FACULTAD DE EDUCACIÓN Y PSICOLOGÍA

Permanent URI for this collectionhttps://hdl.handle.net/10641/5227

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Now showing 1 - 20 of 367

La regulación emocional y su impacto sobre la sintomatología depresiva y el bienestar psicológico.
(Dykinson, 2024) Gallo-Guinzioni, Karla; Kasprzak, Agata
The Role of Job Crafting and Psychological Capital in the Relationship between Job Autonomy and Work Engagement : A Serial Mediation Model
(2023-06-12) García-Merino, Sonia; Martín, Noemy; Alcover, Carlos María; Facultad de Educación y Psicología
Work engagement is a scientifically consolidated variable, due to its fundamental role in business practice. To increase work engagement in companies, it is necessary to know which variables are antecedents and how they relate to each other. These variables include job autonomy, job crafting, and psychological capital. This research evaluates the relationships between job autonomy, job crafting, psychological capital, and work engagement. Specifically, based on the job demands and resources model and the conservation of resources theory, the study examines these relationships in a sample of 483 employees, through a serial mediation model. The results show that job crafting, and psychological capital mediates the relationship between job autonomy and work engagement. These results have practical implications for interventions to promote employee work engagement.
An Organic System Open to an Intelligible Reality : The Concept of Method in Antonio Rosmini
(2024-05) Bissoli, Lucia; Facultad de Educación y Psicología
B-LEARNING : DEPENDENT ON THE COURSE OR THE TEACHER?
(2024-01) Martín-Martínez, Laura; Vela, Esther; Sainz, Vanesa; Facultad de Educación y Psicología
The present study aims to determine if the successful implementation of a blended learning methodology is more dependent on the course subject matter or on the teacher. Using the Evaluation Scale on the Influence of Course Subject and Teachers on B-learning, we analyzed five factors: Expectations, Web Tools 2.0, Feedback, Cooperative/collaborative Learning, and Social Relations. The results show that student expectations and cooperative/collaborative learning are dependent on the course subject matter while all five factors crucially depend on the role of the teacher. We concluded that teachers have a much greater influence than the course subject on the successful implementation of an effective blended learning model.
Emotional eating, internet overuse, and alcohol intake among college students : a pilot study with virtual reality
(2024) Marchena-Giráldez, Carlos; Carbonell-Colomer, Myriam; Bernabéu-Brotons, Elena; Facultad de Educación y Psicología
Sex-related differences in young binge drinkers on the neurophysiological response to stress in virtual reality
(2024) Moreno-Fernández, Román D.; Bernabéu-Brotons, Elena; Carbonell-Colomer, Myriam; Buades-Sitjar, Francisco; Sampedro-Piquero, Patricia; Facultad de Educación y Psicología
Unveiling the mirage of mindfulness profiles through mindfulness-based stress reduction
(2024-04) Lecuona, Oscar; García-Rubio, Carlos; de Rivas, Sara; Vidal, Joana; Moreno-Jiménez, Jennifer E.; Rodríguez-Carvajal, Raquel; Facultad de Educación y Psicología
Studying daily fluctuations of emotional effort among nurses of intensive care units : the establishment of latent profiles and its relationship with daily secondary traumatic stress and vitality
(2024) Moreno-Jiménez, Jennifer E.; Romero, Miriam; Blanco-Donoso, Luis Manuel; Hernández-Hurtado, Mercedes; Garrosa, Eva; Facultad de Educación y Psicología
Identidad, responsabilidad y afecto: Una lectura filosófica de la experiencia fraterna en familias con TEA.
(2025) Martín Martínez, Laura; Martín Cruz, Inés; Rodríguez Torres, Javier; Facultad de Educación y Psicología
How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics
(2024-12) Cuevas, Isabel; Mateos, Mar; Casado-Ledesma, Lidia; Olmos, Ricardo; Granado-Peinado, Miriam; Luna, María; Núñez, Juan Antonio; Martín, Elena; Facultad de Educación y Psicología
Effectiveness of forgiveness training programs in university contexts : a systematic review and meta-analysis
(2024) Molinero, Clara; Bonete, Saray; Crespí, Paula; Sendra Ramos, Susana; González De Abreu, Anna Mariela; Facultad de Educación y Psicología; Departamento de Humanidades
Innovación en el proceso de enseñanza aprendizaje: simulación clínica.
(Dykinson, 2022) Hernández Iglesias, Sonsoles; Crespo Cañizares, Almudena; Infante Rodríguez, María Ángeles; Durán Pozo, Alicia
Políticas educativas y atención a la diversidad. Un análisis del cambio normativo en las aulas.
(Dykinson, 2024) Vela Llaurado, Esther; Serrano Fernández, Laura; Martín Martínez, Laura; Pabón Paz, Gabriela
¿Están preparados los docentes universitarios españoles para innovar?
(2024-10) Rodríguez Legendre, Fidel; Fernández-Cruz, Francisco José; Facultad de Educación y Psicología; Universidad Francisco de Vitoria
Intensity of Physical Activity in Young People : Focus on Emotional, Cognitive, and Healthy Lifestyle-Related Variables
(2024-10) Elliott, Adrián S.; Moreno-Fernández, Román D.; Cordellat-Marzal, Ana; Sampedro-Piquero, Patricia; Facultad de Educación y Psicología
Fundamentación de la sostenibilidad en valores humanísticos para los universitarios
(2024-06-28) De la Rosa Ruiz, Daniel; Miró López, Susana; Facultad de Educación y Psicología; Departamento de Humanidades
Introduction: The University is called upon to train young people to respond to the challenges that society will demand of them in the future. Education in humanistic values is key to a sustainable society in a broad sense. The objective of the project is to try to show the need to base sustainability in young people from the humanities. Methodology: The software ATLAS.ti version 24 was used to qualitatively analyse the results of a questionnaire applied to 401 university students with various items on sustainability and humanistic values. The starting hypothesis is the insufficiency of the holistic interpretation of the concept of sustainability. Results: The results of the analysis are presented in a structured way, highlighting the most significant themes and patterns, the importance of humanistic values and integration into the curriculum. Discussions: The late 20th century identifies that justice and dignity ensure that actions towards sustainability are carried out in an equitable and respectful manner, guaranteeing that all members of society benefit from sustainable development. Conclusions: We understand that for a holistic understanding of reality, the incorporation of the humanities into the formative curriculum at universities is advisable. A university course designed with a holistic approach not only educates students in their field of study, but also prepares them to be engaged citizens.
Dysexecutive symptomatology in everyday functioning and academic achievement in adolescents
(2024) Pablo-Ríos, María Victoria; Navarro-Asencio, Enrique; Mateos-Gordo, Patricia; García-Gómez, Raquel; Porras-Truque, Claudia; García Moreno, Luis Miguel; Facultad de Educación y Psicología
Background: During the educational stage, academic achievement depends on various social, family, and personal factors. Among the latter, executive skills in everyday life play a significant role in dealing with the academic demands of adolescents. Therefore, the aim of this study is to ascertain the effects of executive symptomatology in everyday functioning on academic achievement in adolescents. Method: The study involved 910 students aged between 13 and 15 years (M = 14.09, SD = 0.68) from both public and private schools in the Community of Madrid. The DEX, BDEFS-CA, and BRIEF-SR questionnaires were utilised to assess executive difficulties, while grades in language, mathematics, and natural sciences were used as a measure of academic achievement. Results: The data revealed statistically significant differences in working memory, emotional control, materials organisation, and task completion. In relation to language and natural sciences subjects. In the case of mathematics, emotional control and task completion were significant variables. Conclusion: Our results indicate that certain executive skills that are manifested in everyday life activities can contribute, albeit in a variable way, to academic achievement in the subjects studied. This aspect is relevant insofar as it allows us to develop preventive interventions based on the executive training of these everyday skills.
Social Aspects of Problematic Smartphone Use : Development and Validation of the PSSNUS and Mental Health Implications for Spanish Youth
(2024) Luque-Reca, Octavio; Marchena-Giráldez, Carlos; Carbonell-Colomer, Myriam; Bewernick, Christa; Bernabéu-Brotóns, Elena; Facultad de Educación y Psicología
Enkephalins and Pain Modulation : Mechanisms of Action and Therapeutic Perspectives
(2024-08) García-Domínguez, Mario; Facultad de Educación y Psicología
Enkephalins, a subclass of endogenous opioid peptides, play a pivotal role in pain modulation. Enkephalins primarily exert their effects through opioid receptors located widely throughout both the central and peripheral nervous systems. This review will explore the mechanisms by which enkephalins produce analgesia, emotional regulation, neuroprotection, and other physiological effects. Furthermore, this review will analyze the involvement of enkephalins in the modulation of different pathologies characterized by severe pain. Understanding the complex role of enkephalins in pain processing provides valuable insight into potential therapeutic strategies for managing pain disorders.
Assessing the effect of Augmented Reality on English language learning and student motivation in secondary education
(2024) Marrahi-Gomez, Victor; Belda-Medina, Jose; Facultad de Educación y Psicología
The integration of Augmented Reality (AR) in language learning has garnered attention in the field of education, yet its effectiveness in enhancing grammar proficiency among secondary school students remains relatively unexplored, especially given that previous research has predominantly focused on vocabulary acquisition at the primary and college levels. This study, based on a mixed-methods approach and convenience sampling, is aimed at assessing students’ attitudes toward the integration of technology (H1) in language learning and examining the impact of using AR on grammar learning (H2) and motivation (H3) among secondary education students. Employing a mixed-method approach and convenience sampling, the research involved 130 students aged 14 to 15 from two secondary schools, divided into an experimental group (n = 64) and a control group (n = 66). Both groups received instruction on English comparative and superlative forms and completed a variety of exercises. The control group followed a traditional approach using a printed handbook, while the experimental group engaged with an AR-based lesson containing equivalent grammar activities and vocabulary in a multimedia format. Pre and post-tests were administered to evaluate grammar proficiency, accompanied by pre and post-surveys. Semi-structured discussion was used for the qualitative data. The findings revealed a strong interest in integrating AR technology into grammar learning, underscored by a positive attitude toward its implementation in secondary education. However, no statistically significant differences were detected in grammar learning performance between the two student groups. These findings emphasize the importance of providing proper teacher training in secondary education to effectively utilize AR technology and highlight the need for further research to explore its effectiveness and long-term impact.

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