços e atendimento psicoeducacional à demanda com queixas relacionadas à escolarização, viabilizando, numa perspectiva participativa, o atendimento a pais, crianças, adolescentes, professores e equipes pedagógicas. Assume-se uma ótica proativa, promotora de saúde e desenvolvimento. Este relato discute três eixos de trabalho no atendimento à queixa escolar: orientação de estudos, treino de atenção e promoção das habilidades sociais. A avaliação do projeto tem sido favorável, considerando-se os relatos de pais, responsáveis e professores, bem como a evolução das crianças e adolescentes atendidos.

This article reports the experience of attending school problems of Seape Extension Project (Service of attendance in School/ Educational Psychology) that have being developed at the Centre for Applied Psychology (CAP) at Federal University of Juiz de Fora (UFJF). The project proposes the contextualization of the problem and the minimization of inappropriate referrals to the clinic. The objective is to promote, integrate and formalize through the CAP / UFJF, the provision of services and psychoeducational care with problems related to the demand for schooling, enabling, in a participatory perspective, the care to parents, children, adolescents, teachers and teaching teams. It is assumed a proactive perspective, promoting health and development. This report discusses three areas at work in meeting the school problems: guidance for studies, training of attendance and promoting of social skills. The evaluation of the project has been positive considering the reports of parents, guardians and teachers as well as the development of children and adolescents attended.

El presente artículo relata la experiencia de asistir a la queja escolar del Proyecto de extensión Seape (Servicio de Atendimiento en Psicología Escolar/ Educacional) que se desarrolla en el Centro de Psicología Aplicada (CPA) de la Universidad Federal de Juiz de Fora (UFJF/MG). El proyecto propone la contextualización de la queja y la disminución de los encaminamientos incorrectos para la clínica. El objetivo es divulgar, integrar y formalizar, por el intermedio del CPA/UFJF, la prestación de servicio de atendimiento psicoeducacional con la demanda con quejas relacionadas a escolarización, permitiendo, en una perspectiva participativa, el atendimiento a los padres, niños, adolescentes, maestros e equipo pedagógica. Adoptamos una mirada proactiva, promotora de salud y desarrollo. El presente relato discute tres vieses de trabajo en el atendimiento a la queja escolar: orientación de estudios, formación de la atención y promoción de habilidades sociales. La evaluación del proyecto ha sido positiva teniendo en cuenta los relatos de los padres, responsables y maestros, así como la evolución del niño e adolescente servidos.

Pre-service science teachers’ teaching self-efficacy in relation to personality traits and academic self-regulation

The aim of this study is to examine the relationship among pre-service science teachers’ personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers’ Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers’ teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes (AU)

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El sueño, el estrés y las conductas alimentarias predicen la concentración en la escuela / Sleep, stress and eating attitudes predict concentration at school

Antecedentes: El sueño, el estrés y los hábitos alimentarios podrían afectar la concentración en la escuela. Estos factores probablemente se relacionan entre sí, pero nunca se estudiaron juntos, para predecir la concentración. El objetivo de este estudio, basado en el análisis secundario de los datos ya recogidos, fue evaluar si tiene influencia y de qué forma, la mala calidad del sueño, el estrés percibido y las actitudes alimentarias negativas en la escuela, para predecir dificultades de concentración en la escuela autoinformadas por niños de 11 a 15 años. Métodos: 1.124 estudiantes (de sexto a noveno grado) de 14 escuelas (una muestra representativa de un área metropolitana), completaron el cuestionario en la escuela con preguntas sobre datos sociodemográficos, el sueño, el estrés percibido, las actitudes alimentarias y la concentración en la escuela. Resultados: El análisis de regresión logística con ajuste mutuo para todos los predictores, así como para el grado y el sexo dio un odds ratio (OR) para el componente de estrés ®presión¼ de 3.05 (intervalo de confianza del 95% [IC 95] = 2.13 -4.38); OR = 1.70 (1.20-2.42) para las actitudes alimentarias escolares, y OR = 2.57 (1.78-3.71) para las dificultades para dormir. Conclusión: El sueño, el estrés y las actitudes alimentarias parecen predecir independientemente los problemas percibidos de falta de concentración en la escuela; lo que sugiere que podría ser necesario un enfoque sobre distintos aspectos de los estilos de vida de los estudiantes cuando se trata de mejorar la capacidad de concentración en la escuela.

Medida de transfer en el entorno educativo: resultados de la aplicación de la prueba PEPT / Measurement of transfer in the educational area: Results of the implementation of PEPT test

El presente trabajo analiza la presencia del transfer como estrategia de resolución de problemas en los estudiantes de Educación Secundaria Obligatoria (ESO) y su relación con el curso y el rendimiento académico. Para ello, se realiza un análisis de varianza, obteniendo resultados superiores para el curso de 4º de la ESO y los grupos de mejor rendimiento. Asimismo, pretende ser un punto de reflexión sobre el valor del transfer en el entorno educativo, y la relevancia del docente como modelo en el aula para estimular la búsqueda de relaciones entre distintas áreas y disciplinas(AU)

The present work analyzes the presence of transfer as a strategy for solving problems in students of Compulsory Secondary Education (ESO) and its relation with the course and with academic achievement. To this end, an analysis of variance was performed, obtaining better results for the 4th course of ESO and the higher achieving groups. This work is also meant to be a subject of reflection about the value of transfer in the educational area and the relevance of the teacher as a model in the classroom to promote the search for relations between different areas and disciplines(AU)

Me sobran cuatro y no sé qué hacer con ellos. Un estudio sobre los problemas de división con resto en alumnos de 1º de ESO / I have four left and don’t know what to do with them. A study on division with remainder problems in 1st of ESO pupils

Los problemas de división con resto son especialmente complejos, como han mostrado numerosos estudios. El objetivo de esta investigación era establecer si las dificultades de los estudiantes procedían de una representación inicial inapropiada o de una interpretación inadecuada de las respuestas numéricas. También queríamos determinar si los tipos de resto se podían agrupar en dos bloques, dependiendo de que la respuesta correspondiese directamente a los términos de la división o no. Evaluamos 49 estudiantes de secundaria con una edad media de 12 años;10 meses. Los participantes resolvieron problemas de Grupos Iguales Partitivos y de Medida con cuatro Tipos de Resto: Resto-no-Divisible, Resto-Divisible, Resto-Resultado y Reajustar-Cociente-Incrementándolo-Parcialmente. Nuestros datos mostraron que: (a) la elección de la división como procedimien-to de resolución fue muy elevada en ambos Modelos de División, aunque los problemas Partitivos fueron más fáciles que los de Medida; (b) el porcentaje de interpretaciones correctas fue superior a los encontrados en otras investigaciones; y (c) cuando la respuesta consistía en el cociente o el resto el éxito fue superior que cuando había que Reajustar-Cociente-Incrementándolo-Parcialmente. Para finalizar, la principal dificultad de los estudiantes al resolver estos problemas parece girar en torno a la representación inicial deficitaria del problema

Division-With-Remainder problems are particularly complex as suggested in many works. The aim of the present research was to establish whether students’ difficulties in these problems came from an inadequate initial representation or from an inadequate final interpretation of the numerical answers. We also wanted to determine whether types of remainders could be grouped into two blocks depending on whether the answer was directly matched to one of the terms of the division or not. To this end, we tested forty-nine secondary students with a mean age of 12 years and 10 months. The participants solved Partitive and Quotitive Equal-Groups problems involving four Types of Remainder: Remainder-Not-Divisible, Remainder-Divisible, Remainder-as-the-Result, and Readjusted-Quotient-by-Partial-Increments. Our data showed that: (a) although the selection of division as the resolution procedure was very high in both Models of Division, Partitive problems were easier than Quotitive ones; (b) the percentage of correct interpretations was higher than the percentages reported in other researches; and (c) success in problems whose answers were the quotient or the remainder was higher than in Readjusted-Quotient-by-Partial-Increments problems. To conclude, the main difficulty of students when solving Division-With-Remainder problems seems to be in the inadequate initial representation of the problem

Instrumentos de inteligência e interesses em orientação profissional / Intelligence and interests tests in vocational guidance

O uso de instrumentos psicometricamente ajustados ao contexto em que serão utilizados é fundamental para a confiabilidade de processos de avaliação psicológica. Em situações de orientação profissional, tal preceito tem igual importância, uma vez que a análise de diferentes construtos deve levar o sujeito a melhor se conhecer, proporcionando uma escolha adequada da profissão. O objetivo desse estudo foi correlacionar diferentes instrumentos de avaliação de interesses profissionais e inteligência, aplicados a 312 participantes de um programa de orientação profissional, com média de idade de 16,13 anos (DP = 2,07). Os resultados mostraram algumas correlações significativas entre BPR-5 e LIP, por um lado, e entre o INV e Angelini de outro. Novos estudos com amostras maiores e mais heterogêneas geograficamente são sugeridos, a fim de se obter mais evidências de validade, principalmente para os instrumentos ainda não aprovados pelo Conselho Federal de Psicologia.(AU)

The use of psychometrically adjusted instruments to the context in which they will be used is important to trust the psychological assessments process. In professional counseling situations, such use has the same importance, since different constructs analyses must provide a better self-knowledge, facilitating an adequate professional choice. The goal of this study was to correlate different intelligence and vocational interests instruments, answered by 312 students from a vocational counseling process, with age average 16.13 years old (SD = 2.07). Results showed significant correlations between BPR-5 and LIP, in one hand, and between INV and Angelini, in the other. New studies with larger and more geographically heterogeneous samples are suggested, aiming to get more validity evidences, mainly to the not approved instruments by the Federal institution that regulates psychological test use.(AU)

Instrumentos de inteligência e interesses em orientação profissional / Intelligence and interests tests in vocational guidance

O uso de instrumentos psicometricamente ajustados ao contexto em que serão utilizados é fundamental para a confiabilidade de processos de avaliação psicológica. Em situações de orientação profissional, tal preceito tem igual importância, uma vez que a análise de diferentes construtos deve levar o sujeito a melhor se conhecer, proporcionando uma escolha adequada da profissão. O objetivo desse estudo foi correlacionar diferentes instrumentos de avaliação de interesses profissionais e inteligência, aplicados a 312 participantes de um programa de orientação profissional, com média de idade de 16,13 anos (DP = 2,07). Os resultados mostraram algumas correlações significativas entre BPR-5 e LIP, por um lado, e entre o INV e Angelini de outro. Novos estudos com amostras maiores e mais heterogêneas geograficamente são sugeridos, a fim de se obter mais evidências de validade, principalmente para os instrumentos ainda não aprovados pelo Conselho Federal de Psicologia.

The use of psychometrically adjusted instruments to the context in which they will be used is important to trust the psychological assessments process. In professional counseling situations, such use has the same importance, since different constructs analyses must provide a better self-knowledge, facilitating an adequate professional choice. The goal of this study was to correlate different intelligence and vocational interests instruments, answered by 312 students from a vocational counseling process, with age average 16.13 years old (SD = 2.07). Results showed significant correlations between BPR-5 and LIP, in one hand, and between INV and Angelini, in the other. New studies with larger and more geographically heterogeneous samples are suggested, aiming to get more validity evidences, mainly to the not approved instruments by the Federal institution that regulates psychological test use.

Methods for the behavioral, educational, and social sciences: an R package.

Methods for the Behavioral, Educational, and Social Sciences (MBESS; Kelley, 2007b) is an open source package for R (R Development Core Team, 2007b), an open source statistical programming language and environment. MBESS implements methods that are not widely available elsewhere, yet are especially helpful for the idiosyncratic techniques used within the behavioral, educational, and social sciences. The major categories of functions are those that relate to confidence interval formation for noncentral t, F, and chi2 parameters, confidence intervals for standardized effect sizes (which require noncentral distributions), and sample size planning issues from the power analytic and accuracy in parameter estimation perspectives. In addition, MBESS contains collections of other functions that should be helpful to substantive researchers and methodologists. MBESS is a long-term project that will continue to be updated and expanded so that important methods can continue to be made available to researchers in the behavioral, educational, and social sciences.

VIZ: the visualization assessment and training web site.

The VIZ Website (http://viz.bd.psu.edu/viz/) was developed as a free and open portal for assessment and training of spatial skills. Using Macromedia Authorware, it allows the collection of response times and accuracies from four spatial tasks: mental rotation, paper folding, water level judgments, and spatial working memory. Additional tasks are under development. The site has been used for a variety of teaching and research purposes. For example, incoming engineering students have completed the tasks to assess their spatial skills before beginning their graphics courses. Those with poorer skills can then receive the appropriate remedial instruction. The VIZ site has also been used to teach about spatial cognition and to do research outside the laboratory setting. Finally, we are using the site to conduct basic research on spatial cognition, including an examination of the factors that may reduce gender differences in performance.