Antonio González

Los valores y las creencias medioambientales en relación con las decisiones sobre dilemas ecológicos

Resumen El presente trabajo hace referencia a las relaciones entre los valores humanos, las intenciones de conducta proam-biental, las creencias sobre las consecuencias de las condiciones medioambientales medidas a través de la escala del Nuevo Paradigma Ecológico (NPE) y las decisiones que se adoptan cuando nos enfrentamos ante dilemas ecológicos generales. Los resultados obtenidos en una muestra de 184 estudiantes universitari os muestran relaciones significativas entre las intenciones de conducta proambiental y los valores ético-ecológicos y egoístas, siendo en este último caso la relación de signo inverso. Por otro lado, no se encontraron relaciones significativas entre la intención de conducta pro- mabiental y las creencias. Con respecto a los dilemas, los resultados apuntan a la existencia de claras relaciones significativas con las creencias pero no con los valores.

Metamemoria y aprendizaje de textos

ResumenEste trabajo intenta presentar un esquema para la comprension de la investigacion en metamemoria. En esta suelen diferenciarse dos aspectos, la autoevaluacion y el control. Tambien se distingue la evaluacion prospectiva (juicios sobre las respuestas futuras) frente a la retrospectiva (emision de juicios sobre respuestas ya emitidas). Las estimaciones prospectivas se agrupan en tres categori as: estimacion sobre facilidad de aprendizaje antes del proceso de aprendizaje; estimacion de aprendizaje o prediccion de la actuacion y sensacion de saber, que pueden ser emitidos durante o despues del aprendizaje. La confianza en la actuacion se produce despues de que se ha contestado a la prueba de recuerdo. Por su parte, la idea fundamental subyacente al control es que la informacion obtenida mediante la autoevaluaci on se utiliza para poner en marcha, mantener o dar por concluida una actividad durante el aprendizaje, tal como puede ocurrir con la asignacion del tiempo de estudio.

Self-determination, behavioral engagement, disaffection, and academic performance: a mediational analysis.

The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R 2 = .39) and disaffection (R 2 = .24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R 2 = .43); engagement and disaffection partially mediated the relationship from external regulation (β = -.097; p < .002; Confidence Interval = -.177, -.051), identified regulation (β = .109; p < .006; CI = .054, .165), and intrinsic motivation (β = .139; p < .002; CI = .086, .206) to performance. The implications of these findings for current theory and educational intervention are discussed.

Mejoras en la calibración de la comprensión

ResumenEn el proceso de adquisicion y recuerdo de informacion, un aspecto fundamental es el de la supervision de la comprension. Entre las posibles formas de evaluarla estan la “calibracion de la comprension” (medida de la relacion de los pronosticos y la actuacion real), el “sesgo” y la “precision”. Las investigaciones sobre el tema indican que la calibracion, aunque distinta de 0, es deficiente; en cuanto al sesgo, se aprecia un generalizado sentimiento de hiper confianza en diferentes tareas y grupos. Por eso, en esta investigacion se han utilizado diferentes recursos para incrementar la calibracion: aplazamiento de los pronosticos (diez minutos), presentacion de items similares a los de la prueba final y feedback autogenerado o externo. Las conclusiones que podemos extraer de los datos son: la calibracion de la comprension es limitada y no se incrementa significativamente mediante el aplazamiento de las estimaciones. La contestacion de las preguntas y las dos formas de feedback mejoran la calibracion;...

Class Anxiety in Secondary Education: Exploring Structural Relations with Perceived Control, Engagement, Disaffection, and Performance.

The aim of this study was to assess the relationships between class-related anxiety with perceived control, teacher-reported behavioral engagement, behavioral disaffection, and academic performance. Participants were 355 compulsory secondary students (9th and 10th grades; Mean age = 15.2 years; SD = 1.8 years). Structural equation models revealed performance was predicted by perceived control, anxiety, disaffection, and engagement. Perceived control predicted anxiety, disaffection, and engagement. Anxiety predicted disaffection and engagement, and partially mediated the effects from control on disaffection (β = -.277, p < .005; CI = -.378, -.197) and engagement (β = .170, p < .002; CI = .103 .258). The negative association between anxiety and performance was mediated by engagement and disaffection (β = -.295, p < .002; CI = -.439, -.182). Anxiety, engagement, and disaffection mediated the effects of control on performance (β = .352, p < .003; CI = .279, .440). The implications of these results are discussed in the light of current theory and educational interventions.

Behavioral engagement and disaffection in school activities: exploring a model of motivational facilitators and performance outcomes

Previous research has shown that perceived control, task value, behavioral engagement and disaffection are personal determinants of academic performance. However, little research has simultaneously examined these constructs in secondary education. The present study analyzed the structural relationships between these variables and the role of engagement and disaffection as mediators of control and value on performance. Participants were 446 students (51.3% girls) ranging in age from 12 to 16 years attending six Spanish compulsory secondary schools (from 7th to 10th grades). The variables were assessed over a nine-month period. Structural equation models results confirmed the hypotheses: control and value significantly predicted engagement, disaffection, and performance; engagement and disaffection predicted performance and partially mediated the effects from control and value on performance. Implications for psycho-educational theory and practice are discussed.

Music performance anxiety: Exploring structural relations with self-efficacy, boost, and self-rated performance

The first aim of this study was to analyse performance self-efficacy as a predictor of music performance anxiety (MPA), and performance boost and self-rated performance as their outcomes in a sample of students and professionals (teachers and performers). This work also tries to ascertain the similarities and differences between genders and professional status by means of bivariate correlations, MANOVA, and structural equation model (SEM) analyses. A sample of 270 Spanish musicians participated in the study. With regard to the similarities, MPA was negatively predicted by self-efficacy and was a negative predictor of boost; the total effect of MPA on performance was negative and significant. Self-efficacy was a positive predictor of boost and performance. On the contrary, the predictive power of boost over performance was not significant. MPA mediated the effects of self-efficacy on boost; analogously, self-efficacy and boost mediated the influence of efficacy on performance. All of these relationships were equivalent for the four groups of females, males, students, and professionals. As for the main differences, the study showed that performers obtained the highest values in self-efficacy, boost, and performance; students surpassed teachers and performers in MPA; and females were the most anxious subsample. We discuss these findings, acknowledging their limitations and highlighting their implications.

Metas de logro, ansiedad, esperanza y rendimiento en lengua española en secundaria: un modelo estructural

Resumen Metas de logro y emociones se han revelado como condicionantes de los resultados académicos. Mediante un modelo de ecuaciones estructurales, este estudio evalúa las relaciones entre metas de aprendizaje, de rendimiento-aproximación y de rendimiento-evitación, esperanza, ansiedad y rendimiento en la clase de Lengua en una muestra de 642 estudiantes de secundaria españoles de 12 a 18 años. Los resultados evidenciaron las siguientes relaciones: la esperanza fue explicada positivamente por la meta de aprendizaje y por la de rendimiento-aproximación, y negativamente por la de rendimiento-evitación; en cuanto a la ansiedad, la meta de rendimiento-evitación la predijo positivamente, mientras que las otras dos metas la predijeron negativamente. En conjunto, metas, ansiedad y esperanza explicaron el 57% de la varianza del rendimiento; los nexos indirectos entre metas y rendimiento, parcialmente mediados por la esperanza y la ansiedad, fueron significativos. Se concluye discutiendo posibles aplicaciones de los resultados al contexto escolar.