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

Introduction. A common impediment to any student’s academic achievement and well being is the phenomenon of procrastination. Procrastination has typically been defined as a trait or behavioural disposition to postpone or delay performing a task or making decision. It is voluntary yet irrational delay of an intended course of action and frequently results in unsatisfactory, performance and emotional upset. Whereas, active procrastination is one’s intentional decision to procrastinate in order to cope and focus attention on other tasks at hand and to experience performance pressure.Method. This study attempted to explore pre-University college (PUC) students’ active procrastination in relation to their self-regulated learning. 120 PUC students were selected from four different schools of Gulbarga town in Karnataka state of India through multistage random sampling. With the demographic details of students, they were administered Active procrastination scale and Self-regulated learning measure.Results. Students of Educated parents and boys have higher active procrastination. Urban and rural students do not differ in their active procrastination. Goal setting & planning, seeking information, keeping records and rehearsing & memorizing strategies are significantly related to active procrastinationDiscussion and Conclusion. Urban students have higher organizing & transforming, rehearsing& memorizing and seeking social assistance SRL strategies. Students who engage in more than one hobby have better goal setting & planning, information seeking & total SRL. Active procrastination has significant relation with goal setting & planning, seeking information, keeping records, rehearsing & memorizing SRL strategies.

Introduction. In the educational context, information and communication technologies imply a paradigm shift in learning-teaching processes both in the renewal of knowledge and practices and in evaluating knowledge appropriation. In this sense, in the present paper we analyze the incidence of the implementation of didactic strategies, problem-based learning (PBL) and collaborative learning (CL) in the strengthening of reasoning levels through the integration of technology to higher education.Method. This research presents a quantitative approach and a quasi-experimental design in which 35 students of the “Colegio Mayor de Cundinamarca” (Bogotá, Colombia) participated: they were given a pre and a post-test using the Lawson’s Classroom Test of Scientific Reasoning.Results. With the collected information and after performing a descriptive statistical analysis it is possible to affirm that an 85.29% of total students are still at concrete reasoning level. However, those students that participated in the didactic strategy of PBL showed improvement in their reasoning level, going from concrete reasoning level to formal and post-formal level.Conclusion. The results obtained allow us to conclude that there is no statistically significant difference in the improvement of the reasoning skills before and after the application of the didactic strategies, since when comparing students reasoning it is evident that most of them are still in the concrete reasoning level, that is, they remain linked to an empirical reality with a pre-operational thinking.

Introduction. The objective of this research was to establish the relationships of interdependence between cognitive learning strategies, motivational strategies towards study and academic stress, as variables of the Competency Model for Learning, Studying and Surrendering in Academic Stress Contexts (CAERE), tested in university opponents. Method. A total of 179 students participated in the entrance into the body of teachers. The variables were measured by previously validated self-reports. The design was linear ex post-facto character, with inferential analysis (ANOVAs y MANOVAs). Results. The results showed very significant relationships of interdependence in a positive sense between the cognitive learning strategies and the motivational strategies towards the study. In addition, there were also very significant relationships but in a negative sense between motivational strategies towards study and academic stress. However, there were no direct interdependence relationships between cognitive learning strategies and academic stress. Discussion. These results show that subjects high in cognitive learning strategies use more motivational strategies to study than average subjects and these, in turn, use more motivational strategies than low subjects. On the other hand, they also show that subjects high in motivational strategies towards the study suffer less academic stress than the middle and lower subjects. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked not only as support for the study, but also as prevention of academic stress and its negative effects, especially in those contexts where appearance is highly probable.

Introduction. The goal of this study was to examine the relationship between teacher-student relationship quality, student teacher’s self-efficacy belief, and students’ behavioral and academic orientations. In this way, the current research might be helpful to understand and document the direct and indirect impacts of teacher self-efficacy beliefs on the linkage between the quality of teacher-student relationship and students’ school adjustment.Method. The sample for this research project comprised primary and elementary grade classrooms and their student teachers, who are enrolled in teacher education programs at a large university in the Southwestern region of the United States. Eighty-seven student teachers (81 female, 6 male) reported on their perceived relationships with 258 primary and elementary students (168 Female, 90 male.Results. As hypothesized, children with high ratings on relational conflict with teachers were also perceived as more behaviorally deviant and less competent socially and academically. The reverse trend was identified for children with high ratings on relational closeness and dependency.Discussion or Conclusion. In addition, the current study showed that teachers with higher self – efficacy beliefs are more likely to build closer and warmer relationships with their students because they had more confidence in their capacity and skills to employment of effective classroom management skills and ability to enhance students’ engagement.

Introduction. Research on bullying, as well as on protective or risk factors in both phenomena continues to be a relevant area of study at the research level and with important repercussions for educational practice. Personal and contextual characteristics have been considered keys for the prevention of school violence.Method. The aim of this study is to examine the relation between victimization and aggression roles and the impact that in both psychological processes have certain variables of the direct context of the students. For this purpose, 1278 students we surveyed (47.7% girls), from southern Spain (Andalusia), aged 10 to 14 years (M = 11.11; SD = 0.754).Results. Linear regression analysis indicated the explanatory power of protective factors such as social adjustment or norms adjustment, on the perception of victimization and unjustified aggression. Individual factors such as gender and personal as self-esteem mark differences in the perception of involvement in both roles, along with others.Discussion and Conclusion. The focus of this article is put on the role of immediate context factors.

Introduction. The aim of this study is to develop a measurement instrument for measuring the exam anxiety experienced by the parents regarding their children’s exams.Method. The data were collected from two different study groups. While the first group consists of 299 parents, 169 female and 130 male, the second group consists of 200 parents, 108 female and 92 male. Exploratory Factor Analysis (EFA) was conducted to examine the factor structure of the scale and Confirmatory Factor Analysis (CFA) was conducted to confirm the obtained structure. Additionally, criterion validity was investigated by using the state-trait anxiety inventory.Results. The two-dimensional structure obtained through EFA was named as worry and physiological dimensions. In order to confirm this two-dimensional structure, CFA was conducted and the results showed that the sufficient model fit indices were gathered. For the criterion validity, positive medium correlations were found with the state-trait anxiety inventory. As for the reliability, the Cronbach’s Alpha values computed for both the first and second study groups ranged from .88 to .93 for the sub-dimensions and the overall scale.Discussion andr Conclusion. In light of the above mentioned results, it was concluded that the developed two-factor model is useful for measuring the exam anxiety of parents.

In recent decades there has been great interest in the study of dyslexia and the difficulties that students with dyslexia presented in reading. The result of the various studies have found dyslexia as a complex disorder with a multifactorial genesis in the predominantly phonological difficulties, neuropsychological and other learning, among which is the acquisition of a second language level. At present, due to the global society in which we live, the language skills is essential, especially English, as is the international language par excellence, and has various uses both inside and outside of Spain. Therefore, the importance and novelty of this work lies in the development of a preventive neuropsychological program to address generally the cognitive and neuropsychological processes involved in students with dyslexia, and specifically, the proposal of a program to promote learning English as a second language teachers to provide English guidance, methods, activities and materials in order to contribute to improving the teaching and learning of students with dyslexia.

Introduction. This research focus on to provide a project for gifted students with enrichment programs that can be performed at the school level.Method. In order to accomplish this, the programs were designed, teachers were trained at six educational centers, 37 gifted students were selected and attention testing was applied (D2); Creating testing (PIC and CREA) and Cognitive Abilities for Solving Interpersonal Problems (Evhocospi) testing were applied before and after performing the Expanded Curriculum, Creative Literature, Scientific World, Creative Mathematics, Art and Culture and Cooperation programs.Results. The results reflect significant improvements in attention, creativity and interpersonal problem resolution in gifted students that participated in the High Achiever Project programs they also reveal new procedures for applying programs for gifted students in the school context.Discussion and Conclusion. The intervention program at the expanded curriculum level can be implemented in order to exercise higher intellectual abilities.

Introduction. Certain behaviors associated with high intellectual ability, such as inattention and early response, are often confused with attention deficit and hyperactivity disorder (ADHD), making correct diagnosis more difficult. The objective of the present study was to analyze the performance of students with high intellectual ability and students with ADHD in sustained attention and impulsivity.Method. Participants included a total of 25 children with high intellectual ability and mean age of 6.15 years, and 25 children with ADHD and mean age of 6.96 years. Conner’s Continuous Performance Test II for Windows (CPT II) was administered to all participants. An ex post facto methodology was followed. The results were analyzed statistically, using SPSS, through a t test for independent samples.Results. Significant differences were found in Omissions, Hit Reaction Time, Reaction Time Standard Error and Hit Reaction Time at Change of Inter-Stimulus Interval.Discussion and conclusions. (1) Children with high intellectual ability have significantly better consistency in response speed, better consistency in reaction times at different interstimulus intervals, and make greater errors of commission compared to students with ADHD. (2) Children with high intellectual ability perform significantly faster when answering correctly during the test. Performance tests such as the CPT-II for the measurement of attention and impulsivity represent an alternative assessment, with differential diagnosis between these populations. This process must be carried out by qualified personnel who have experience with both populations.

Introduction. Previous studies indicated that more than 70% university students committed academic procrastination, and one of the most prominent factors is learned helplessness, the perception that one is incapable of finishing tasks well. It was also hypothesized that when students believe that they are in control of their own events, their learned helplessness will not significantly predict their academic procrastination. This current study aims to test the hypothesis whether internal locus of control mediates the relationship between learned helplessness and academic procrastination among university students.Method. A total of 240 university students were randomly recruited to participate in this current study. Duttweiller’s Internal Control Scale was utilized to measure the internal locus of control, Pure Procrastination Scale (adapted for academic setting) was employed to measure the academic procrastination level and Learned Helplessness Scale was used to measure the level of learned helplessness among the participants. Multiple regression with PROCESS macros was employed to analyze the data.Results. Results indicated that learned helplessness signifcantly predicted internal locus of control, and that internal locus of control was a significant predictor of academic procrastination. These results support the mediational hypothesis. Learned helplessness was no longer a significant predictor of academic procrastination after controlling for the internal locus of control, consistent with full mediation. Approximately 21% of the variance in academic procrastination can be explained by the predictors. Indirect coefficient was significant. Learned helplessness was associated with approximately .15 points higher academic procrastination scores as mediated by internal locus of controlDiscussion and Conclusion. Internal locus of control fully mediates the influence of learned helplessness on academic procrastination. In other words, when students believe that they are in control of their events, the less likely they will procrastinate doing their tasks due to helplessness they have learned. Findings of this study suggested that procrastination in academic setting occurred due to the perception of helplessness that have been learned over time; nevertheless, the influence will not be that deteriorating towards the students when the they believe that they are responsible and in control of their events.