Para reconocer si ha sido efectivo, deben explorarse diversas variables relacionadas al proceso de aprendizaje, así como al proceso de demostración de lo aprendido (rendimiento académico).Las experiencias emocionales son una variable relacionada con estos dos eventos. Las emociones son procesos psicológicos que intervienen tanto en el proceso de aprendizaje, como en el rendimiento académico, ya sea favoreciéndolos o menoscabándolos (Shunk, Pintrich y Meece, 2008; Gumora y Arsenio, 2002).En este artículo se discute la naturaleza de la experiencia emocional, así como las consecuencias de la autoregulación de la emoción en el proceso de aprendizaje y en el rendimiento académico. Se reflexiona, además, sobre cómo los profesores pueden ayudar a los estudiantes en el logro de un comportamiento emocional autorregulado (Shunk, Pintrich y Meece, 2008). En la misma línea, se estudia...

El objetivo de la presente investigación fue estudiar las propiedades psicométricas de la versión internacional de la Escala de Afecto Positivo Negativo-forma corta –traducción al español de International Positive and Negative Affect Schedule-Short Form (I-Spanas-SF)– en estudiantes universitarios de Lima. El I-Spanas-SF utiliza solo 10 de los 20 ítems originales del Spanas. Sus propiedades psicométricas fueron evaluadas en una muestra amplia de personas provenientes de 52 países. Los resultados de los análisis factoriales exploratorio y confirmatorio demostraron que la escala I-Spanas-SF está conformada por dos subescalas, las que coinciden con la estructura bifactorial planteada por el Spanas.

In order to recognize if the learning experience has been effective, one must explore different variables related to the learning process and to the demonstration of what has been learned (academic achievement).One variable that clearly relates with these two events are emotional experiences. Emotions are psychological processes that intervene with the learning process as well as the students’ academic achievement, either to favor or impair them. (Shunck, Pintrich y Meece, 2008; Gumora y Arsenio, 2002).This article discusses the nature of the emotional experience as well as the consequences of emotional self-regulation in the learning process and in academic achievement. Also, it discusses how the teacher can help students achieve an self-regulated emotional behavior (Shunck, Pintrich y Meece, 2008). In this way, it is said that emotions can favor or interfere with the cogniti...

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.

In order to recognize if the learning experience has been effective, one must explore different variables related to the learning process and to the demonstration of what has been learned (academic achievement). One variable that clearly relates with these two events are emotional experiences. Emotions are psychological processes that intervene with the learning process as well as the students’ academic achievement, either to favor or impair them. (Shunck, Pintrich y Meece, 2008; Gumora y Arsenio, 2002). This article discusses the nature of the emotional experience as well as the consequences of emotional self-regulation in the learning process and in academic achievement. Also, it discusses how the teacher can help students achieve an self-regulated emotional behavior (Shunck, Pintrich y Meece, 2008). In this way, it is said that emotions can favor or interfere with the cognitive proc...

It were studied the psychometric properties of the Emotional Self-regulation Questionnaire (ERQ, Gross & Thompson, 2003) adapted for Peru (ERQP). This Lennia Matos Correspondencia: rafael.gargurevich@gmail.com 192 + Traducción: Melissa Casas Azañedo Rev. Psicol. 12, 192-215, 2010 questionnaire evaluates two emotional self-regulation strategies: the cognitive reappraisal and the suppression. The ERQP was applied to a sample of 320 university both sexes students from two private university. After making the linguistic adaptation of the questionnaire, it were studied the instrument construct validity. The Confirmatory Factor Analysis demonstrates the bivariate structure of the scale, and it was proved the convergent and divergent validity of the questionnaire. In index internal consistency Cronbach's Alpha both scales were 0.72 for cognitive reappraisal and 0.74 for suppression. It were d...

Se ha estudiado la validez de constructo y la confiabilidad de la escala SPANAS en dos muestras de estudiantes universitarios de Lima. Mediante diversos análisis factoriales confirmatorios (AFC) se evaluó el ajuste de tres modelos competidores (un solo factor, dos factores correlacionados y dos factores ortogonales). Este procedimiento se replicó en las dos muestras de estudiantes universitarios. Luego de haber realizado los análisis de validez y confiabilidad, se encontró que el modelo de dos factores correlacionados era el que mejor representó a la escala en ambas muestras. Además, las escalas de afecto positivo y negativo demostraron ser confiables. De esta manera se tiene evidencia de la presencia de dos factores que representan al afecto positivo y negativo.

In order to recognize if the learning experience has been effective, one must explore different variables related to the learning process and to the demonstration of what has been learned (academic achievement).One variable that clearly relates with these two events are emotional experiences. Emotions are psychological processes that intervene with the learning process as well as the students’ academic achievement, either to favor or impair them. (Shunck, Pintrich y Meece, 2008; Gumora y Arsenio, 2002).This article discusses the nature of the emotional experience as well as the consequences of emotional self-regulation in the learning process and in academic achievement. Also, it discusses how the teacher can help students achieve an self-regulated emotional behavior (Shunck, Pintrich y Meece, 2008). In this way, it is said that emotions can favor or interfere with the cogniti...

El objetivo de la presente investigación fue estudiar las propiedades psicométricas de la versión internacional de la Escala de Afecto Positivo Negativo-forma corta –traducción al español de International Positive and Negative Affect Schedule-Short Form (I-Spanas-SF)– en estudiantes universitarios de Lima. El I-Spanas-SF utiliza solo 10 de los 20 ítems originales del Spanas. Sus propiedades psicométricas fueron evaluadas en una muestra amplia de personas provenientes de 52 países. Los resultados de los análisis factoriales exploratorio y confirmatorio demostraron que la escala I-Spanas-SF está conformada por dos subescalas, las que coinciden con la estructura bifactorial planteada por el Spanas.

El objetivo de la presente investigación fue estudiar las propiedades psicométricas de la versión internacional de la Escala de Afecto Positivo Negativo-forma corta traducción al español de International Positive and Negative Affect Schedule-Short Form (I-Spanas-SF)– en estudiantes universitarios de Lima. El I-Spanas-SF utiliza solo 10 de los 20 ítems originales del Spanas. Sus propiedades psicométricas fueron evaluadas en una muestra amplia de personas provenientes de 52 países. Los resultados de los análisis factoriales exploratorio y confirmatorio demostraron que la escala I-Spanas-SF está conformada por dos subescalas, las que coinciden con la estructura bifactorial planteada por el Spanas.

En la presente investigación, se estudió la presencia de una serie de variables que podrían estar asociadas con el rendimiento de los alumnos en el PPU Para esto, se entrevistó a las autoridades de los colegios que lograron obtener un puntaje alto en el PPU en los últimos cinco años y se les preguntó acerca de sus prácticas educativas De esta manera, se pudo recoger información que fue comparada entre todos los colegios para buscar coincidencias entre ellos

This study explored the psychometric properties of the Spanish version of the Self-Regulation Questionnaire Reading Motivation (SRQ-Reading Motivation) in the context of academic reading, specifically, in the school library. Participants were 235 students enrolled in fourth or fifth grade at a private school in Lima. This study analyzed the internal structure of the scale by means of confirmatory factor analysis. Results yielded a two-factor model indicating autonomous and controlled reading motivation. Findings obtained from convergent and discriminant validity were consistent with those expected. The reliability of the scores obtained in the scales was also adequate. Results and implications are discussed grounded in Self-Determination Theory’s bright and dark side of motivation.

This study explored the psychometric properties of the Spanish version of the Self-Regulation Questionnaire Reading Motivation (SRQ-Reading Motivation) in the context of academic reading, specifically, in the school library. Participants were 235 students enrolled in fourth or fifth grade at a private school in Lima. This study analyzed the internal structure of the scale by means of confirmatory factor analysis. Results yielded a two-factor model indicating autonomous and controlled reading motivation. Findings obtained from convergent and discriminant validity were consistent with those expected. The reliability of the scores obtained in the scales was also adequate. Results and implications are discussed grounded in Self-Determination Theory’s bright and dark side of motivation.

In this study, we analyze if the values profiles between institutionalized youngsters (juvenile offenders) and regular school students are distant. A sample of 887 adolescents and youngsters (678 males and 209 females) were assessed. 539 participants were school students from private and public schools and 348 were institutionalized adolescents. The values variable was measured by the Portrait Values Questionnaire (PVQ), created by Schwartz, Melech, Lehmann, Burgess, Harris, & Queens (2001). Results show that both groups had very similar values. The correlation among them was high and positive (r(887) = .84, p < .01). It is concluded that probably values are not the main difference for these two groups. Then, for future preventive interventions, other socio-psychological variables could be prioritized.

The scientific literature consistently demonstrates the benefits for physical and mental health obtained from activities in natural environments instead of urban ones. Such is the case of surfing, a sport practiced in contact with nature. This study uses the psychological needs theory from self-determination theory (Ryan & Deci, 2017) to explain why surfing is so beneficial. This study investigated the relationship between contact with nature, basic psychological needs (satisfaction and frustration), vitality, and negative affect in 236 amateur athletes of various surfing modalities (bodyboard, longboard, surfing, paddleboard, and bodysurf). The examination of the psychometric properties of the instruments showed adequate evidence of validity and reliability. Results from path analysis showed that contact with nature was associated with greater vitality and lower negative affect —t...

Practicing a competitive sport at a school age can be a positive development factor however, it may also be an experience of pressure and stress for the athlete. Supporting the athlete from a young age is extremely important to have an optimal motivation. Based in Self-determination Theory (SDT) the present study investigated the relationship between coaches’ motivational style (autonomy support, control), the satisfaction and frustration of basic psychological needs (BPNs), the motivation of the athlete, subjective vitality and physical and emotional exhaustion. The presence of a “bright-path” (adaptive) and a “dark-path” (maladaptive) of motivation was hypothesized. Questionnaires were applied to a sample of 118 school athletes from Metropolitan Lima and the hypothetical model based on SDT was inspected through path analysis. It was found that greater perceived autonomy suppo...

In this study, we analyze if the values profiles between institutionalized youngsters (juvenile offenders) and regular school students are distant. A sample of 887 adolescents and youngsters (678 males and 209 females) were assessed. 539 participants were school students from private and public schools and 348 were institutionalized adolescents. The values variable was measured by the Portrait Values Questionnaire (PVQ), created by Schwartz, Melech, Lehmann, Burgess, Harris, & Queens (2001). Results show that both groups had very similar values. The correlation among them was high and positive (r(887) = .84, p < .01). It is concluded that probably values are not the main difference for these two groups. Then, for future preventive interventions, other socio-psychological variables could be prioritized.

The scientific literature consistently demonstrates the benefits for physical and mental health obtained from activities in natural environments instead of urban ones. Such is the case of surfing, a sport practiced in contact with nature. This study uses the psychological needs theory from self-determination theory (Ryan & Deci, 2017) to explain why surfing is so beneficial. This study investigated the relationship between contact with nature, basic psychological needs (satisfaction and frustration), vitality, and negative affect in 236 amateur athletes of various surfing modalities (bodyboard, longboard, surfing, paddleboard, and bodysurf). The examination of the psychometric properties of the instruments showed adequate evidence of validity and reliability. Results from path analysis showed that contact with nature was associated with greater vitality and lower negative affect —t...

This study explored the psychometric properties of the Spanish version of the Self-Regulation Questionnaire Reading Motivation (SRQ-Reading Motivation) in the context of academic reading, specifically, in the school library. Participants were 235 students enrolled in fourth or fifth grade at a private school in Lima. This study analyzed the internal structure of the scale by means of confirmatory factor analysis. Results yielded a two-factor model indicating autonomous and controlled reading motivation. Findings obtained from convergent and discriminant validity were consistent with those expected. The reliability of the scores obtained in the scales was also adequate. Results and implications are discussed grounded in Self-Determination Theory’s bright and dark side of motivation.

Practicing a competitive sport at a school age can be a positive development factor however, it may also be an experience of pressure and stress for the athlete. Supporting the athlete from a young age is extremely important to have an optimal motivation. Based in Self-determination Theory (SDT) the present study investigated the relationship between coaches’ motivational style (autonomy support, control), the satisfaction and frustration of basic psychological needs (BPNs), the motivation of the athlete, subjective vitality and physical and emotional exhaustion. The presence of a “bright-path” (adaptive) and a “dark-path” (maladaptive) of motivation was hypothesized. Questionnaires were applied to a sample of 118 school athletes from Metropolitan Lima and the hypothetical model based on SDT was inspected through path analysis. It was found that greater perceived autonomy suppo...