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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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2018 - 201942020 - 20244
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Mostrando 1 - 8 de 8
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    Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender
    (Frontiers, 2019-03-12) Piqueras, Jose A.; Mateu Martínez, Ornela; Cejudo, Javier; Pérez González, Juan Carlos
    Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.
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    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 Tachibana
    Attention 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.
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    Extending the nomological network of computational thinking with non-cognitive factors
    (Elsevier, 2018-03) Román González, Marcos; Pérez González, Juan Carlos; Moreno León, Jesús; Robles, Gregorio
    Computational thinking (CT) is being consolidated as a key set of problem-solving skills that must be developed by the students to excel in our software-driven society. However, in psychological terms, CT is still a poorly defined construct, given that its nomological network has not been established yet. In a previous paper, we started to address this issue studying the correlations between CT and some fundamental cognitive variables, such as primary mental abilities and problem-solving ability. The current work deepens in the same direction as it aims to extend the nomological network of CT with non-cognitive factors, through the study of the correlations between CT, self-efficacy and the several dimensions from the ‘Big Five’ model of human personality: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. To do so, the Computational Thinking Test (CTt) and some additional self-efficacy items are administered on a sample of 1251 Spanish students from 5th to 10th grade (N ¼ 1251), and the Big Five Questionnaire-Children version (BFQ-C) is also taken by a subsample from the above (n ¼ 99). Results show statistically significant correlations between CT and self-efficacy perception relative to CT performance (rs ¼ 0.41), in which gender differences in favor of males are found (d ¼ 0.42). Moreover, results show statistically significant correlations between CT and: Openness to Experience (r ¼ 0.41), Extraversion (r ¼ 0.30), and Conscientiousness (r ¼ 0.27). These findings are consistent with the existing literature except for the unexpected correlation between CT and the Extraversion factor of personality, which is consequently discussed in detail. Overall, our findings corroborate the existence of a non-cognitive side of CT that should be taken into account by educational policies and interventions aimed at fostering CT. As a final contribution, the extended nomological network of CT integrating cognitive and non-cognitive variables is depicted.
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    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/0000-0003-4014-8010
    The 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.
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    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/0000-0001-8161-8782
    El 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.
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    Trait emotional intelligence and attentional bias for positive emotion: An eye tracking study
    (Elsevier, 2018-07-01) Lea, Rosanna G.; Qualterb, Pamela; Davisa, Sarah K.; Pérez González, Juan Carlos; Bangee, Munirah
    Emotional intelligence (EI) may promote wellbeing through facilitation of adaptive attentional processing patterns. In the current study, a total of 54 adults (43 females, mean age=25 years, SD=10 years) completed a Trait Emotional Intelligence (TEI) scale and took part in three eye-tracking tasks, where they viewed (1) faces with different emotions (happy, angry, fearful, neutral), (2) 16-face crowds with varying ratios of happy to angry faces, and (3) 4 visual scenes (physical threat, social threat, positive social, neutral). Findings showed that higher TEI was associated with more attention to positive emotional stimuli (happy faces, positive social scenes), relative to negative and neutral stimuli. An attentional preference for positive rather than negative emotional stimuli may be one way that TEI affords protection from stressors to promote mental health.
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    Can computational talent be detected? Predictive validity of the Computational Thinking Test
    (Elsevier, 2018-11) Román González, Marcos; Pérez González, Juan Carlos; Moreno-León, Jesús; Robles, Gregorio
    Computational thinking (CT) is arising as a set of problem-solving skills that must be acquired by the new generations of students to fully understand and participate in our computer-based world. However, from a psychometric approach, we are still at an early stage regarding the definition and assessment of CT as a psychological variable. One way to advance in this area is to investigate whether ‘computationally talented’ students (i.e., ‘computational top thinkers’) can be detected even before learning to code; and, if so, how to teach them properly to fully develop their high-computational ability. This paper presents several empirical concatenated studies about the predictive validity of the Computational Thinking Test (CTt), which is administered on a sample of 314 middle school Spanish students (n = 314). We report the predictive validity of the CTt, conducted at the beginning of the quarter, with respect to academic performance (Informatics, Mathematics, and Language) and learning analytics in a Code.org course collected at the end of the quarter. We also analyze the predictive validity of the CTt to early distinguish between ‘computational regular thinkers’ and ‘computational top thinkers’ (i.e., those who spontaneously accelerated from the ‘block-based’ programming environment of Code.org to the ‘text-based’ one of Khan Academy). Finally, we perform a case study over two of the students categorized as ‘computational top thinkers’, in which one of their coding products written in Processing JavaScript is described. Our results demonstrate that ‘computationally talented’ students can be detected in middle school, and that these subjects have the ability to accelerate in the Computer Science Education standards between 1 and 2 years compared to the regular learners. This could have major implications on the emerging computing curricula, which should take into account these individual differences in computational ability and ‘learning-how-to-code’ speed to ensure an appropriate progression for every student.
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    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 Carlos
    Computational 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.