Browsing by Author "Granado Peinado, Miriam"
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Item A Teaching Innovation Project on Writing Critical Essays in a History of Psychology Course.(Teaching of Psychology, 2021) Granado Peinado, Miriam; Huertas, Juan AntonioBackground Since its integration into the European Higher Education Area, the Spanish educational system has evolved, introducing innovations into university teaching methodologies. This new approach entails the development of capacities, competencies, and skills that enable students to develop their critical thinking. Objective This work aims to present an innovation project conducted in a History of Psychology course, part of the Degree in Psychology in the Spanish university system. Method The current study was launched to evaluate the effectiveness of the Teaching Innovation Project, which itself arose from the need for students to improve their critical essay writing skills, incorporating such evidence-based methodologies as explicit instructions, online platforms, collaborative peer work, and rubrics. Results A comparison of outcomes among three cohorts showed a marked improvement in student performance on critical essays and final exam scores after implementing new methodologies. Conclusion It is possible to improve students’ critical essay writing skills in the context of the History of Psychology through the intentional implementation of evidence-based practices, changing the pedagogical focus from teacher-centered to student-centered. Teaching implications Psychology instructors who teach courses with writing skill development as a course goal could consider incorporating elements of the Teaching Innovation Project program.Item Efecto relativo de la edad en el circuito profesional de Pádel.(Retos, 2021) Muñoz Moreno, Alejandro; Serrano González, Carla; Quintana García-Milla, Iñaki; Granado Peinado, MiriamEl pádel ha pasado a ser a uno de los deportes más practicados en España. El propósito de este estudio fue evaluar el Efecto Relativo de la Edad (RAE) en los jugadores del circuito de World Pádel Tour (WPT) (n=395) teniendo en cuenta el mes de nacimiento, género, nacionalidad, edad y ranking. La distribución trimestral observada no fue significativamente diferente (χ2; p>.05) a la esperada para el grupo general o para cualquiera de las subcategorías analizadas. Por tanto, no parece confirmarse un efecto de la edad relativa en los jugadores profesionales de pádel analizados, considerando el ranking, género y nacionalidad, a diferencia de lo que ocurre en otros deportes de raqueta. En este sentido, esta investigación constata que la fecha de nacimiento no es un factor relevante en el circuito de WPT y confirma que llegar a la élite del pádel no se basa exclusivamente en factores físicos y antropométricos.Item Effects of Exercise Programs on Psychoemotional and Quality-of-Life Factors in Adult Patients with Cancer and Hematopoietic Stem Cell Transplantation or Bone Marrow Transplantation: A Systematic Review.(International Journal of Environmental Research and Public Health, 2022) Morales Rodríguez, Erica; Lorenzo Calvo, Jorge; Granado Peinado, Miriam; Pérez-Bilbao, Txomin; San Juan, Alejandro F.Item Propuesta de intervención para la prevención y erradicación de acoso escolar a través de la educación emocional y en valores. Programa ECAE (Emociones contra el acoso escolar).(2019) Villada Murillo, Christian; Granado Peinado, MiriamEl acoso escolar es un fenómeno con mucha repercusión en la actualidad debido a su alta incidencia en las aulas españolas y a las consecuencias negativas que suponen para los adolescentes. La adolescencia es un periodo clave del desarrollo vital para intervenir en la prevención y erradicación de conductas de acoso, al tratarse de la etapa en la que comienzan a darse con más frecuencia este tipo de conductas. Es por ello que el presente trabajo propone un programa de intervención que trabaje la educación emocional y promueva valores de respeto, convivencia y compañerismo, considerando que ambos aspectos son fundamentales para acabar con la problemática de acoso escolar.Item Psychological States and Training Habits during the COVID-19 Pandemic Lockdown in Spanish Basketball Athletes.(International Journal of Environmental Research and Public Health, 2021) Lorenzo Calvo, Jorge; Granado Peinado, Miriam; De la Rubia, Alfonso; Muriarte, Diego; Lorenzo, Alberto; Mon López, DanielItem Psychometric Properties of the Spanish Version of theWork Group Emotional Intelligence Profile Short Version (WEIP-S) in a Sample of Spanish Federated Coaches.(International Journal of Environmental Research and Public Health, 2022) Granado Peinado, Miriam; Marchena Giráldez, Carlos Alberto; Martínez Infiesta, Inés; Acebes Sánchez, JorgeEmotional intelligence has been a topic of great interest to researchers in many different areas as it is associated with mental, psychosomatic, and physical health. In the sports context, it is a significant variable that can play an important role in improving the team’s performance. Although there are numerous tools to assess emotional intelligence, few of them have been validated explicitly in a sports sample, and even fewer have had coaches as a target population. Therefore, this study aimed to validate the Spanish version of the work group emotional intelligence profile short version (WEIP-S) in a sample of Spanish federated coaches. The results confirm that this instrument presents good psychometric properties to measure the emotional intelligence of sports coaches. The original four-factor model (awareness of one’s own emotions, management of one’s own emotions, awareness of others’ emotions, and management of others’ emotions) shows good reliability and convergent validity for all four factors except for the management of one’s own emotions. These findings suggest that it is possible to measure the emotional intelligence of coaches and offer the opportunity to continue investigating the relevance of constructing specific scales to measure this construct in the sports context.Item Relación entre inteligencia emocional y ansiedad en un club de fútbol sala de Madrid.(Retos, 2020) Acebes Sánchez, Jorge; Granado Peinado, Miriam; Marchena Giráldez, Carlos AlbertoDiversos estudios sugieren que la Inteligencia Emocional en deportistas se relaciona con el rendimiento deportivo y, a su vez, éste se ve perjudicado cuando los deportistas experimentan emociones negativas (e.g, ansiedad) que no son gestionadas adecuadamente. Sin embargo, se necesitan estudios que analicen si esta relación ocurre en todos los niveles deportivos. El objetivo del presente estudio es analizar si existen diferencias en la inteligencia emocional (IE) y los niveles de ansiedad rasgo y estado (A/R y A/E) de jugadores de fútbol sala en función de su nivel deportivo. Para ello, se contó con una muestra de 48 jugadores de fútbol sala de todas las categorías juveniles a los que se les administró los cuestionarios TMMS-24 y STAI. Los resultados obtenidos muestran diferencias significativas en Atención Emocional (AE), A/R y A/E entre los diferentes niveles deportivos. Además, los niveles de A/R se relacionaron con todas las dimensiones de IE, mientras que la A/E únicamente se relacionó con la dimensión de AE.Item Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education.(Instructional Science, 2021) Casado Ledesma, Lidia; Cuevas Fernández, Isabel; Van den Bergh, Huub; Rijlaarsdam, Gert; Mateos Sanz, Mar; Granado Peinado, Miriam; Martín Ortega, ElenaDialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration in students' essays. However, the potential of dialogic activities may be increased if they are combined with instructional practices. The primary objective of this research is to compare the impact of four intervention programs, aimed at improving argumentative synthesis writing from conflicting sources. The four programs resulted from the combination of two instructional components (Explicit Instruction through video modelling—EI, or a Procedural Guideline—G), while Deliberative Dialogues—DD—were a constant element. We conducted a pre-post quasi-experimental study in which 186 Spanish third grade secondary school students (aged 14–15) participated. We evaluated the quality of the syntheses by examining the level of argumentative coverage (the total number of arguments included in the synthesis) and the level of integration (the type and frequency of the argumentative strategies used in the syntheses). The results showed that the effectiveness of the instructional methods varies according to the synthesis quality indicator. Explicit instruction, in combination with deliberative dialogues, was especially helpful in improving the level of integration of syntheses. The procedural guideline, in combination with deliberative dialogues, contributed significantly to the coverage of arguments. The combination of these two elements did not favor the writing of synthesis as expected, probably due to the conditions in which the intervention was carried out. The findings of this study revealed that the coverage of arguments and integration processes are of different nature, follow different learning paths and require different instructional processes.Item Teaching to write collaborative argumentative syntheses in higher education Authors.(Reading and Writing, 2019) Granado Peinado, Miriam; Mateos, Mar; Martín, Elena; Cuevas, IsabelWriting argumentative syntheses based on multiple sources implies integrating ideas from different, often conflicting, positions. This can promote more constructive learning, especially when students undertake the task together with their peers. However, despite the importance of this activity in the university context, students generally lack the competency required. Thus, the primary objective of this research is to analyse the impact of a specific intervention programme (CPG + EICS) that combines help designed to foment collaboration with help aimed at improving the writing of argumentative syntheses, improving the quality of the university students’ work, whether undertaken individually or collaboratively. For this we designed an experimental study with one hundred and sixty participating psychology students, distributed randomly into four different intervention programmes. We then compared and contrasted the impact of the already mentioned first programme (CPG + EICS) with that of the three others in which we progressively reduced the help provided (explicit instruction with video modelling, a guide and collaborative practice). We evaluated the quality of the syntheses by examining the number of arguments and their degree of integration within the students’ texts. The results demonstrate that, to achieve the appropriate competency level, the intervention should include explicit instruction with video modelling. When this instruction combines help aimed at improving the elaboration of argumentative syntheses with help designed to foment collaboration, students integrate a higher level of contradictory information. However, to identify a high level of arguments, explicit instruction focused solely on helping students write argumentative syntheses turns out to be as effective as help directed at collaboration. In addition, after the intervention encouraging collaborative work, students successfully transfer the skills developed to their own individual writing tasks.Item Validation of the Spanish Version of the Work Group Emotional Intelligence Profile Short Version (WEIP-S) in the Sports Context.(International Journal of Environmental Research and Public Health, 2021) Marchena Giráldez, Carlos Alberto; Acebes Sánchez, Jorge; Román, Francisco J.; Granado Peinado, MiriamEmotional intelligence (EI) is related to better performance in sports. To measure this construct, many tools have been developed and validated in the sports context. However, these tools are based on an individual’s ability to manage their own emotions, but do not consider the emotions of the rest of the team (teammates, coaches, etc.). In this regard, the Workgroup Emotional Intelligence Profile short version (WEIP-S) is a self-reported measure designed to measure the EI of individuals who are part of a team. The aim of this study was to validate the WEIP-S structure to measure EI in the sports context, and to analyze the psychometric properties of this tool in the sample in terms of validity and reliability. A cross-sectional study was conducted among 273 athletes to examine the reliability, factor structure, and evidence of validity (convergent, discriminant, nomological, and concurrent) of the WEIP-S. Confirmatory factor analysis showed that the original four-factor structure is the most appropriate for the sports context. Composite reliability was adequate for all factors except management of one’s own emotions, which also showed poor convergent validity. Evidence of convergent, discriminant, and nomological validity are discussed. This study represents an advance in the use of specific scales to measure EI in the sports context.