Artículos DATAHES

Design and Validation of an Instrument to Evaluate Cognitive-Physiological Repercussions and Coping Strategies in a Pandemic Situation

Sun, 01 Jun 2025 00:00:00 GMT

Design and Validation of an Instrument to Evaluate Cognitive-Physiological Repercussions and Coping Strategies in a Pandemic Situation Gallego Ausín, Noelia; Escolar Llamazares, María del Camino; Corral Puente, Sandra; González Alonso, María Yolanda; Serrano Gómez, Diego; Ortiz-González, Andrea-Liliana; Serrano Pintado, Isabel; Martínez Martín, María Ángeles The coronavirus disease (COVID-19) pandemic has significantly affected mental health worldwide, highlighting the need for reliable tools to assess emotional impact (cognitive-psysiological repercusiones) and coping strategies. To validate the psychometric properties of an evaluation instrument with an ad hoc design, called the Evaluation Inventory of Cognitive-Physiological Repercussions and Coping Strategies in a Pandemic Situation (EICPCP), which has two scales: “Cognitive and Physiological repercussions arising from the pandemic due to COVID-19” (RCFPC19-13) and “Coping strategies during the pandemic due to COVID-19” (EAPC19-15). A total of 1,629 participants (students, teachers, and healthcare professionals) from Spain and Colombia completed the instrument. Exploratory and confirmatory factor analyses were conducted to assess their structure and reliability. Both exploratory and confirmatory factor analyses supported the five proposed dimensions: cognitive and physiological impacts on the RCFPC19-13 scale, and adaptation, support, and organization on the EAPC19-15 scale. In addition, satisfactory internal consistency, reliability indices, and temporal stability were obtained for both scales. The EICPCP is a valid and reliable tool for evaluating the cognitive-physiological impact of the pandemic and coping strategies employed. This instrument provides valuable insights for clinical research and psychological interventions in pandemic-related mental-health studies..

Psychometric properties of the academic procrastination scale in Spanish university students

Fri, 01 Sep 2023 00:00:00 GMT

Psychometric properties of the academic procrastination scale in Spanish university students Martín Antón, Luis Jorge; Almeida, Leandro; Sáiz Manzanares, María Consuelo; Álvarez Cañizo, Marta; Carbonero Martín, Miguel Ángel Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid –yet at the same time brief and clear-cut– measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs.

La procrastinación en la formación inicial del profesorado: el rol de las estrategias de aprendizaje y el rendimiento académico

Wed, 01 Jun 2022 00:00:00 GMT

La procrastinación en la formación inicial del profesorado: el rol de las estrategias de aprendizaje y el rendimiento académico Martín Antón, Luis Jorge; Aramayo Ruiz, Karina P.; Rodríguez Sáez, José L.; Sáiz Manzanares, María Consuelo Un alto porcentaje de alumnado universitario posterga sus actividades académicas, siendo causa de dificultades académicas y personales. El objetivo de este trabajo fue identificar y caracterizar la procrastinación académica, y su relación con el uso de estrategias de aprendizaje metacognitivas, estrategias socioafectivas, y con el rendimiento académico en estudiantes universitarios de formación del profesorado. La muestra estuvo formada por 794 estudiantes universitarios de los grados de Educación Infantil, Educación Primaria, Educación Social, y Máster en Formación del Profesorado en Educación Secundaria Obligatoria, Bachillerato y Formación Profesional, que completaron la Escala de Procrastinación Académica (EPA), la Escala de Evaluación de Procrastinación para Estudiantes (PASS), y las escalas Estrategias Metacognitivas y Estrategias Socioafectivas de las escalas ACRA. Mediante análisis descriptivos, correlacionales, contraste de medias, y de regresión lineal jerárquica, se constata que hay un alto porcentaje de estudiantes que procrastinan habitualmente, y que consideran que esta conducta les es perjudicial. Se produce una relación negativa entre la procrastinación académica con el rendimiento académico, y el uso de estrategias metacognitivas y socioafectivas. Las mujeres presentan menor grado de procrastinación académica que los varones, aunque consideran que es una conducta más perjudicial para sus actividades académicas, que atribuyen la falta de empatía y baja autoconfianza, mientras que los varones lo hacen a la búsqueda de excitación. Las variables más explicativas de la conducta procrastinadora son el bajo uso de estrategias metacognitivas y la falta de energía y autocontrol. No se encuentran diferencias entre cursos, edad o si realizan o no alguna actividad laboral. Se discuten las implicaciones de los resultados en actuaciones específicas para reducir la procrastinación en estudiantes universitarios.; A high percentage of university students postpone their academic activities, which leads to academic and personal difficulties. The aim of this work is to identify and describe academic procrastination and its link to the use of metacognitive learning strategies, socio-affective strategies, and academic performance in pre-service teachers. The sample was made up of 794 bachelor’s and master’s degree students in teacher education who completed the Academic Procrastination Scale, the Procrastination Assessment Scale-Student (PASS), and the Metacognitive Strategies and Socio-affectiveStrategies scales of the ACRA scales. Descriptive, correlational, sample contrast, and hierarchical linear regression analysis shows there is a high percentage of students who habitually procrastinate, and who believe their behavior to be detrimental to them. Academic procrastination is negatively related to academic performance and the use of metacognitive and socio-affective strategies. Women evidence a lower level of academic procrastination than their male counterparts, although they believe it to be more detrimental to their academic activities. There are also differences in that women attribute the problem more to a lack of empathy and lack of self-confidence, whereas in men the problem is linked to the search for excitement. The variables which most predict procrastination are the low use of metacognitive strategies and the lack of energy and self-control. No differences were found between the years of the degree, age or regarding whether students are working or not, or the dedication this entails. We discuss the implications of the results in specific actions aimed at reducing procrastination behavior in university students.

Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST)

Tue, 01 Oct 2024 00:00:00 GMT

Situational evaluation of teachers’ social-emotional competence: Spanish version of the test of regulation in and understanding of social situations in teaching (TRUST) Martín Antón, Luis Jorge; Valdivieso Burón, Juan A.; García-Alonso, Juan-Carlos; Carbonero Martín, Miguel Ángel; Sáiz Manzanares, María Consuelo Evaluating teachers’ social-emotional competence is key to studying the effectiveness of education systems. This competence tends to be measured through selfreports, which might lead to a distorted vision. As an alternative, situational judgement tests have emerged. The present work seeks to adapt the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST) to Spanish. The study involved 503 teachers from schools who teach in primary (n = 198, 106 female) or secondary education (n = 305, 201 female). Average age was 45.07 (SD = 9.94), and teachers had an average of 16.77 years’ professional experience (SD = 10.17). In addition to responding to the TRUST, those who took part also responded to the ICQ-15, TEIQue-SF, and ERQ questionnaires. Confirmatory factor analysis provided a good fit of the two-factor model (emotional regulation and relationship management): χ2 (89) = 198.49, p < .001, CFI = 0.93, TLI = 0.92, RMSEA = 0.049, 90% CI [0.040, 0.059], SRMR = 0.042, as well as reliability and convergent validity. Factorial invariance is seen to hold amongst both women and men as well as between teachers who teach at different stages of the education system. The Spanish version of TRUST emerges as a valid and reliable tool for measuring teachers’ level of social-emotional competence, both in the Spanish education system at basic levels as well as with Spanish-speaking teachers from various countries, since situations are presented which are common in any type of school.