Ángel Hernando

Más allá del déficit: construyendo un modelo de desarrollo positivo adolescente

Resumen La imagen negativa de la adolescencia presente en el mundo occidental a lo largo de las últimas décadas ha propiciado un modelo de atención a la salud adolescente centrado en el déficit y en los factores de riesgo. Sin embargo, durante los últimos años este modelo ha empezado a ser cuestionado por enfoques que enfatizan la competencia y el desarrollo positivo de jóvenes y adolescentes. En este estudio se utilizaron dos técnicas de consenso, como son el grupo nominal y la técnica delphi, para construir, a partir de la opinión de un amplio grupo de expertos, un modelo que recogiese las competencias que pueden servir para definir un desarrollo adolescente saludable y positivo. Las competencias específicas propuestas se agruparon en cinco bloques o áreas: emocional, social, cognitiva, moral y de desarrollo personal. El modelo construido representa un punto de partida que sugiere algunas líneas de investigación e intervención de cara a la promoción de la salud y el desarrollo positivo adolescente.

Variables familiares y rendimiento académico en la adolescencia

Resumen En este estudio se analizan las relaciones existentes entre el rendimiento académico adolescente, el tiempo dedicado a las tareas escolares y algunas variables familiares, tanto sociodemográficas como referidas al estilo educativo parental, así como sus tendencias evolutivas y las diferencias de género en una muestra de 2400 adolescentes con edades comprendidas entre los 12 y 17 años pertenecientes a 20 centros educativos de Andalucía. El tiempo dedicado a las tareas escolares y el nivel de estudios de los padres fueron las variables que presentaron mayor relación con los logros académicos. Las dimensiones del estilo parental contribuyeron a explicar la variabilidad en el rendimiento académico, cuatro de ellas ejercieron una influencia significativa; pero mientras en dos, control conductual y revelación, es positiva; el control psicológico y el humor, lo hacen de manera negativa. Aparecieron diferencias de género en las variables estudiadas, fueron las chicas, en general, las que mostraron mayor rendimiento. La disminución del rendimiento, a lo largo de la adolescencia, se observó en ambos sexos, aunque entre los chicos fue más acusado.

The effect of centralization and cohesion on the social construction of knowledge in discussion forums

The effect of centralization and cohesion on the social construction of knowledge in discussion forums Ramón Tirado a , Ángel Hernando b & José Ignacio Aguaded a a Dpto. de Educación, Facultad de Educación, Universidad de Huelva, Campus de “El Carmen”, s/n. 21071, Huelva, Spain b Dpto. Psicología Evolutiva y de la Educación, Facultad de Educación, Universidad de Huelva, Campus de “El Carmen”, s/n, Huelva, 21071, Spain Version of record first published: 06 Dec 2012.Interactive relationships in online learning communities can influence the process and quality of knowledge building. The aim of this study is to empirically investigate the relationships between network structures and social knowledge building in an asynchronous writing environment through discussion forums in a learning management system. The quality of the knowledge construction process is evaluated through content analysis, and the network structures are analyzed using a social network analysis of the response relations among participants during online discussions. Structural equation modeling is used to analyze relations between network structures and knowledge construction. Working on data extracted from a 6-week distance-learning experiment, we analyzed how 10 groups developed collaborative learning social networks when participants worked together on case resolution. The results show a positive correlation between cohesion and centralization, and the positive influence of the cohesion index and the centralization index on social presence and cognitive presence in knowledge building. However, this must be understood within the context of social networks in which messages sent to all group members occupy the center. This underlines the need for reinforcing participations that are directed to the group as a whole, and the importance of the fact the network contains both central and intermediate members. By contrast, we propose that the combination of analysis techniques used is a good option for this type of study while recognizing that it is necessary to continue validating the instruments in terms of their own theoretical suppositions.

Quality of life of Portuguese and Spanish adolescents. A comparative study between natives and immigrants

The aim of this study was to analyse differences in quality of life (QOL) between Spanish and Portuguese immigrant and native adolescents. In total, 475 native and immigrant adolescents (52% boys) from Algarve (Portugal) and Huelva (Spain), aged between 12 and 17 years old, were assessed with the KIDSCREEN-52. QOL dimensions were not related to most academic variables, with the exception of number of school failures, Financial Resources and Social Support from Peers. Multivariate analysis of variance (MANOVA) was used to examine statistical differences in adolescents QOL. Age differences in QOL levels were not found. Girls reported worse QOL levels on Physical Wellbeing than boys (F = 10.32, p = .001, η2 =.02). Immigrant Portuguese adolescents scored higher on Mood (F = 17.57, p = .000, η2 =.11), and native Portuguese adolescents scored higher on Social Acceptance (F = 4.87, p = .002, η2=.033). Immigrant and native adolescents had similar levels of perceived QOL. Overall, it seems that in both countries, the living contexts for immigrant and native adolescents are fairly homogeneous.

Evaluating the school assets that promote positive adolescent development from the perspective of the student / La evaluación de los activos escolares para el desarrollo positivo adolescente desde la perspectiva del alumnado

espanolEl objetivo de este trabajo fue desarrollar un instrumento valido y fiable para evaluar la percepcion del alumnado de las fortalezas fundamentales de un centro educativo o activos escolares segun el enfoque del desarrollo adolescente positivo. Para ello, en primer lugar, se creo una escala a partir de una revision de los instrumentos existentes que evaluaban el clima escolar y las dimensiones relevantes del contexto escolar, identificadas como factores promotores del desarrollo sociopersonal y del ajuste adolescente. En segundo lugar, para asegurar la validez de contenido de la misma, se llevo a cabo un juicio de expertos. Y por ultimo, la escala fue administrada para el analisis de sus propiedades psicometricas a una muestra constituida por 2,400 adolescentes (1,068 chicos y 1,332 chicas) de 12 a 17 anos (M = 14.73, DT = 1.25) que cursaban estudios de educacion secundaria en centros publicos y privados de Andalucia Occidental. Los resultados obtenidos han permitido avalar la adecuacion de las propiedades psicometricas de la escala construida. Queda para futuras investigaciones comprobar la validez externa y predictiva del instrumento EnglishThe aim of this study was to develop a valid and reliable instrument for evaluating students� perceptions of their school�s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale�s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12�17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale�s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studiesAbstract The aim of this study was to develop a valid and reliable instrument for evaluating students’ perceptions of their school’s key strengths, or school assets, using the positive adolescent development approach. To do this, we first created a scale after carrying out a review of the instruments already in use to evaluate school climate and aspects related to the school context which have been identified as factors that promote the socio-personal development and adjustment of adolescents. Secondly, expert judgement was sought to ensure the validity of the scale’s content. And finally, in order to analyse the psychometric properties of the scale, it was given to a sample of 2,400 adolescents (1,068 boys and 1,332 girls) aged 12–17 (M = 14.73, SD = 1.25) in secondary education in state and private schools in Western Andalusia. The results obtained endorsed the scale’s psychometric properties. The external and predictive validity of the instrument remains to be tested in future studies.