DSpace Comunidad:http://hdl.handle.net/10045/298872024-03-19T08:04:19Z2024-03-19T08:04:19ZBuilding paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachersPoveda Brotons, RosaIzquierdo, AndreaPérez Soto, NataliaPozo-Rico, TeresaCastejón, Juan LuisGilar-Corbi, Raquelhttp://hdl.handle.net/10045/1413162024-03-09T01:07:55Z2024-03-08T00:00:00ZTítulo: Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers
Autor/es: Poveda Brotons, Rosa; Izquierdo, Andrea; Pérez Soto, Natalia; Pozo-Rico, Teresa; Castejón, Juan Luis; Gilar-Corbi, Raquel
Resumen: Introduction: The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. Methods: The sample comprised 240 students in higher education, pursuing a bachelor’s degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. Results: The findings show a significant improvement in the academic achievement at the end of the bachelor’s degree studies of the students in the experimental group. Discussion: These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.2024-03-08T00:00:00ZExplanatory model of cyberbullying, cybervictimization, aggressiveness, social anxiety, and adaptation to university: a structural equation analysisAparisi, DavidDelgado, BeatrizBo, Rosa M.http://hdl.handle.net/10045/1401432024-01-30T01:07:19Z2024-01-27T00:00:00ZTítulo: Explanatory model of cyberbullying, cybervictimization, aggressiveness, social anxiety, and adaptation to university: a structural equation analysis
Autor/es: Aparisi, David; Delgado, Beatriz; Bo, Rosa M.
Resumen: The increase in the number of cases of cyberbullying and cybervictimisation among university students and the scarce amount of research on the subject justify the need to analyse its relationship with psychological and social variables to prevent its appearance and impact. The aim of this study was to establish and contrast the fit of an explanatory model on cyberbullying and cybervictimization based on its relationship with aggressiveness, social anxiety and adaptation to university using a structural equations analysis. A total of 1,368 Spanish university students aged 18–49 (M = 21.34; SD = 4.45) completed a battery of questionnaires with the aim of assessing cyberbullying, aggressiveness, social anxiety, and adaptation to university. An adjusted structural equations model was obtained (x2 = 198.53; df = 39; p < .001; CFI = .96; NFI = .96; IFI = .96; RMSEA = .06). Significant relationships are observed, aggressiveness is negatively related to adaptation to university and positively with cybervictimization. A negative relationship has also been observed between cybervictimization and adaptation to university and a positive relationship with cyberbullying. Indirect effects have not been observed between aggressiveness and cyberbullying and between social anxiety and cybervictimization through adaptation to university. Therefore, social anxiety does not act as a mediator in the relationship with adaptation to university. These results suggest the importance of efforts to promote coping strategies management of aggression and empowerment of student adaptation in the university context to prevent cybervictimization and cyberbullying. Contributions and implications of the results are discussed.2024-01-27T00:00:00ZLa identidad vocacional del nivel inicial y terminal en las carreras de docencia de la Facultad de Filosofía, Universidad Central del EcuadorOrdóñez-Pizarro, WilmanCastejón, Juan LuisChasi-Solórzano, ByronAguilar-Veintimilla, Willamhttp://hdl.handle.net/10045/1400412024-01-27T01:08:16Z2024-01-22T00:00:00ZTítulo: La identidad vocacional del nivel inicial y terminal en las carreras de docencia de la Facultad de Filosofía, Universidad Central del Ecuador
Autor/es: Ordóñez-Pizarro, Wilman; Castejón, Juan Luis; Chasi-Solórzano, Byron; Aguilar-Veintimilla, Willam
Resumen: La Facultad de Filosofía, Letras y Ciencias de la Educación se enfrenta al reto de lograr que los estudiantes escojan una carrera en la que su identidad vocacional posibilite su culminación exitosa, por lo que tiene la necesidad de disponer información que coadyuve a la toma de decisiones de los directivos institucionales. El objetivo fue caracterizar la identidad vocacional del nivel inicial y terminal de los estudiantes de las siete carreras de la Facultad de Filosofía, de la Universidad Central del Ecuador, periodo 2022. Se realizó una revisión conceptual de la identidad vocacional y metodológicamente la investigación se basó en el positivismo, enfoque cuantitativo, ex post facto de tipo transversal, comparativo. La población estuvo compuesta por 941 estudiantes de siete carreras de la Facultad. Como instrumento de investigación se empleó la escala de Identidad Vocacional. Se encontró que hay diferencias estadísticamente significativas en la identidad vocacional entre el nivel inicial y terminal, así mismo por la variable sexo, los hombres tienen mayor identidad vocacional que las mujeres, la carrera Pedagogía de las Ciencias Experimentales de la Matemática y Física, y, la carrera de Historia y Ciencias Sociales tuvieron los mayores niveles de identidad vocacional, mientras que los puntajes más bajos de identidad vocacional se encontraron en la carrera de Psicopedagogía. Se concluyó que la identidad vocacional se afirma en la medida que avanzan los niveles de estudio. Los resultados apoyarán a establecer estrategias académicas para evitar deserciones, y mejorar el perfil de salida del futuro docente.; The Faculty of Philosophy, Letters and Educational Sciences faces the challenge of ensuring that students choose a career in which their vocational identity enables their successful completion, so it has the need to have information to assist the decision making of institutional managers. The objective was to characterize the vocational identity of the initial and terminal level of the students of the seven careers of the Faculty of Philosophy of the Universidad Central del Ecuador, period 2022. A conceptual review of vocational identity was carried out and methodologically the research was based on positivism, quantitative approach, ex post facto, cross-sectional, comparative type. The population consisted of 941 students from seven careers of the Faculty. The Vocational Identity scale was used as a research instrument. It was found that there are statistically significant differences in vocational identity between the initial and terminal levels, likewise for the sex variable, men have greater vocational identity than women, the career Pedagogy of Experimental Sciences of Mathematics and Physics, and the career of History and Social Sciences had the highest levels of vocational identity, while the lowest scores of vocational identity were found in the career of Psychopedagogy. It was concluded that vocational identity is affirmed as the levels of study advance. The results will support the establishment of academic strategies to avoid desertions and improve the exit profile of future teachers.2024-01-22T00:00:00ZPre-Service Teachers’ Personal Traits and Emotional Skills: A Structural Model of General Mental AbilityIzquierdo, AndreaGilar-Corbi, RaquelPozo-Rico, TeresaCastejón, Juan Luishttp://hdl.handle.net/10045/1381882023-11-03T01:06:27Z2023-10-24T00:00:00ZTítulo: Pre-Service Teachers’ Personal Traits and Emotional Skills: A Structural Model of General Mental Ability
Autor/es: Izquierdo, Andrea; Gilar-Corbi, Raquel; Pozo-Rico, Teresa; Castejón, Juan Luis
Resumen: Teachers’ personal traits and emotional skills impact the quality of the teaching they deliver. Therefore, this study analyzes the relationship between pre-service teachers’ general mental ability, personal traits, and perceived emotional intelligence, so as to present a structural model of general mental ability. It uses a sample of 196 final-year teaching students at a university in Spain (80.1% women, Myears = 22.96). The results of the structural equation model analysis reveal that personal traits and intelligence variables contribute the most to explaining the pre-service teachers’ level of training. Regarding the pre-service teachers’ academic achievement, conscientiousness and intelligence are direct predictors; negative neuroticism and conscientiousness are indirect predictors. The findings highlight the importance of working on these variables in the study of teacher training because they relate to relevant aspects of teachers’ work and can help to achieve a quality educational environment.2023-10-24T00:00:00Z