The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level     

Fernando Justicia  M. Carmen Pichardo  Francisco Cano  A. B. G. Berbén  Jesús De la Fuente 《European Journal of Psychology of Education - EJPE》2008,23(3):355-372

The underlying structure of the Revised Two factor version of the Study Process Questionnaire (R-SPQ-2F), a 20-item instrument for the evaluation of students’ approaches to learning (SAL), was examined at item level using two independent groups of undergraduate students enrolled in the first (n=314) and last (n=522) years of their studies. The methods used were (a) Exploratory factor analysis (EFA) assisted by rigorous procedures such as Velicer’s MAP test, parallel analysis and the Schmid Leiman solution with the first sample; and (b) confirmatory factor analysis (CFA) with the second sample. The results of EFA indicated that the latent structure of the R-SPQ-2F is best described by two factors and the results of CFA suggested that out of four a priori structural models, the best fit was achieved by a simple first-order two-factor model. Taken together, these results seemed to converge, suggesting (a) that SAL might be defined as a co-variation between a motive and its intended strategy, these not necessarily being divided into separate first-order factors (subscales), and (b) that the underlying structure of the R-SPQ-2F is apparently non-hierarchical, being best described by a parsimonious first-order two-factor model in which Deep and Surface learning approaches are each measured by their ten corresponding items.  相似文献   

Psycho-physiological response in an automatic parachute jump     

Vicente Javier Clemente-Suárez  José Juan Robles-Pérez  Jesús Fernández-Lucas 《Journal of sports sciences》2017,35(19):1872-1878

Parachute jump is an extreme activity that elicits an intense stress response that affects jumpers’ body systems being able to put them at risk. The present research analysed modifications in blood oxygen saturation (BOS), heart rate (HR), cortisol, glucose, lactate, creatine kinase (CK), muscles strength, cortical arousal, autonomic modulation, pistol magazine reload time (PMRT) and state anxiety before and after an automatic open parachute jump in 38 male Spanish soldiers (25.6 ± 5.9 years). A MANOVA with samples as a fixed factor and Effect Size (ES) were conducted. MANOVA showed (Wilks lambda = .225; F = 5.980; P = .000) a significantly increase in cortisol (6.2 ± 3.2 vs. 8.2 ± 4.3 nmol/l; P = .025; ES = .47), HR (75.0 ± 14.6 vs. 87.4 ± 17.3 bpm; P = .004; ES = .72), lactate (1.8 ± 1.2 vs. 4.4 ± 2.2 mmol · l^?1; P = .002; ES = 1.18), sympathetic nervous system and leg strength manifestation after the parachute jump. By contrary BOS, PMRT (55.6 ± 27.6 vs. 48.0 ± 16.7 s; P = .021; ES = .46) and somatic anxiety (SA), evaluated by CSAI2R questionnaire, decreased. An automatic parachute jump increased physiological and cortical response and decreased SA of participants. This stress response can affect the jumpers’ abilities and allow us to have a better understanding of the organism stress response and to improve training for both military and sport parachute jumps.  相似文献   

The role of attitudes in the TAM: A theoretically unnecessary construct?     

Luis Miguel López‐Bonilla  Jesús Manuel López‐Bonilla 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):E160-E162

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Towards a Cultural Understanding of the Disability and Deaf Experience: Implications of a Content Analysis of Introductory Special and Multicultural Education Textbooks     

John R. Johnson  Jesús Nieto 《Multicultural Perspectives》2013,15(4):32-39

This paper summarizes and discussing the findings of two content analyses of introductory textbooks to special education and multicultural education conducted to determine the extent to which disability and Deaf culture are represented and discussed. Findings of both studies indicated minimal discussion of Disability and Deaf culture, a heavy reliance on perspectives of persons who are not disabled or Deaf about the Disability and Deaf experience, and inaccurate representations and information about Disability and Deaf culture. This paper is a follow-up discussion of the implications of the findings of these studies. A rationale and recommendations for supporting a cultural understanding of the Disability and Deaf experience are presented. In addition, recommendations are suggested for engaging disabled and deaf persons about their shared and collective experience and for promoting cultural competence and proficiency with respect to the Disability and Deaf experience.  相似文献   

Comparison of different theoretical models estimating peak power output and maximal oxygen uptake in trained and elite triathletes and endurance cyclists in the velodrome     

González-Haro C  Galilea PA  Escanero JF 《Journal of sports sciences》2008,26(6):591-601

The aim of this study was to assess which of the equations that estimate peak power output and maximal oxygen uptake (VO2max) in the velodrome adapt best to the measurements made by reference systems. Thirty-four endurance cyclists and triathletes performed one incremental test in the laboratory and two tests in the velodrome. Maximal oxygen uptake and peak power output were measured with an indirect calorimetry system in the laboratory and with the SRM training system in the velodrome. The peak power output and VO2max of the field test were estimated by means of different equations. The agreement between the estimated and the reference values was assessed with the Bland-Altman method. The equation of Olds et al. (1995) showed the best agreement with respect to the peak power output reference values, and that of McCole et al. (1990) was the only equation to show good agreement with respect to the VO2max reference values. The VO2max values showed a higher coefficient of determination with respect to maximal aerobic speed when they were expressed in relative terms. In conclusion, the equations of Olds et al. (1995) and McCole et al. (1990) were best at estimating peak power output and VO2max in the velodrome, respectively.  相似文献   

Jerome S. Bruner: una teoría de la educación     

Jesús Palacios 《Infancia y Aprendizaje》2013,36(7):2-20

RESUMEN

En este artículo se examinan las ideas sobre educación de Jerome Bruner a dos niveles distintos. Por una parte, puesto que Bruner es un Psicólogo cognitivo, el énfasis de esas ideas recae fundamentalmente sobre las implicaciones que, las aportaciones de la psicología evolutiva en lo relativo a la evolución de la inteligencia, tienen para la educación. Por otra parte, se hace una revisión de los problemas implícitos en la formulación de una teoría de la educación, tal y como Bruner los ve, problemas que abarcan desde la necesidad de que los contenidos de la enseñanza sean significativos hasta las implicaciones sociales de una teoría de la educación. Se resalta la necesidad de colaboración entre Psicología y Pedagogía y se señalan los aspectos en que esa colaboración puede ser efectiva.  相似文献   

Enseñar a comprender el pasado histórico: conceptos y «empatía»     

Jesús Domínguez 《Infancia y Aprendizaje》2013,36(34):1-21

Resumen

Este artículo plantea una discusión sobre algunos problemas que plantea la enseñanza de la comprensión histórica a los alumnos de enseñanza secundaria.

Se argumenta en primer lugar que la comprensión de un determinado hecho del pasado contempla dos requisitos complementarios: asimilación conceptual y desarrollo de la capacidad y disposición para considerar los hechos del pasado desde la perspectiva de ese pasado («historical empathy»).

Posteriormente se analizan las capacidades y las insuficiencias que los adolescentes pueden presentar en la realización de esta doble tarea. El análisis de una investigación piloto, realizada con un corto número de alumnos de diecisiete años, permite complementar y matizar algunos datos ofrecidos por otros estudios sobre esta cuestión. Los resultados muestran la beneficiosa interacción de conceptos y «empatia» en el desarrollo de la comprensión del pasado. Finalmente se sugieren algunos ejercicios didácticos.  相似文献   

Ideas,interacción,ambiente educativo y desarrollo: informe preliminar     

Jesús Palacios  María del Mar González  María del Carmen Moreno 《Infancia y Aprendizaje》2013,36(39-40):159-169

Resumen

Se presenta en este trabajo un informe preliminar de una investigación longitudinal en la que las ideas evolutivo-educativas son evaluadas a lo largo del tiempo y se ponen en relación con las interacciones que 70 parejas (maridos y esposas) desarrollan con sus hijos de alrededor de 22 meses en situaciones diversas; se analiza también la relación con la estructuración del entorno físico y social del hogar, así como con el desarrollo del niño. Se han encontrado relaciones positivas entre las diferentes clases de padres definidos por sus ideas y las variables dependientes examinadas (contenidos de las interacciones, estimulación del hogar, desarrollo del niño).  相似文献   

Exploring the relationship between social networks and collaborative learning     

Jesús Manuel López‐Bonilla  Luis Miguel López‐Bonilla 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):E139-E142

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Contributions of joint rotations to racquet speed in the tennis serve     

Gordon BJ  Dapena J 《Journal of sports sciences》2006,24(1):31-49

The purpose of this study was to measure the contributions of the motions of body segments and joints to racquet head speed during the tennis serve. Nine experienced male players were studied using three-dimensional film analysis. Upper arm twist orientations were calculated with two alternative methods using joint centres and skin-attached markers. The results showed that skin-attached markers could not be used to calculate accurate upper arm twist orientations due to skin movement, and that the use of joint centres produced errors of more than 20 degrees in the upper arm twist orientation when the computed elbow flexion/extension angle exceeded 135 degrees in the final 0.03 s before impact. When there were large errors in the upper arm twist orientation, it was impossible to obtain accurate data for shoulder or elbow joint rotations about any axis. Considering only the contributors that could be measured within our standards of acceptable error, the approximate sequential order of main contributors to racquet speed between maximum knee flexion and impact was: shoulder external rotation, wrist extension, twist rotation of the lower trunk, twist rotation of the upper trunk relative to the lower trunk, shoulder abduction, elbow extension, ulnar deviation rotation, a second twist rotation of the upper trunk relative to the lower trunk, and wrist flexion. The elbow extension and wrist flexion contributions were especially large. Forearm pronation made a brief negative contribution. Computed contributions of shoulder internal rotation, elbow extension and forearm pronation within the final 0.03 s before impact were questionable due to the large degree of elbow extension. Near impact, the combined contribution of shoulder flexion/extension and abduction/adduction rotations to racquet speed was negligible.  相似文献