Search results for "educational psychology"
showing 10 items of 1902 documents
Modifying auditory perception with prisms? Aftereffects of prism adaptation on a wide auditory spectrum in musicians and nonmusicians
2021
Prism adaptation consists of pointing to visual targets while wearing prisms that shift the visual field laterally. The aftereffects are not restricted to sensorimotor level but extend to spatial cognition. There is a link between spatial representation and auditory frequency, with an association of low frequencies on the left side and high frequencies on the right side of space. The present study aimed first at evaluating the representation of auditory frequencies on a wide range of frequencies in musicians and nonmusicians. We used the ‘auditory interval bisection judgment’ within three auditory intervals. The results showed a pseudoneglect behavior in pretest in musicians and nonmusician…
Relationships between the social communication questionnaire and pragmatic language, socialization skills, and behavioral problems in children with a…
2019
The Social Communication Questionnaire (SCQ) is one of the most widely used screening instruments for autism spectrum disorder (ASD). This study examined the relationships between the reciprocal social interaction, communication, and repetitive/stereotyped factors on the Strength and Difficulties Questionnaire (SDQ) and pragmatic, socialization, and behavioral problems in children with ASD and children with typical development (TD). Participants were seven- to 11-year-old children with ASD without intellectual disability (
Autonomy Support, Psychological Needs Satisfaction, School Engagement and Academic Success: A Mediation Model
2018
School engagement is a construct of relevance in education and educational psychology, as it has been related to multiple educational constructs and outcomes: school drop-out, satisfaction with school, disruptive behavior, motivational climate, teacher-student relationships, or academic progress and achievement. The current research surveyed 2034 Angolan students and 2302 Dominican Republic students in order to predict academic achievement. The model tested was supported by the data in both samples, and the chain of explicative effects hold again in both samples. School engagement was a powerful mediator among needs satisfaction and academic success. Results are discussed in light of existi…
Learning and behaviour of three- to five-year-old children with ADHD / Aprendizaje y conducta de niños y niñas con TDAH de tres a cinco años
2015
AbstractEarly childhood education is a developmental period in which early symptoms of attention deficit hyperactivity disorder (ADHD) can be observed. This work examines the educational background of 206 children, from the ages of three to five years (109 of them with an ADHD diagnosis and 97 without a clinical diagnosis), by analysing 306 reports from their teachers. The aim of this study is to discover if these educational reports reflect differences in academic performance and behaviour between both groups. The 123 educational goals analysed in the reports have been classified into 15 categories. A nonparametric analysis (Chi square) was performed on each variable to compare ADHD/contro…
RELATIONSHIP BETWEEN FOURTH GRADE AND SEVENTH GRADE PERFORMANCE ON THE IOWA TESTS OF BASIC SKILLS
1968
Judgments and predictions are frequently made about the future educational progress of students on the basis of performances on standardized achievement batteries administered in elementary school. However, few studies attempting to investigate the stability of educational elementary school pupils through the use of standardized achievement batteries are to be found in the professional literature. Such an opportunity has arisen in connection with a major project (Jackson & Cleveland, 1966) in which both of the authors have been involved.
The development of fundamental motor skills of four‐ to five‐year‐old preschool children and the effects of a preschool physical education curriculum
2011
Altogether 38 girls and 46 boys aged four to five years were studied to analyse the linear and non‐linear development of fundamental motor skills. The children were grouped into one experimental and one control group to study the effects of an eight‐month preschool physical education curriculum. In the course of one year, the balance skills of the girls, the running speed of the boys and the standing broad‐jump and manipulative skills of both genders progressed linearly according to the children's age. Two weekly 45‐minute physical education lessons instructed by preschool teachers promoted the linear development of the girls' standing broad‐jump and non‐linear development of the boys' runn…
El uso problemático del smartphone y la autoestima: un meta-análisis
2023
El uso problemático del smartphone ha sido catalogado como un problema de salud pública por la Organización Mundial de la Salud. El objetivo del presente trabajo es examinar la relación entre el uso problemático del smartphone y la autoestima. Se realizó una búsqueda bibliográfica en las bases de datos PsycInfo, PubMed y Scopus recuperando un total de 30 estudios relevantes con una muestra total de 20916 participantes. El tamaño del efecto obtenido mediante un modelo de efectos aleatorios es significativo y negativo (r = -.25; IC 95% = -.28, -.21), por lo que las personas que poseen una menor autoestima, presentan mayores niveles de uso problemático del smartphone. Los análisis de meta-regr…
When Adolescents with High Self-Concept Lose their Engagement in School // Cuando se pierde la motivación escolar de los adolescentes con mejor autoc…
2015
Engagement in school and self-concept are two main constructs to explain the school adjustment. To understand how engagement might change during adolescence, we analyzed early and middle adolescents’ engagement in school (cognitive, affective, behavioural, and personal agency) as a function of their level of self-concept. Participants were 685 adolescents, 296 males (43.2%) and 389 females between 11-17 years old. Among early adolescents, students with high self-concept always reported more cognitive, affective, behavioural, and personal agency engagement than students with low self-concept. However, among middle adolescents, students with high self-concept reported only higher affective an…
Analysis of Spanish publications in the Educational Psychology category of the Web of Science for the period 2004-2013
2016
Este es un artículo Open Access bajo la licencia CC BY-NC-ND.