Persona: Pérez González, Juan Carlos
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0000-0003-4025-7516
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Pérez González
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Juan Carlos
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6 resultados
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Publicación Evidence of emotion dysregulation as a core symptom of adult ADHD: A systematic review(PLOS, 2023-01-06) Soler Gutiérrez, Ana María; Pérez González, Juan Carlos; Mayas Arellano, Julia; Yoshiyuki TachibanaAttention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder, with an onset in childhood, that accompanies the person throughout their life, with prevalence between 3 and 5% in adults. Recent studies point towards a fourth core symptom of the disorder related to the emotional information processing that would explain the repercussions that ADHD has on the social, academic, and professional life of the people affected. This review aims to describe emotion dysregulation features as well as the brain activity associated in adults with ADHD. A search of the scientific literature was launched in specialized databases: PsycInfo, Medline, Eric, PsycArticle, Psicodoc and Scopus, following PRISMA guidelines. Twenty-two articles met the inclusion criteria: (a) an ADHD clinical diagnosis, (b) participants over 18 years old, (c) emotion regulation measurement, (d) empirical studies, and (c) in English. Due to the heterogeneity of the studies included, they were classified into three sections: measures and features of emotion regulation (ER) in people with ADHD, neurological and psychophysiological activity related to ER, and treatments. The studies found that meet the selection criteria are scarce and very heterogeneous both in aims and in sample features. Adults with ADHD show a more frequent use of non-adaptive emotion regulation strategies compared to people without ADHD symptoms. Moreover, emotion dysregulation was associated with symptom severity, executive functioning, psychiatric comorbidities, and even with criminal conviction. Different patterns of brain activity were observed when people with and without ADHD were compared. These results may suggest that psychopharmacological treatments as well as behavioral therapies could be useful tools for improving emotional difficulties in adult ADHD.Publicación Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree(Springer, 2022-09-10) Pérez González, Juan Carlos; Filella, Gemma; Soldevila, Anna; Faiad, Yasmine; Sanchez Ruiz, MariaJose; https://orcid.org/0000-0003-4014-8010The study investigated the joint contribution of the self-regulated learning (SRL) and individual differences approaches to the prediction of university students’ grade point av erage (GPA) obtained at three separate time points throughout their degree (3 years). We assessed cognitive (i.e., previous academic performance, cognitive ability, and cognitive SRL strategies) and non-cognitive variables (i.e., personality, trait emotional intelligence, motivation, and non-cognitive SRL strategies) in a sample of Spanish undergraduates. Re sults showed that GPA correlated with previous academic performance (i.e., combination of high school’s GPA and college admission test score), academic self-efficacy, academ ic engagement, SRL strategies, and conscientiousness. Hierarchical regression analyses indicated that non-cognitive factors (i.e., academic engagement, academic self-efficacy, regulation of behavior and context, and conscientiousness) alone explained 17–25% of the variance in GPA across three years, and previous academic performance accounted up to an additional 25% of the variance, jointly reaching an explained variance of up to 50% in GPA. Specifically, academic engagement and regulation of behavior and context demonstrated incremental validity over and above cognitive predictors such as previous academic performance, inductive reasoning and regulation of cognition and metacogni tion. The role of intelligence, whether cognitive or emotional, was not as obvious as a predictor. Two nested structural equation models explained about 27–29% of the variance in a latent GPA factor exclusively from a proxy of a global variable of non-cognitive factors as a latent predictor, which is a novel and promising proof of its robust criterion validity. Implications and recommendations for future studies are discussed.Publicación Competencia emocional en docentes de Infantil y Primaria y estudiantes universitarios de los Grados de Educación Infantil y Primaria(Universidad de Navarra, 2022-02-23) Martínez Saura, Helena Fuensanta; Sánchez López, María Cristina; Pérez González, Juan Carlos; https://orcid.org/0000-0003-1544-3632; https://orcid.org/0000-0001-8161-8782El estudio, descriptivo-correlacional, evalúa la competencia emocional de docentes de Infantil y Primaria y de estudiantes universitarios de los Grados de Educación Infantil y Primaria. Se contó con una submuestra de 92 docentes y otra de 290 estudiantes. La competencia emocional se defi nió operacionalmente a partir de dos indicadores: meta- estados de ánimo y empatía cognitiva-afectiva. Los resultados revelan que el nivel de desarrollo en la mayoría de los componentes de la competencia emocional estudiados son superiores en quienes tienen mayor experiencia (docentes vs. estudiantes) y poseen algún grado de formación emocional, lo que indirectamente avala la modifi cabilidad de la competencia emocional.Publicación Didactic Strategies for the Education of Computational Thinking from a Gender Perspective: A Systematic Review(Wiley, 2024-03-13) Torres Torres, Yucnary-Daitiana; Román González, Marcos; Pérez González, Juan CarlosComputational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, “What didactic strategies have been implemented in the T/L of CT in primary and secondary education?”. A systematic review was conducted following a PRISMA protocol specifically designed for this review. The study analysed Didactic Strategies (DS) and examined whether they incorporated the so-called “minimum actions” (MA) proposed in this article as a strategy to integrate females into CT. The findings revealed a limited number of studies that implemented these actions. In conclusion, there is an urgent need to continue developing DS that incorporate these MA to effectively integrate girls and women into CT, allowing them to play a central role in its advancement and development.Publicación Actas VI Jornadas del Personal Investigador en Formación del Programa de Doctorado en Educación de la UNED. Procesos y productos de la investigación educativa(Universidad Nacional de Educación a Distancia (España). Departamento de Programa de Doctorado en Educación, 2020) Pérez González, Juan Carlos; Ortega Navas, María del CarmenPublicación Clasificación de ideología política en textos(Universidad Nacional de Educación a Distancia (España). Escuela Técnica Superior de Ingeniería Informática. Departamento de Inteligencia Artificial, 2022-09-01) Pérez González, Juan Carlos; Centeno Sánchez, Roberto; Rodrigo Yuste, ÁlvaroEl presente trabajo nos permite explorar las posibilidades de clasificación de textos de forma automática, teniendo como objetivo principal detectar la ideología política de los autores a partir de sus textos (obtenidos de la red social Twitter). Partimos de los datos publicados en la competición “IberLEF 2022 Task PoliticEs. Spanish Author Profiling for Political Ideology. La colección de la tarea recopila tweets publicados ....fueron recopilados durante 2020 y 2021 de las cuentas de Twitter de políticos y periodistas políticos en donde las menciones a cuentas de Twitter y a partidos políticos han sido anonimizadas. La tarea se aborda desde una perspectiva de procesamiento del lenguaje natural, donde llevamos a cabo una exploración inicial de los textos de entrada (analizando métricas, palabras empleadas, …), una normalización de los textos (eliminación de stopwords, lemmatizacion, ...) y a partir de los datos normalizados se entrenan y evalúan distintos modelos de clasificación (regresión logística, redes neuronales, SVM, Random Forest, LGBM Classifier, BERT, MLPClassifier). Los mejores resultados se consiguen empleando redes neuronales para la clasificación de la ideología política tanto binaria como multiclase y LGBM Classifier para la profesión y el género y por lo general, obtenemos un f1-score promedio de 0.869236, bastante por encima de los alcanzados por el método baseline de la tarea original.