A longitudinal study of psychological functioning and academic attainment at the transition to secondary school.

La formacion de los docentes en materias como las relacionadas con las tecnologias de la informacion y comunicacion (TIC), es una variable que ha preocupado a los teoricos y practicos de la educacion desde la aparicion de estas. Es por ello, que se presenta un analisis y revision critica los aspectos teoricos - conceptuales. Su desarrollo se sustenta, en la aplicacion de una investigacion descriptiva -documental, que permite considerar los fundamentos necesarios para dar una proyeccion innovadora con respecto a las propuestas de formacion de los docentes que desde diferentes contextos se demandan, asi como se impulsa sus disenos y programas formativos.

https://dialnet.unirioja.es/descarga/articulo/5101939.pdf

Miradas sobre la formación del profesorado en tecnologías de información y comunicación (TIC)

espanolAntecedentes: el objetivo del estudio fue analizar la influencia de variables individuales potencialmente importantes (motivacion, satisfaccion con la carrera, autorregulacion, expectativas de autoeficacia y percepcion del desempeno academico) sobre la intencion de permanecer en los estudios universitarios. Metodo: se ha empleado un diseno de tipo ex post-facto, administrando el Cuestionario de Vida Universitaria a una muestra compuesta por 2.741 estudiantes de primer ano de seis universidades chilenas. Los datos fueron analizados utilizando un path analisis. Resultados: la intencion de permanencia se incrementa cuanto mayor es la motivacion intrinseca, mayores las expectativas de autoeficacia, mayor la percepcion de desempeno y mayor satisfaccion con la carrera. Entre todas las variables consideradas en el modelo, la intencion de permanencia fue explicada en un 26%. Conclusiones: en primer lugar, se constata la conveniencia del estudio de este fenomeno mediante modelos complejos (por ejemplo, modelos de ecuaciones estructurales; modelos multinivel), pues no tiene sentido intentar explicar el abandono unicamente mediante efectos directos (como se hace en la mayoria de las investigaciones previas). En segundo lugar, el porcentaje de varianza explicada de la intencion de abandono aconseja insistir en este tipo de estudios (con mayor control, con otro tipo de medidas, etc.). EnglishBackground: The aim of the study was to analyze the influence of potentially important individual variables (motivation, satisfaction with the course, self-regulation, expectations of self-efficacy and perception of academic performance) on the intention to remain on university courses. Method: An ex-post-facto design was used, applying the University Life Questionnaire to a sample of 2,741 first-year students from six Chilean universities. Data were analyzed by path analysis. Results: The intention to remain is higher when intrinsic motivation is higher, self-efficacy expectations are higher, the perception of performance is higher and satisfaction with the course is higher. All the variables included in the model explained 26% of the intention to remain. Conclusions: The study confirms the suitability of studying this phenomenon through complex models (e.g., structural equation models, multilevel models), since it makes little sense to try to explain dropout only through direct effects (as in most previous research). Secondly, the percentage of variance explained by dropout intention means it is important to continue this kind of research (with better controls, other types of measures, etc.)

Affective and cognitive variables involved in structural prediction of university dropout.

Hegemonic understandings rooted in the epistemic perspectives of the Global North explain global inequality (i.e., unequal relations between Global North and South) as a developmental gap in progress toward Eurocentric modernity. From this perspective, global inequality exists because Northern societies have created modern institutions and mentalities (e.g., independent selfways) that have enabled them to achieve development, and Southern societies suffer from poverty because their institutions and associated mentalities (e.g., interdependent selfways) retard development. In contrast, a decolonial standpoint, rooted in epistemic perspectives of the Global South, emphasizes the coloniality of modern individualist mentalities: the extent to which they reflect and reproduce colonial violence. From this perspective, modern individualist mentalities are a source, rather than solution, of global inequality, and a more equitable world requires cultivation of mentalities attuned to the interdependence of everyday life.

Theory from the South: a decolonial approach to the psychology of global inequality.

En este vertiginoso mundo de cambios en que vivimos, las tecnologias de la comunicacion (TIC), especialmente Internet, las redes sociales y la web 2.0, estan abriendo grandes horizontes para la ciudadania en todos los ambitos de la vida y tambien, de manera especial, en el campo educativo. La didactica, como area de conocimiento que siempre ha acogido a la tecnologia educativa desde los anos setenta, tiene ahora la gran oportunidad de dar entidad y corpus a los estudios y a las investigaciones pedagogicas con tecnologias que se han desarrollado en los ultimos decenios, porque estas, sin duda, disenan y condicionan en grado sumo a los nuevos modelos de ensenanza. Como senala Prensky (2011): «la problematica no implica solo cambiar de tecnologia, sino tambien la concepcion que tengamos del aprendizaje». El uso didactico de las TIC debe alejarse tanto del determinismo tecnologico como del pedagogico, y debe abrir vias hacia un modelo sistemico que tenga presente la «transformacion cognitiva» a la que estamos asistiendo y que asuma la complejidad del fenomeno educativo, asi como la diversidad de variables que deben ser contempladas en dicho proceso. Este es el gran reto de la educacion en la sociedad electronica en que vivimos, donde el aprendizaje es cada vez mas ubicuo, puesto que rompe las fronteras del tiempo y del espacio.

/pdf/avances-y-retos-en-la-promocion-de-la-innovacion-didactica-jprueyx83p.pdf

Avances y retos en la promoción de la innovación didáctica con las tecnologías emergentes e interactivas

Background Stigma is one of the major impairments to social integration of people with mental disorders. The present research was aimed to study the psychometric properties and adapt the Link’s Social Distance Scale (SD) in a sample from Chile. This scale assessed the public attitudes toward people with mental disorders by means of a vignette, followed by a set of questions. Method A total of two samples by convenience were taken. The first sample consisted of 399 people and the second of 350. Reliability was assessed by means of the Cronbach’s alpha coefficient. In order to validate its structure, an exploratory factor analysis of the first sample was conducted. Like waise, a confirmatory analysis was conducted with the second sample. Finally, the Pearson correlation coefficient was used to study the concurrent validity of the Orientation Scale to Social Dominance. Results Results indicate that the final instrument has two factors “proximity and social interaction,” composed by three items, and “intimacy and confidence,” composed by two. Despite the fact that the samples had different educational level, the adjustment indixes obtained from the confirmatory analyses, as well as the internal consistency of the instrument, were appropriate. Discussion and conclusion The existence of two factors can be related to the growth of the community mental health model in Chile. This has produced an impact on the amount of community centers and, therefore on the closeness on the subject. The results obtained support the possibility of using this instrument in different social groups.

/pdf/analisis-psicometrico-y-adaptacion-de-la-escala-de-distancia-2uggmtagv8.pdf

Análisis psicométrico y adaptación de la Escala de Distancia Social (DS) en una muestra chilena

The factors that influence physical activity levels are many, however, it is necessary to identify those that can be modified, among them are the sociocognitive variables. The general objective of this research was to analyze the relationship between physical self-concept, motivation, self-efficacy and perception of barriers to physical activity, and subjective wellbeing with the level of physical activity in university students. A cross-sectional predictive design was used and 362 students of Higher Education from a region of southern central Chile participated. To respond to the objectives, a Model of Structural Equations was used, specifically the Probit model suitable for ordinal regressions. The results showed that: (1) self-efficacy for the practice of physical activity, lack of time, lack of will, lack of ability, self-concept of physical condition and physical selfconcept of strength significantly predicted the level of practice of physical activity; (2) the level of physical activity mediates the relationship between sociocognitive variables and positive affectivity. It is possible to conclude that sociocognitive variables influence the levels of physical activity of university students and the latter influences their well-being.

/pdf/variables-sociocognitivas-y-su-relacion-con-la-actividad-4br8r1lmo8.pdf

Variables sociocognitivas y su relación con la actividad física en estudiantes universitarios chilenos (Sociocognitive variables and their relationship with physical activity in Chilean university students)

Buhos: A web-based systematic literature review management software

Mediante una encuesta se estudio la relacion entre cinco tipos de creencias docentes -constructivismo, creencias en la efectividad de la tecnologias en educacion, autoeficacia docente, autoeficacia computacional y autoeficacia de ensenanza con computadores- y la frecuencia y tipos de uso de computadores de 112 profesores de cinco establecimientos chilenos que brindan educacion basica y media. Usando analisis de correlacion, se obtuvo que la autoeficacia computacional, la autoeficacia de ensenanza con computadores y las creencias en la efectividad de la tecnologia, presentan mayor efecto en el uso de computadores que la autoeficacia docente y el constructivismo.

/pdf/creencias-docentes-y-uso-de-nuevas-tecnologias-de-la-4evwgcsfew.pdf

Creencias docentes y uso de Nuevas Tecnologías de la Información y Comunicación en profesores de cinco establecimientos chilenos de educación básica y media

Parenting is a transforming experience for the life of parents that brings joy and satisfaction as well as challenges, frustration, and demands. The aim of this study was to determine the relationship between "parental stress and satisfaction" and work-home conflict, perceived social support, and global satisfaction with life, and to determine the moderating role of the parent's gender. A sample of 244 participants was studied: 49.6% (121) mothers and 50.4% (123) fathers with children between 2 and 12 years of age. The data was analysed by means of multiple linear regression models and Beta regression for stress and parental satisfaction, respectively, and they were complemented with general and conditional dominance analyses to estimate the relevance of the predictors. Mothers presented higher levels of parental stress and satisfaction than fathers. Being female, having two children, and home-work conflict were predictors of a higher parental stress. Age was also a predictor, as younger parents and also those older than 37 years of age showed more parental stress. Having no partner and being male was associated to lower parental satisfaction. In conclusion, parental stress and satisfaction emerge as clearly differentiated dimensions of parenting experience. The gender gap in parental stress could be linked to the persistence of traditional roles regarding the care of the children, in agreement with the findings in other research.

/pdf/parental-stress-and-satisfaction-in-parents-with-pre-school-1iwewduexb.pdf

Claudio Bustos Navarrete

Papers

Análisis psicométrico y adaptación de la Escala de Distancia Social (DS) en una muestra chilena

Variables sociocognitivas y su relación con la actividad física en estudiantes universitarios chilenos (Sociocognitive variables and their relationship with physical activity in Chilean university students)

Buhos: A web-based systematic literature review management software

Creencias docentes y uso de Nuevas Tecnologías de la Información y Comunicación en profesores de cinco establecimientos chilenos de educación básica y media

Parental Stress and Satisfaction in Parents With Pre-school and School Age Children.