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Cabestrero Alonso, Raúl

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0000-0003-3697-1303
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Cabestrero Alonso
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Raúl
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2018 - 201912020 - 20242
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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    Propiedades psicométricas de la Escala de Depresión de Edimburgo en una muestra argentina
    (Asociación Iberoamericana de Diagnóstico y Evaluación, 2021) López Janer, Carlos Alberto; Quirós Expósito, Pilar; Cabestrero Alonso, Raúl
    El objetivo de este estudio fue evaluar la estructura subyacente de la EPDS mediante la comparación de cuatro modelos de análisis factorial confirmatorio, utilizando el método de máxima verosimilitud, en una muestra de 111 mujeres pertenecientes a la provincia del Chubut (Argentina). Los resultados confirmaron que el modelo con mejor ajuste a los datos fue el de tres factores: depresión, ansiedad y anhedonia (ꭓ2=37,389, p=.235; RMSEA=0,039, 90% CI=0 – 0,08; CFI=0,978 y NNFI=0,969). La consistencia interna de la escala fue aceptable: α de Cronbach=.75. Ninguna de las variables sociodemográficas registradas se asoció con la depresión posparto, exceptuando la situación laboral. Las mujeres que trabajaban puntuaron significativamente más alto (M=8,47; DT=4,33) en la escala que las que estaban en situación de desempleo (M=6,30; DT=3,31). Los resultados obtenidos apoyan el carácter multidimensional de la EPDS.
  • Miniatura
    Publicación
    Some insights into the impact of affective information when delivering feedback to students
    (Taylor and Francis Group, 2018-07-26) Cabestrero Alonso, Raúl; Quirós Expósito, Pilar; Santos, Olga C.; Salmeron Majadas, Sergio; Uria Rivas, Raul; González Boticario, Jesús; Arnau, David; Arevalillo Herráez, Miguel; Ferri, Francesc J.
    The relation between affect-driven feedback and engagement on a given task has been largely investigated. This relation can be used to make personalised instructional decisions and/or modify the affect content within the feedback. However, although it is generally assumed that providing encouraging feedback to students should help them adopt a state of flow, there are instances where those messages might result counterproductive. In this paper, we present a case study with 48 secondary school students using an Intelligent Tutoring System for arithmetical word problem solving. This system, which makes some common assumptions on how to relate affective state with performance, takes into account subjective (user's affective state) and objective information (previous problem performance) to decide the upcoming difficulty levels and the type of affective feedback to be delivered. Surprisingly, results revealed that feedback was more effective when no emotional content was included, and lead to the conclusion that purely instructional and concise help messages are more important than the emotional reinforcement contained therein. This finding shows that this is still an open issue. Different settings present different constraints generating related compounding factors that affect obtained results. This research confirms that new approaches are required to determine when, how and where affect-driven feedback is needed. Affect-driven feedback, engagement and their mutual relation have been largely investigated. Student's interactions combined with their emotional state can be used to make personalised instructional decisions and/or modify the affect content within the feedback, aiming to entice engagement on the task. However, although it is generally assumed that providing encouraging feedback to the students should help them adopt a state of flow, there are instances where those encouraging messages might result counterproductive. In this paper, we analyze these issues in terms of a case study with 48 secondary school students using an Intelligent Tutoring System for arithmetical word problem solving. This system, which makes some common assumptions on how to relate affective state with performance, takes into account subjective (user's affective state) and objective (previous problem performance) information to decide the difficulty level of the next exercise and the type of affective feedback to be delivered. Surprisingly, findings revealed that feedback was more effective when no emotional content was included in the messages, and lead to the conclusion that purely instructional and concise help messages are more important than the emotional reinforcement contained therein. This finding, which coincides with related work, shows that this is still an open issue. Different settings present different constraints and there are related compounding factors that affect obtained results, such as the message's contents and their target, how to measure the effect of the message on engagement through affective variables considering other issues involved, and to what extent engagement can be manipulated solely in terms of affective feedback. The contribution here is that this research confirms that new approaches are needed to determine when, how and where affect-driven feedback is needed. In particular, based on our previous experience in developing educational recommender systems, we suggest the combination of user-centred design methodologies with data mining methods to yield a more effective feedback.
  • Miniatura
    Publicación
    Inducing strategies to solve a mental rotation task is possible: evidence from a sex-related eye-tracking analysis
    (Taylor and Francis Group, 2024-12-08) Fernández Méndez, Laura María; Cepero Amores, Laura; Orenes Casanova, Isabel; Prieto Lara, Antonio; Rodán, Antonio; Montoro, Pedro R; Mayas Arellano, Julia; Cabestrero Alonso, Raúl; Contreras Alcalde, María José
    The study of spatial skills is gaining importance due to their relevance in everyday activities and their critical role in developing competencies across various academic disciplines. The main goal of this study was to explore whether mental rotation strategies, such as the so-called holistic –rotating an entire object- and piecemeal –rotating individual parts of the object- approaches, can be induced, and whether sex differences emerge during the process of strategy induction. This objective holds a pivotal role as it could lead to the enhancement of mental rotation abilities and the development of effective interventions. To achieve this, a mental rotation task was conducted while eye movements were recorded. In the first block, participants solved the task freely, while in the second block, they received instructions to solve it through either a holistic (42 participants) or a piecemeal (43 participants) strategy in a between-subjects design. In both strategies, participants showed better performance in the second block compared to the first. Males outperformed females. The holistic strategy resulted in faster reaction times in the second block. The number of fixations and saccadic movements decreased in the second block compared to the first for the holistic strategy, while the piecemeal strategy exhibited the opposite ocular pattern. These results indicate that effective mental rotation strategies were successfully elicited. No sex differences were found in the analyzed eye movement variables.