Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

Delgado, Beatriz; Aparisi, David; Garcı́a-Fernández, José Manuel; Torregrosa, María S.; López, Estefanía Estévez; Marzo, Juan C.; Inglés, Cándido J.

doi:10.1080/02109395.2017.1407901

Cited by 3 publications

(3 citation statements)

References 29 publications

(79 reference statements)

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“…El objetivo general de este estudio era analizar la relación entre los movimientos oculares sacádicos, las estrategias de aprendizaje y la ansiedad, así como su influencia sobre el rendimiento académico en Lengua en alumnos de ESO. A partir de los resultados obtenidos se han encontrado ciertas tendencias que resaltan las relaciones entre las variables estudiadas, así como su relevancia en el rendimiento de los alumnos, y que van en la línea de estudios previos ya realizados en este campo (Delgado et al, 2018;Lacámara, 2016;Martín-Lobo et al, 2018).…”

Section: Discussionunclassified

“…Así pues, la evidencia empírica reciente (Delgado, et al, 2018;González Fragoso, Guevara Benítez, Jiménez Rodríguez y Alcázar Olán, 2018), pone de relieve que los niveles de ansiedad escolar se incrementan sustancialmente en estudiantes de E.S.O. y que esto afecta significativamente al rendimiento (Rodríguez y Rosquete, 2018).…”

Section: Las Repercusiones De La Ansiedadunclassified

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Estudio neuropsicológico de la funcionalidad visual, las estrategias de aprendizaje y la ansiedad en el rendimiento académico

Martínez-Álvarez

Muñoz

2018

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1970). Por otro lado, los alumnos con un rendimiento elevado presentan niveles inferiores de ansiedad-rasgo. Por todo ello, este estudio pone de manifiesto la importancia de intervenciones, que integren la perspectiva neuropsicológica y educativa, centradas en la mejora de las estrategias de aprendizaje y la funcionalidad visual con el fin de promover una disminución de la ansiedad y una mejora en el rendimiento académico del alumnado.Palabras Clave: movimientos oculares, estrategias de aprendizaje, ansiedad, intervención, educación. ABSTRACTIn the current educational context, neuropsychological aspects are very important given their impact on academic performance. Starting from this premise, the objective of this research is the study of the relationship between saccadic eye movements, learning strategies and the level of anxiety, as well as its influence on language performance. The sample consisted of 69 students aged 12-15 years, grouped according to their performance. It is a non-experimental, descriptive study of correlation type and comparison of groups. On the one hand, an inverse relationship has been found between the slow reading (King-Devick's saccadic movement test (1976)) and the learning support strategies measured with the ACRA Scale (Román and Gallego, 2008) and between the support strategies and the anxiety-state level, measured with the STAIC (Spielberger, Gorsuch y Lushene, 1970). On the other hand, students with high performance have lower anxiety-trait levels. Therefore, this study highlights the importance of interventions, which integrate the neuropsychological and educational perspective, focused on the improvement of learning strategies and visual functionality in order to promote a decrease in anxiety and an improvement in the academic performance of students.

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Section: Las Repercusiones De La Ansiedadunclassified

Estudio neuropsicológico de la funcionalidad visual, las estrategias de aprendizaje y la ansiedad en el rendimiento académico

Martínez-Álvarez

Muñoz

2018

AULA_ABIERTA

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“…Psychol Schs. 2024;61:686-705. wileyonlinelibrary.com/journal/pits consequences of school anxiety are the likelihood of lower academic performance and problems in school wellbeing (Hossain et al, 2021;Shamionov et al, 2021), increased experiences of bullying and higher rates of aggressiveness (Delgado, García-Fernández, et al, 2019;Torregrosa et al, 2020), somatic complaints (Jastrowski Mano, 2017), increase in school refusal (Gómez-Núñez et al, 2019;Gonzálvez, Ingles, Sanmartín et al, 2018;Tekin & Aydın, 2022), cognitive distortions (Abend et al, 2017), depressive symptoms (Alesi et al, 2014), and social anxiety (Delgado, Escortell Sánchez, et al, 2019).…”

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Reliability and validity evidence of the School Anxiety Inventory scores in a sample of Spanish children: A new self‐report

García‐Fernández,

Gómez‐Núñez,

Mateu‐Martínez

et al. 2023

Psychology in the Schools

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Anxiety and school fears are relatively frequent in childhood. Psychology and education professionals need to have assessment instruments for screening for school anxiety in schools. This study aimed to develop, adapt, and examine the reliability and validity evidence of the School Anxiety Inventory for Primary Education (SAI‐PE) scores. Using random cluster sampling, a sample of 843 Spanish students (51.7% girls), ages ranging from 8 to 12 years (M = 10.03, SD = 1.25), was selected from public and concerted schools. The content validity of the SAI‐PE scores was analyzed through experts' judgment and students' assessment of their comprehension of the instrument's items. Exploratory and confirmatory factorial analyses support the validity of the SAI‐PE scores. The results revealed a multifactorial structure for the scores of anxiety reactions (cognitive, psychophysiological, and behavioral) and school situations scores (school punishment, victimization, social, and academic evaluation). The study conclusions reinforce the importance of having instruments that assess the complexity of emotional responses such as school anxiety, favoring its early detection and evaluating the effectiveness of preventive and/or therapeutic programs in schools.

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Academic Goal Profiles and Learning Strategies in Adolescence

et al. 2018

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The objective of this study was to verify whether or not a combination of academic goals may be established in different profiles of high school students. Subsequently, the study examined if statistically significant differences exist between the profiles obtained with respect to learning strategies used by the students. The Achievement Goal Tendencies Questionnaire (AGTQ) and the Learning and Studies Skills Inventory-High School Version (LASSI-HS) were administered to a sample of 2,069 high school students aged 12–16 (M = 14.11; SD = 1.35) and which was formed by 1,073 girls and 996 boys. Four academic goal profiles were identified using latent class analysis: a group of students with a high academic goal (HAG) profile (668 students), a group of students with a low academic goal (LAG) profile (502 students), a group of students with a predominance of learning goals and achievement goals (LGAG) (489 students) and a final group of students with a predominance of social reinforcement goals and achievement goals (410 students). The results revealed statistically significant differences between the profiles obtained with respect to learning strategies because students from the combined LGAG and HAG profiles used more learning strategies that those in the LAG and Achievement Goals and Social Reinforcement (AGSR)groups. However, the relationship between these motivational profiles and the obtainment of a higher academic performance has not been proven and it should be the subject of study in future research. Consequently, this study can be used to help in the development of strategies and intervention programs to promote the use of multiple academic goals in high school students.

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Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

Cited by 3 publications

References 29 publications

Estudio neuropsicológico de la funcionalidad visual, las estrategias de aprendizaje y la ansiedad en el rendimiento académico

Estudio neuropsicológico de la funcionalidad visual, las estrategias de aprendizaje y la ansiedad en el rendimiento académico

Reliability and validity evidence of the School Anxiety Inventory scores in a sample of Spanish children: A new self‐report

Academic Goal Profiles and Learning Strategies in Adolescence

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