https://hdl.handle.net/10481/39992 2026-04-03T23:40:20Z 2026-04-03T23:40:20Z Shum, Alex Fryer, Luke K. Cano García, Francisco García Berben, Ana Belén Pichardo Martínez, María Del Carmen https://hdl.handle.net/10481/96149 2024-10-21T07:41:48Z

Nature vs nurture: learning conceptions and environment as precursors to learning strategy patterns and their outcomes Shum, Alex; Fryer, Luke K.; Cano García, Francisco; García Berben, Ana Belén; Pichardo Martínez, María Del Carmen This study investigates formal learning experiences in higher education by examining the relationship between conceptions of learning and the learning environment, their combined effects on learning strategies (which include processing and regulation), and outcomes. Psychology students (n=242) from a major state-supported university completed the Inventory of Learning Styles (ILS), the Course Experience Questionnaire (CEQ) and a student Satisfaction scale. A fully-forward latent SEM approach was taken to model the learning process using Bigg’s 3P model. Presage variables included conceptions of learning (Construction of Knowledge and Intake of Knowledge) and learning environment (Good Teaching and Appropriate Workload), Process variables included (Deep and Stepwise) processing and (Self-, External and Lack of) regulation strategies. Finally, Product variables included Generic Skills, Satisfaction and Achievement (end-of-term grade). Gender and Year of Study were used as controls. Both conceptions and teaching environment had large effects on processing strategies, while other predictions evidenced established learning patterns (e.g. meaning-directed and reproduction-directed). Deep Processing and Lack of Regulation mediated positive and negative effects respectively between Appropriate Workload and Achievement. Intake of Knowledge predicted Lack of Regulation, which is indicative of insufficient regulation provided by external sources. Latent profile analysis on the Presage variables revealed three subgroups, which were labelled: Inactive, Passive-Idealist and Environment Driven. Students did not readily differentiate between the learning conceptions examined. Some subgroups might be influenced in varying degrees by environmental factors while others reported greater influence by their learning conceptions. Implications for theory and practice are discussed.

Cano García, Francisco Pichardo Martínez, María Del Carmen García Berben, Ana Belén Fernández Cabezas, María https://hdl.handle.net/10481/96148 2024-10-21T07:30:51Z

An integrated test of multidimensionality, convergent, discriminant, and criterion validity of the Course Experience Questionnaire: an Exploratory Structural Equation Modeling Cano García, Francisco; Pichardo Martínez, María Del Carmen; García Berben, Ana Belén; Fernández Cabezas, María Most research on the course experience questionnaire (CEQ) has been conducted through conventional exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) within the independent cluster model framework (ICM-CFA). However, very few studies have focused on examining its multidimensionality using more flexible psychometric frameworks such as exploratory structural equation modelling (ESEM). This study aims to conduct an integrated test of multidimensionality on the short, 23-item version of the CEQ (CEQ23) by using ESEM, to test its construct and criterion-related validity and contribute to the current debate on its validity. The participants comprised 620 undergraduate psychology students. CEQ23 scores were examined through ESEM to identify two sources of construct-multidimensionality. This entailed contrasting ICM-CFA and ESEM solutions and comparing three alternative models. Construct and criterion-related validity were then analysed using common and emerging techniques. The results (a) confirmed the presence of a superior construct: students’ perceptions of teaching quality, which is multifaceted and hierarchically structured; (b) supported a generally acceptable construct and criterion-related validity; and (c) highlighted some methodological weaknesses of conventional statistical techniques, which may underly the debate on the validity of the CEQ23.

Justicia Arráez, Ana https://hdl.handle.net/10481/70688 2021-10-06T11:01:58Z

Utilización de la normativa APA 7ª edición Justicia Arráez, Ana

Benavides Nieto, Alicia Fernández, María Pichardo Martínez, María Del Carmen https://hdl.handle.net/10481/61796 2021-06-15T13:27:55Z

Family and teacher’s perception about the effects of Aprender a Convivir en Casa pilot program Benavides Nieto, Alicia; Fernández, María; Pichardo Martínez, María Del Carmen Several studies in the last decades provide scientific evidence about the benefits of family intervention at an early age. Carried out the implementation of the Aprender a Convivir en Casa [Learning to Live Together at Home] program (ACC), aimed for Spanish families with preschoolers to prevent behavioural problems, juvenile delinquency and harassment, as well as promote an optimal family functioning and parenting wellbeing; the aim of this study is to compare the effects on pre-schooler’s adaptive skills and behavioural problems through the BASC-P1 and BASC-T1, parents and teachers respectively. Parents of 18 three to five-year-old children participated in the study, 9 parents were assigned to parent training (PT, experimental group) and 9 to a waiting list group (WL, control group). The results indicate that the children of the PT group obtained significantly higher scores in social competence compared with the WL group. The effect sizes ranges are large in this dimension, ranging from 2.12 in adaptive skills and 2.57 in social skills. Moreover, no significant differences have been found in internalizing and externalizing problems. Related to the comparison between teachers and parent’s perspective in the PT group, there is an agreement in some aspects of the social competence factors but there is no arrangement in the conduct problems dimensions, coinciding with other current research. Based on the parent’s perception of ACC efficacy, it is found high satisfaction and benefits after participating. These results suggest that ACC family program may be useful to promote family functioning and wellbeing and preschooler’s social competence.; Percepción de las familias y profesores sobre los efectos del programa piloto Aprender a Convivir en Casa. Varios estudios en las últimas décadas muestran los beneficios de la intervención familiar en edad temprana. Llevada a cabo la implementación del programa Aprender a Convivir en Casa (ACC), dirigido a familias españolas con niños en edad preescolar para prevenir problemas de conducta, delincuencia juvenil y acoso, así como para promover un óptimo funcionamiento y bienestar familiar; el objetivo de este estudio es comparar los efectos sobre las habilidades adaptativas y los problemas de conducta de los preescolares a través del BASC-P1 y BASC-T1, progenitores y profesores respectivamente. Los progenitores de 18 niños y niñas de tres a cinco años participaron en el estudio, 9 progenitores fueron asignados al grupo de entrenamiento (PT, grupo experimental) y 9 a un grupo en lista de espera (WL, grupo control). Los resultados indican que los niños del grupo PT obtuvieron puntuaciones significativamente más altas en competencia social en comparación con el grupo WL. Los tamaños del efecto son grandes en esta dimensión, que van desde 2,12 en habilidades de adaptación y 2,57 en habilidades sociales. Por otra parte, no se han encontrado diferencias significativas en la interiorización y exteriorización de problemas. En relación a la comparación entre profesores y progenitores, en el grupo PT existe acuerdo en algunas dimensiones de competencia social, pero no en las dimensiones de problemas de conducta, coincidiendo con otras investigaciones actuales. Se observa un alto grado de satisfacción y beneficios después de la participación. Estos resultados sugieren que el programa familiar ACC puede ser útil para promover el funcionamiento y el bienestar de la familia y la competencia social de preescolares.

Justicia Arráez, Ana https://hdl.handle.net/10481/40636 2021-06-15T13:27:55Z

Utilización de la normativa APA 6ª edición Justicia Arráez, Ana Tomando como referencia la normativa APA en su 6ª edición publicada en 2010 en el Manual of the American Psychological Association (6th ed.) por la American Psychological Association, se presenta una guía práctica dirigida al alumnado de Ciencias de la Educación.