(2009). El cuestionario CEVEAPEU. Un instrumento para la evaluación de las estrategias de aprendizaje de los estudiantes universitarios. RELIEVE, v. 15, n. 2, AbstractThe objective of this work was to elaborate and validate a questionnaire to assess the learning strategies of university students more completely than those classically used. In order to do so, a design of test validation was used. Two samples of university students, the first one with 545 students and the second one with 1127, were used. The results of internal consistency, construct validity, predictive validity and temporal stability, included in the text of this paper, are good. The final product is a questionnaire with two scales, six subscales, twenty-five strategies and 88 items, more solid and complete than those previously available. ResumenEl objetivo de este trabajo era elaborar y validar un cuestionario de evaluación de las estrategias de aprendizaje de los estudiantes universitarios más completo que los clási-camente utilizados. Para ello utilizamos un diseño de validación de pruebas. Usamos dos muestras de estudiantes universitarios, la primera de 545 estudiantes y la segunda de 1127. Los resultados de consistencia interna, validez de constructo, validez predictiva y estabilidad temporal, recogidos en el texto del artículo, son buenos. El producto final es un cuestionario con dos escalas, seis subescalas, veinticinco estrategias y 88 ítems, más sólido y completo que los anteriormente disponibles. KeywordsLearning strategies, strategies assessment, questionnaire, university students. DescriptoresEstrategias de aprendizaje, evaluación de estrategias, cuestionario, estudiantes universitarios. IntroducciónEste trabajo se inscribe en el contexto del aprendizaje estratégico y en el de su evaluación. Las estrategias de aprendizaje son un constructo multidimensional, polisémico y confuso en ocasiones, del que se han dado múltiples definiciones (Ayala, Martínez y
Background This study evaluated the efficacy of an intervention combining the Valencia model of waking hypnosis with cognitive-behavioral therapy (VMWH-CBT) in managing cancer-related pain, fatigue, and sleep problems in individuals with active cancer or who were post-treatment survivors. We hypothesized that four sessions of VMWH-CBT would result in greater improvement in participants’ symptoms than four sessions of an education control intervention. Additionally, we examined the effects on several secondary outcome domains that are associated with increases in these symptoms (depression, pain interference, pain catastrophizing, and cancer treatment distress). Methods The study design was a randomized controlled crossover clinical trial comparing the VMWH-CBT intervention with education control. Participants (N = 44) received four sessions of both treatments, in a counterbalanced order (n = 22 per order condition). Results Participants were 89% female (N = 39) with mean age of 61 years (SD = 12.2). They reported significantly greater improvement after receiving the active treatment relative to the control condition in all the outcome measures. Treatment gains were maintained at 3-month follow-up. Conclusions This study supports the beneficial effects of the VMWH-CBT intervention relative to a control condition and that treatment gains remain stable. VMWH-CBT–trained clinicians should be accessible for managing symptoms both during and after cancer treatment, though the findings need to be replicated in larger samples of cancer survivors.
We report our experience regarding evaluation, surgical treatment and outcomes in a population of 21 children with histopathologically confirmed developmental tumours [nine dysembryoplastic neuroepithelial tumours (DNET), ten gangliogliomas (GG) and two gangliocytomas (GC)] and related epilepsy, analyzing video-EEG, MRI and neuropsychological data, before and after surgery. Most children had focal epilepsy correlating well with lesion location. One patient had epileptic spasms and generalized discharges. Tumours were located in the temporal lobe in 13 patients. Mean age at surgery was 11.16 years. Postsurgical MRI showed residual tumour growth in one DNET. One child had a recurrent ganglioglioma with anaplastic transformation. At latest follow-up (mean 4.68 years) 95.2% of patients were seizure-free and no significant neuropsychological declines were observed. Evidence from our study suggests that, in this setting, surgery should be performed before criteria for refractory epilepsy are met, particularly in cases with early seizure onset, in order to optimize cognitive outcome.
La nueva Sociedad del Conocimiento requiere nuevas competencias, que son conocidas como Competencias del siglo XXI. Estas competencias se subdividen en competencias de pensamiento y competencias de orden superior en tecnologías de información y comunicación. El objetivo de este artículo es determinar la estructura dimensional de las competencias del siglo XXI, junto con los factores personales clave en este sentido. Se trata de un estudio correlacional, basado en un diseño de encuesta, cuya muestra está constituida por estudiantes de los grados de Pedagogía y Educación Social de la Universidad de Valencia, seleccionados por muestreo no probabilístico y accidental, recogiendo la información mediante dos cuestionarios. Los resultados señalan que las competencias para el siglo XXI se componen de dos subconjuntos, las competencias del pensamiento de orden superior y las competencias TIC, que forman un todo. Además, se ha encontrado que los factores personales tienen un impacto significativo en esta estructura. Se sugiere que las políticas educativas deben abordar ambos aspectos, a fin de capacitar a los ciudadanos incluidos en la Sociedad del Conocimiento.
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