Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Introduction.One of the main aspects of research on creativity is analysis of creative abilities dynamics and comprehensive influence on its growth. It has been discussed what effect there might be if knowledge of the self was successfully involved into creativity fostering. The study aims at discovering distinct marks of such an influence on creative abilities growth and outlining those abilities, which are eventually more sensitive to it. It is obvious that a stable personality evolution stimulates creativity development anyway; nevertheless intellectually gifted students may conceivably possess some specific characteristics, which should also be considered.Method. In course of three-year study the program “Psychology” was offered to 24 gifted and 35 ordinary participants. The undertaken research has defined that it is exactly true that psychologically educated students are quickly improving the results on creativity, despite different levels of IQ. On the other hand, the gifted students proved to be distinctive in their way “to trigger” certain personality features into positive creativity dynamics.Results. As a result, highly intellectual participants facilitate and enhance their creativity growth by tolerating some anxiety tension within social contexts and successfully fighting for resilience whereas the ordinary are apparently dependent on evolving certain adaptive adjustment and enjoying emotionally positive experiences within the family.Discussion.This paper will also discuss these facts as well as implications of the psychological studies to typical school settings so as to analyze the impact of the course.

Introduction. In this study, we examined the psychometric properties of an instrument intended to measure vulnerability to stereotype threat.Method. We revised the instrument through assessing score reliability and then examined a domain specific model using confirmatory factor analyses. After examining the responses of the total sample consisting of mainly freshmen and sophomores (N = 414) at a large, public research-intensive university in the Southwestern United States, we attempted to establish configural and metric factorial invariance with gender as our grouping variable.Results. The revised domain specific version of the scale does not appear to consistently measure vulnerability to stereotype threat across gender.Discussion and Conclusion. These results suggest that this measure should be used with cau tion for across gender comparisons.

Introduction. Self-concept, as the perception each person has of himself or herself, is a component of personality development. The objectives we propose are based on verifying the degree of association and prediction between self-concept and academic performance, as well as determining the psychometric properties of the SDQ questionnaire. Method. The sample was formed of 245 primary school students currently studying in public or subsidized schools in Almeria province (Spain). We obtained data regarding the subjects’ self-concept through use of the SDQ, and regarding their scholastic performance through marks assigned by their teachers. After verifying the scale’s factorial structure, we established levels of association and prediction between self-concept and academic performance. Results. We obtained a factorial structure for the scale similar to that obtained by Elexpuru, and adequate reliability indexes. We found a close relationship between academic self-concept and measures of academic perfomance. Additionally we demonstrate that total self-concept and academic self-concept are good predictors of general performance. Discussion. Our results, for the age of our subjects and in this particular study, support the idea that total self-concept predicts academic performance, the facts being that non-academic self-concept negatively predicts school achievement (and that of language arts and of mathematics), while academic self-concept powerfully and positive predicts both general achievement as well as that in language arts and in mathematics. We feel it is necessary to give adequate and sufficient attention to self-concept and self-esteem and that teachers should be offered methodological guidance in order to work on these throughout the educational process.  

Introduction. Holland's theory, along with Gottfredson and Holland's professional analysis work, have produced the PCI (Position Classification Inventory), a simple method for classifying any occupation in accordance with Holland's Typology theory. The purpose of our study is to perform an analysis of a Spanish translation of the Position Classification Inventory (PCI) in order to check its psychometric properties in a Spanish sample. Method. We prepared a translation of the PCI which was applied to a sample of 525 subjects pertaining to 78 different occupations. We calculated the reliability of each of the six scales that the instrument measures, relating to the six types of environmental models proposed by Holland (Realistic, Investigative, Artistic, Social, Enterprising and Conventional) and we performed an item analysis in order to verify to what extent each item is representative of its scale. Results. Reliability indices range from 0.65 to 0.85. The Investigative, Social Enterprising and Conventional scales obtain reliability indices below 0.80. The item analysis allowed us to detect 42.3% of items that do not meet established criteria, and therefore are not considered discriminative for the scales they belong to. Discussion. We feel it necessary to adapt the PCI, substituting the items with less discriminating power for their scales, in order to get a more precise instrument where the scales have greater reliability indices. At the same time, we suggest that new studies be carried out using different samples in order to verify the instrument’s reliability.

Introducción. En la presente investigación pretendimos estudiar la relación existente entre la comprensión, la velocidad y la eficacia lectora. El hecho que motivó la investigación, fue la constatación de la relación existente entre déficit de lectura y fracaso escolar, en un grupo de alumnos de Educación Secundaria Obligatoria pertenecientes a un Colegio Público Rural (Almería, España). Método. Ante tal situación, un grupo de profesores del centro junto al Equipo de Orientación Educativa, decidimos poner en marcha un proceso de investigación-acción, a través del cual aplicamos y evaluamos el Programa MATEL, cuya propuesta es conseguir eficacia lectora en los alumnos implicados a través de la práctica de una serie de estrategias que conducen a la mejora de la comprensión y la velocidad lectoras. Resultados. Comprobamos que la comprensión y la velocidad están asociadas a la eficacia lectora, no produciéndose tal asociación entre velocidad y comprensión lectoras. Las diferen-cias de medias entre las mediciones efectuadas constatan un efecto del tratamiento en la variabilidad de los resultados (velocidad, comprensión y efectividad). Discusión. Los resultados mostraron, tras la aplicación del Programa durante un curso esco-lar, que la instrucción fue efectiva de manera diferencial, ya que por una parte los alumnos consiguieron mejorar significativamente su eficacia lectora, y por otra, aumentar también sig-nificativamente su velocidad lectora. En el caso de la comprensión lectora, aunque se produjo un aumento significativo en la mayoría de los momentos de la investigación, bajó en el mo-mento final. 

Introduction. Understanding different parameters which contribute directly to low achievement is a frequent topic, especially when international surveys such as the one carried out by the OEDC show that 26% of secondary students in Spain (6% above the average of the all other countries surveyed) do not attain the corresponding diploma. The present study aims to establish relationships between personal, family and academic factors that account for school failure, as well as determine how these factors influence each other. Method. The sample was composed of a total of 1178 students from four secondary schools in Almeria city (Spain), including the four years of Mandatory Secondary Education. In order to collect the data two measuring instruments were used: an adaptaion of the TAMAI questionnaire and a measurement of school failure. Results. The results of this survey make clear the direct influence of variables such as parents' academic level, gender, motivation, relationships between peers, and others. Discussion. The hypotheses were fulfilled differentially, showing the selective predictive power of the different contextual variables (family and school related) in accounting for school failure in students of Secondary Education. Such results offer us very relevant information for better understanding and for decision-making with an aim towards prevention of school failure during this educational stage. 

Introduction. This article explains the process followed in adapting and validating a measuring instrument for evaluating classroom management. Since evaluation is important in providing information towards improving the teaching-learning process, there is a need to have useful tools available to stimulate teachers' reflection on their own action and to work on their self-evaluation habits. Method. We applied an adaptation of the Questionnaire on Classroom Management in Early Childhood Education (QCME) by Nault (1994) to a sample of 247 professionals at different educational levels related to Early Childhood Education. Results. The majority of items are deemed important by more than 75% of the judges. The adapted questionnaire offers internal consistency measured by a Cronbach alpha coefficient of 0.97. Additionally we obtained a good agreement index between scores assigned. Discussion. Research results allow us to identify situations considered important in early childhood classroom management based on much agreement among experts consulted. They also lead us to present this instrument as a tool for use in professional development, as a help in reflection, in detection and in decision-making. The Questionnaire can be an object for personal interest, use, expansion and adaptation by its different users (students, teachers, university professors, student teaching advisers, headship teams and educational psychology guidance teams, inspectors, consultants in teacher development centers, etc.), thus contributing in the effort to better manage the teachinglearning process.

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Introduction. The sense of touching is positively related to a number of environmental stimuli and forms an effective way of non verbal communication. More specifically, it can produce and transmit various personal experiences in the context of what we call ‘beneficial touching behaviours’, which characterise the ongoing pedagogical process. The investigation of touching behaviour of preschool teachers, namely of their perceptions and their practical applications in the context of preschool classrooms, can generate numerous and pedagogically useful conclusions which elicit the main aspects between perceptions and proceedings as well as the constructive contribution of touching behaviour in the child’s developmental communication process.Method. Gathering data by a questionnaire which focused on preschool teacher’s perceptions about pedagogical dimensions of touch is the main technique of the present research in parallel with classroom observation and video-analysis.Results. The descriptive statistics provide interesting elements in a quantitative level previously about the characteristics of children and preschool teacher’s touching behavior and secondly about the reasons of between them interactions.Conclusión. In spite of preschool teacher’s strong beliefs that touch improves interpersonal communication skills and contributes to creation of a strong relationship between children and teachers, they unconsciously seem to avoid touch or to be touched by children.

Estadisticas de REIPE año 2007