Celestino Rodríguez Pérez

Risk factors associated with cybervictimization in adolescence

The aim of this work is to analyze the predictive value of several variables that may affect the likelihood of occasional or severe cibervictimization in adolescence, including sociodemographic (gender and age), psychological (self-esteem and shyness-social anxiety), educational (off-line school victimization, training and socio-emotional support, and academic achievement), family (parental control), and technological (frequency of use and risky Internet behaviors) factors. To achieve this, three self-reports were applied to 3,180 Compulsory Secondary Education students from Asturias (Spain), aged between 11 and 19 years old. The multinomial logistic regression results show that age, off-line school victimization, parental control, risky Internet behaviors, using online social networks or instant messaging applications and frequency of Internet use during weekends are statistically significant risk factors for both occasional and severe cybervictimization. Self-esteem is a protective factor for occasional cybervictimization. Having their own mobile phone, playing on-line with others and frequency of Internet use during weekdays are risk factors for severe cybervictimization. The implications of these results are discussed with regard to prevention, detection and treatment of cybervictimization.

Psychometric characteristics of the BRIEF scale for the assessment of executive functions in Spanish clinical population

BACKGROUND The Behavior Rating Inventory of Executive Functions (BRIEF) scale, completed by families, is widely known in the assessment of executive functions in children and adolescents. However, its application is limited to English-speaking population. METHOD This study analyzes the preliminary results from its application in a Spanish clinical sample, comprising 125 participants aged 5-18 years. Internal structure and reliability of the translated scale were analyzed, as well as its relationship with other behavioral measures through the analysis of their correlations with the Assessment of Attention Deficit Hyperactivity Disorder Scale (EDAH). The results were compared with those from the original validation study. RESULTS The data revealed the presence of the same internal structure, as well as acceptable internal consistency and significant correlations with the Attention Deficit and Hyperactivity components of the EDAH scale. CONCLUSIONS This study provides preliminary evidence of the utility of the BRIEF scale in cultural contexts different from the original, particularly in Spanish clinical population.

Factors involved in making post-performance judgments in mathematics problem-solving

BACKGROUND This study examines the impact of executive functions, affective-motivational variables related to mathematics, mathematics achievement and task characteristics on fifth and sixth graders’ calibration accuracy after completing two mathematical problems. METHOD A sample of 188 students took part in the study. They were divided into two groups as function of their judgment accuracy after completing the two tasks (accurate= 79, inaccurate= 109). Differences between these groups were examined. The discriminative value of these variables to predict group membership was analyzed, as well as the effect of age, gender, and grade level. RESULTS The results indicated that accurate students showed better levels of executive functioning, and more positive feelings, beliefs, and motivation related to mathematics. They also spent more time on the tasks. Mathematics achievement, perceived usefulness of mathematics, and time spent on Task 1 significantly predicted group membership, classifying 71.3% of the sample correctly. CONCLUSIONS These results support the relationship between academic achievement and calibration accuracy, suggesting the need to consider a wide range of factors when explaining performance judgments.

Naming Speed and its effect on attentional variables and reading errors depending on the diagnosis

While naming speed, which is usually assessed with tests like RAN / RAS, has proven to be useful in predicting certain reading errors and attentional difficulties, the variables that predict performance in the test have not been examined yet. The objective of the present study is to test the explanatory power of certain reading and attentional variables on naming speed performance depending on the diagnosis. A sample of 132 students, divided into four groups (Control, n=34; Reading difficulties, n= 22; ADHD, n=41; and ADHD+Reading Difficulties, n=35) was used. The results show: 1) without any difficulties, naming speed is explained by IQ, age and gender; 2) in presence of reading difficulties, the variables with more explanatory power are the reading errors; 3) in presence of attentional difficulties, there are certain attentional variables like those provided by TOVA, which have shown to be more significant.

Trastorno por Déficit de Atención e Hiperactividad (TDAH): Prevalencia y Características Sociodemográficas en Población Reclusa

Diversos estudios coinciden en senalar que la prevalencia de enfermedades mentales en internos penitenciarios es significativamente mayor que en la poblacion general. En este contexto, la literatura muestra que existe una importante presencia de sintomas del Trastorno por Deficit de Atencion con Hiperactividad (TDAH) en esta poblacion. Sin embargo, la investigacion al respecto es escasa. En este estudio se estimo la prevalencia con cribado positivo para TDAH en la poblacion penitenciaria, y se establecieron las caracteristicas sociodemograficas asociadas al trastorno. Se administraron dos escalas de evaluacion del TDAH ampliamente empleadas y validadas en poblacion adulta - ASRS y WURS. Los participantes fueron 143 presos del Establecimiento Penitenciario de Villabona (Asturias, Espana), con un rango de edad entre 18 y 69 anos. Los resultados obtenidos indican una prevalencia aparente del TDAH en torno al 25% utilizando ambas escalas y con resultados coincidentes entre ellas. Ademas se encontraron diferencias significativas por sexo, por nivel de escolaridad y situacion laboral, con diferentes perfiles segun la presencia de los sintomas del TDAH. Estos resultados evidencian la necesidad de estudiar las consecuencias de este trastorno en la poblacion penitenciaria, con el objeto de mejorar el manejo terapeutico en este contexto, atendiendo a sus caracteristicas.

Information Technology Incident Management: A Case Study of the University of Oviedo and the Faculty of Teacher Training and Education

Since their introduction into higher education institutions, information technology (IT) resources have become an indispensable, dynamic and controversial component of teaching- and research-related activities. This article explores some of the complex issues surrounding such resources through a study of the most representative IT incidents that occurred at the University of Oviedo and in one of its faculties, specifically the Faculty of Teacher Training and Education. It also aims to provide some guidelines to improve decision making in this particular field, and also to disseminate a number of significant findings in relation to the use of such technologies by higher education centres.To that end, incidents reported at the University of Oviedo (with 30,000 people across four campuses) over three consecutive academic years are analysed. Incidents occurring in computers (which may include software and peripheral devices) used by students and lecturers in the Faculty of Teacher Training and Education’s classrooms are also analysed. The results obtained show that, while the number of IT devices has increased, the number of incidents has remained constant. This indicates that users are able to use them better. Most of the problems reported by the university and faculty alike were connected with software. This suggests that robust centralised services for program updating and maintenance are required.ResumenLas instituciones educativas universitarias incorporan progresivamente los recursos informáticos, que se convierten en instrumentos indispensables, dinámicos y controvertidos en la acción docente e investigadora. Este trabajo ex post facto intenta descubrir algunos rasgos de tal complejidad, a través del estudio de las incidencias informáticas más representativas que tuvieron lugar en la Universidad de Oviedo y en una de sus facultades (Formación del Profesorado y Educación). También pretende aportar pautas para tomar mejores decisiones en este ámbito y difundir las actuaciones significativas de uso de estas tecnologías en los centros de educación superior.Para ello se analizan las incidencias recogidas durante tres cursos sucesivos en la Universidad de Oviedo, institución que acoge a unas treinta mil personas, repartidas en cuatro campus. También se analizan las actuaciones de los equipos que utilizaron los estudiantes y profesores de las aulas de la Facultad de Formación del Profesorado y Educación. Los resultados obtenidos destacan que, aunque aumenta el número de dispositivos informáticos, la cantidad de incidencias generadas permanece constante. Esto apunta a que los usuarios saben emplearlos mejor. La mayoría de los problemas, tanto en cuanto a la institución universitaria como a la facultad, están relacionados con el software, por lo que se sugiere la implementación de potentes servicios centralizados de actualización y mantenimiento de los programas utilizados.Since their introduction into higher education institutions, information technology (IT) resources have become an indispensable, dynamic and controversial component of teaching- and research-related activities. This article explores some of the complex issues surrounding such resources through a study of the most representative IT incidents that occurred at the University of Oviedo and in one of its faculties, specifically the Faculty of Teacher Training and Education. It also aims to provide some guidelines to improve decision making in this particular field, and also to disseminate a number of significant findings in relation to the use of such technologies by higher education centres. To that end, incidents reported at the University of Oviedo (with 30,000 people across four campuses) over three consecutive academic years are analysed. Incidents occurring in computers (which may include software and peripheral devices) used by students and lecturers in the Faculty of Teacher Training and Education’s classrooms are also analysed. The results obtained show that, while the number of IT devices has increased, the number of incidents has remained constant. This indicates that users are able to use them better. Most of the problems reported by the university and faculty alike were connected with software. This suggests that robust centralised services for program updating and maintenance are required. Las instituciones educativas universitarias incorporan progresivamente los recursos informáticos, que se convierten en instrumentos indispensables, dinámicos y controvertidos en la acción docente e investigadora. Este trabajo ex post facto intenta descubrir algunos rasgos de tal complejidad, a través del estudio de las incidencias informáticas más representativas que tuvieron lugar en la Universidad de Oviedo y en una de sus facultades (Formación del Profesorado y Educación). También pretende aportar pautas para tomar mejores decisiones en este ámbito y difundir las actuaciones significativas de uso de estas tecnologías en los centros de educación superior. Para ello se analizan las incidencias recogidas durante tres cursos sucesivos en la Universidad de Oviedo, institución que acoge a unas treinta mil personas, repartidas en cuatro campus. También se analizan las actuaciones de los equipos que utilizaron los estudiantes y profesores de las aulas de la Facultad de Formación del Profesorado y Educación. Los resultados obtenidos destacan que, aunque aumenta el número de dispositivos informáticos, la cantidad de incidencias generadas permanece constante. Esto apunta a que los usuarios saben emplearlos mejor. La mayoría de los problemas, tanto en cuanto a la institución universitaria como a la facultad, están relacionados con el software, por lo que se sugiere la implementación de potentes servicios centralizados de actualización y mantenimiento de los programas utilizados.

Metodologies actives i desenvolupament de competències en estudiants universitaris amb diferents estils de pensament

La implementacio exitosa de metodologies actives per estimular el desenvolupament de competencies en el context universitari requereix la consideracio previa de les caracteristiques dels alumnes que poden influir en la seva manera d’afrontar l’aprenentatge, com son els seus estils de pensament. En aquest context s’ha plantejat el present estudi el qual te com a objectius, en primer lloc, comparar el potencial diferencial de diferents metodologies actives (experts, Aprenentatge Basat en Problemes, estudi de casos, estudi dirigit i estudi compartit) per estimular el desenvolupament de competencies generals en els estudiants universitaris i, en segon lloc, analitzar si l’estil de pensament dels alumnes prediu el desenvolupament de competencies en funcio de la metodologia emprada. La mostra ha estat composta per 87 estudiants de Grau de la Facultat d’Educacio de la Universitat de Lleo (Espanya), que van cursar assignatures diverses, les tematiques de les quals van ser implementades mitjancant les diferents metodologies actives objecte d’analisi. Per valorar l’estil de pensament dels alumnes es va utilitzar l’adaptacio espanyola del Thinking Styles Inventory ( Sternberg i Wagner, 1991). Per coneixer el desenvolupament de competencies percebut pels alumnes, van haver de respondre, despres de la implementacio de cada metodologia, el Questionari d’Avaluacio de les Competencies Transversals (Fidalgo, Arias i Garcia, 2007). Els resultats indiquen, por una banda, que les cinc metodologies analitzades estimulen de manera similar el desenvolupament de competencies en els universitaris, essent les competencies instrumentals les mes afavorides en tots els metodes. Per una altra banda, els resultats evidencien que els estils de pensament dels alumnes i la seva edat actuen com a variables predictores del desenvolupament competencial de manera diferent en relacio a cada metode. Per tant, des del punt de vista aplicat, es recomana l’us combinat de diferents metodologies actives per ajustar-se als perfils diversos de la generalitat dels estudiants i estimular aixi en tots l’optim desenvolupament de les competencies transversals.