This article aims to provide a critical review of the scientific research on technostress. As such, global references in this field are identified and highlighted in order to manage pre-existing knowledge and establish future ‘bridges’ among researchers, and to enhance the presently dispersed understanding of this subject. A scientometric meta-analysis of publications on technostress was conducted to achieve this objective. Mainstream journals from the Web of Science (WoS) were used to identify current topics, relevant journals, prolific authors, institutions, and countries, ‘schools of thought’ and the thematic areas around which current technostress debate revolves. In this article a significant contribution comes from the use of the scientific activity itself, together with scientometric meta-analysis techniques and the application of this scientific activity, its impact and relational character, to discover relevant countries, research organizations and authors which can constitute a global reference to demarcate this knowledge frontier, and who lead the ‘critical mass’ of global technostress researchers. This study also distinguishes between the relevant themes studied, with co-keywords plus bibliographic coupling citation, and examines the kind of stress the most prolific authors have considered and, therefore, to discover those topics which should be studied further to deepen this research field, in search of a post-disciplinary knowledge that allows unity of focus in technology and psychology.
AimThis systematic review identified systematic reviews of quantitative and qualitative empirical studies on the promotion and development of critical thinking in higher education students that allowed us to answer the following research questions: (1) What are the main definitions of critical thinking found in systematic reviews of critical thinking in higher education, and what are their similarities and differences? and (2) What are the most commonly used teaching strategies in higher education for teaching or promoting critical thinking, and how effective have they proven to be?MethodsSystematic reviews were selected according to the guidelines for systematic reviews and meta-analyzes (PRISMA, 2020) and the eligibility criteria proposed by the PICOS strategy (population, interventions, comparators, outcomes and study design), based on 23 records of scientifically identified registers in the Journal Citation Report databases of the Web of Science.ResultsThe bibliometric and systematic search of reviews of empirical studies on the topic allowed the selection of five systematic reviews. The results highlighted that conceptually critical thinking is related to both dispositions and skills, and that although there is no consensus on its definition, it is established that it is a higher-order cognitive process that can be trained. However, the results show that more studies have been conducted considering critical thinking as a skill than as a disposition, that the immersion approach has been widely used, and that some instructional strategies have shown greater effectiveness than others when the disciplines are evaluated independently.DiscussionDespite the relative consensus on the importance of critical thinking for professional development in higher education, this review highlights some difficulties in conceptualizing critical thinking, in the relationship between dispositions and skills, and in its assessment in academic disciplines.
Se presenta un modelo de intervención en atención temprana en niños y niñas con SD, inscribiéndose en el enfoque de derechos y la perspectiva de la educación inclusiva en primera infancia. Para abordar las necesidades educativo-sanitarias especiales de estos niños y niñas, de entre 0 y 4 años, se diseña un programa de intervención asociado al grado de discapacidad cognitiva-afectiva-relacional previamente diagnosticado. El seguimiento se desarrolla en un taller de acompañamiento con progenitores y en atenciones con los niños y niñas en un centro universitario de atención temprana. Este programa entrega a la familia herramientas para constituirse en agentes activos de cuidado en el proceso de desarrollo y aprendizaje de sus hijos e hijas. Se evidencian sus resultados y las propuestas de mejora que provienen de progenitores y cuidadores. Palabras claveAtención temprana, Síndrome de Down, enfoque de derechos, discapacidad, familia. . l a t i n o a m . c i e n c . s o c . n i ñ e z j u v. · Vo l . 1 7, N o . 2 , j u l . -d i c . d e 2 0 1 9 E -I S S N : 2 0 2 7 -7 6 7 9 · h t t p : / / d x . d o i . o r g / 1 0 . 1 1 6 0 0 / 1 6 9 2 7 1 5 x . 1 7 2 0 7 REPORTE DE CASO paola.andreucci@ugm.cl The role of the family in the early care of children with Down's Syndrome, Chile Abstract (descriptive)An intervention model for Early Childhood Assistance (ECA) is presented for children with Down's Syndrome. This is based on a human rights approach and an inclusive early childhood education perspective. To address the special educational and health needs of children with Down's Syndrome between the ages of 1 and 4 years, an intervention program based on the previously diagnosed degree of cognitive-affective-relational disability was designed. The follow-up session is carried out during a workshop with parents and in a practical session with the children at an ECA university center. This program gives families tools to become active agents in the process of their children's learning and development . The results of this work and the improvement proposals developed by the parents and caregivers themselves are described in the article.
Resumen:Este estudio aporta conocimiento para comprender la complejidad asociada a la supervisión o tutoría que se realiza desde los centros universitarios de formación de profesores. Se orienta a relevar las concepciones, expectativas, creencias, temores y actitudes generales que surgen en los dos agentes educativos involucrados en la investigación- supervisores y supervisados- al enfrentarse al proceso de supervisión para determinar sus posiciones iniciales, sus cruces y las implicancias que ello conlleva para la transformación educativa y la conformación de la identidad docente en gestación en los profesores en formación y la re-significación de la propia en los profesores experimentados en su rol de supervisores docentes. Para abordar el estudio se diseña una metodología cualitativa de estudio de casos con codificación selectiva de la información proveniente de entrevistas a profesores en formación y profesores supervisores, en base a dimensiones propiamente formativas y relacionales. Los resultados señalan que las categorías comunes apuntan a la dimensión formativo-instruccional, vinculada a sub-dimesiones o categorías didácticas, de estrategias de enseñanza-aprendizaje y disciplinares, con excepción de la categoría «temores», también común, y que apunta a la dimensión expresivo-relacional. Se plantean las implicancias para la conformación identitaria profesional de atender a estas dimensiones iniciales del dispositivo formativo del prácticum y cómo canalizarlas en el proceso pedagógico de supervisión.
The main aim in this research was to validate a scale for measuring technostress in Chilean university students under the context of hybrid education. There were 212 university students as participants from the central-south zone of Chile. For measuring technostress manifestations, a technostress questionnaire for Chinese university professors and its adaptation for Spanish university students was used as a base instrument to adapt the scale. The exploratory and confirmatory factor analysis generated an adequacy of the psychometric scale by eliminating three items from the original scales but generated important changes by reordering the other 19 items into only three factors, establishing an important local difference with previous versions that contemplated five factors, but retaining as a central axis the stress produced by a misfit between the person and his or her environment. The resulting scale was based on factors such as Abilities-Demands Techno-Educational, Needs-Supplies Resources, and Person-People Factor. It also has a good internal consistency with a scale that allows for the continuation of technostress measurements in the local context; adding to studies on this topic which have already been carried out on diverse actors of the Chilean educational system; proposing a reliable and valid psychometric scale of technostress in Chilean university students; and giving researchers and academic managers the ability to know the adverse effects of the use of technologies and propose mitigation actions.
Los discursos sociales de instituciones como la familia, la iglesia, la escuela, los partidos políticos, han hecho un relato de las y los jóvenes y su configuración identitaria en el que se observa la influencia de la matriz adultocéntrica. El estudio aborda dicha temática desde el análisis de diez casos y la teoría fundamentada de jóvenes chilenos de capas medias de la sociedad, entre 18 y 19 años, residentes en la capital chilena, y lo focaliza en el uso de las redes sociales digitales re-configurantes de su identidad dialógica. Se concluye que las y los jóvenes dictan nuevas pautas de socialización, intercambio e internalización con estas herramientas de comunicación. Consiguen buscar, participar, pertenecer, incidir, identificarse y luego retirarse de distintos grupos sociales de modo aparentemente inocuo. Un hallazgo relevante apunta a que las redes sociales digitales y las actuales tecnologías, desempoderan al adulto dejando en evidencia el posicionamiento subjetivo del y la joven al modo de un juvencentrismo inclusivo.
Resumen:La discusión sobre la condición esencialista del talento en cuanto “don” se mantiene hasta hoy en día. El énfasis en la “dotación”, “sobredotación” o “subdotación” marca en el lenguaje la condición apriorística del talento humano. Se sigue reparando en estudiantes talentosos y no talentosos como un ejercicio de discriminación – positiva vs negativa- que tiende a diferenciar grupos y a focalizar esfuerzos pedagógicos en la sala de clases. La condición del talento como proceso y producto de los esfuerzos didácticos del equipo docente, en un contexto sociocultural determinado y situado, tiende a diluirse y a valorarse como secundaria e improductiva. El intercambio colaborativo entre pares, si bien puede declararse, no se estimula del mismo modo para todos los integrantes del aula. Las clases siguen reproduciendo modelos verticales de enseñanza, centrando la práctica educativa en el profesor y desestimando el aporte de la discusión, deliberación e intercambio intencionado entre pares. La competencia de argumentación, por su parte, refiere al desarrollo de los procesos metalógicos y del razonamiento lógico durante la adolescencia y la adultez temprana. Los resultados de las investigaciones muestran unaestrecha relación entre este desarrollo y el rendimiento académico.La presente reflexión teórica, partiendo de esta discusión inicial, se propone evidenciar las relaciones posibles de establecer entre el talento y la argumentación. Para ello, revisa conceptualizaciones del talento, desde una visión tradicional o clásica hasta una dialógicareparando en el valor de las interacciones y mediaciones en el aula. Posteriormente, revisa conceptualizaciones sobre la argumentación, relevando su condición de competencia básica, su integración al curriculum escolar y su expresión en ámbitos de la lectoescritura, lectocomprensión y razonamiento lógico, propiamente como tal. Posteriormente, se transita hacia la conexión entre el talento y la argumentación, su mutuo desarrollo y enriquecimiento en el aula y reflexionesfinales.
(1) Background: This systematic review supported by a bibliometric analysis identified quantitative and qualitative empirical studies that allowed us to respond to the objective of identifying and discussing the scope and limitations of the clinical-psychotherapeutic supervision in virtual modality or telesupervision. (2) Methods: The articles were selected according to the Systematic Reviews and Meta-Analyses (PRISMA) guidelines, and the eligibility criteria proposed by the PICOS strategy (population, interventions, comparators, outcomes, and study design) based on 396 records of scientifically identified articles in the Journal Citation Report databases of the Web of Science. (3) Results: The literature review stages allowed the selection of three articles, which were added three others that were already included in a previous review, to enrich the analysis and discussion. The results of the present review highlighted aspects of nonverbal communication, alliance, comfort, preference, trust, and construction of professional identity, among others, both considering only the telesupervision format and comparing it with traditional face-to-face supervision. (4) Conclusions: The contributions that these results are providing to the understanding of the scope and limitations of the practice of telesupervision are discussed, also considering its interference in the construction of the professional identity of supervisors and supervisees.
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