ABSTRACT
Resumen Las pruebas internacionales de aplicación masiva permiten evaluar los aportes de los factores individuales, familiares, institucionales y nacionales al logro educativo de los estudiantes expresado en su desempeño. En este contexto, el propósito de este estudio fue proponer y evaluar un modelo de efectos centrado en el procesamiento cognitivo esencial e incidental de las actividades académicas, de acuerdo con el desempeño en las pruebas de matemáticas en estudiantes de sexto grado de 15 países (y el estado de Nuevo León de México) que participaron en el Tercer Estudio Regional Comparativo y Explicativo (TERCE). Se formuló un modelo de ecuaciones estructurales en el que se calcularon índices de procesamiento esencial (control atencional, memoria de trabajo y supervisión familiar) y procesamiento incidental (violencia percibida, uso de ocio de la computadora -videojuegos, redes sociales, reproducción de contenidos, etcétera), con base en los ítems o preguntas utilizados en el TERCE. Los índices se diseñaron y obtuvieron según el Modelo de Rasch de la Teoría de Respuesta al Ítem (TRI). El modelo planteado afecta el desempeño en la prueba en 24 puntos. La variable con mayor tamaño de efecto es el uso de ocio de computadoras en el hogar. Los resultados se discuten a la luz de las hipótesis cognitivas sobre la distribución de recursos de atención y la de entrenamiento para entender el rol de las tecnologías de la información en el proceso formativo.
Abstract International tests of massive application allow evaluating how individual, institutional, national, and family factors contribute to students' educational achievement through their performance. Consequently, education evaluation is based on the paradigm of general and specific competencies for life. One of these general competencies is the capacity to solve mathematical problems and apply logical thinking to problem-solving. In order to evaluate this general competence, standardized tests have been developed. Among these tests, the Third Regional Comparative and Explanatory Study (TERCE) in 2013 evaluated the mathematical and other areas' academic performance of children in the third and sixth grade. The TERCE Mathematics evaluation allows researchers to capture the students' academic performance in five domains: numeric, geometric, measurement, statistics, and variation, as well as their cognitive performance in objects and elements recognition and simple and complex problem-solving. In addition, to evaluate these eight dimensions, the TERCE test also asks for information regarding academic context, family environment, and teachers, among others. Despite this information, in Colombia and in general, the evaluation of the socioeconomic context over academic performance has been studied mainly considering the schools' characteristics, families' economic levels, and public expenses. Therefore, there is little evidence of the effects of psycho-pedagogical and psychological factors on academic performance. Psycho-pedagogical models emphasize the dependence of the superior processes on perceptual and attentional processes and the need for activities that demand deep processing and active involvement with information before, during, and after classes. Thus, attending simultaneously to different elements affects the development of cognitive control functions, which leads to low academic achievement and performance. Frequently, students face academic activities in different scenarios where the attentional system should divide its resources between several stimulus sources. Activities in which the attentional system focuses are "essential processing", and those not related to the main academic activity are called "incidental processing". Consequently, increasing the sources of incidental processing would decrease the attentional resources devoted to the essential processing of educational activities producing low academic performance. In this context, the study proposes and evaluates an effects model focused on essential and incidental cognitive processing of academic activities. The information was captured on the mathematics performance of sixth-grade students from 15 countries (and the state of Nuevo León de México) participating in the Third Regional Comparative and Explanatory Study (TERCE). A Structural Equations model was formulated using indices of Essential Processing (Attentional Control, Working Memory, and Family Supervision) and Incidental Processing (Perceived Violence, Leisure use of the computer, and incidental processing) based on the items or questions used in the TERCE. The indices were designed based on the Item Response Theory (IRT) model. Findings show that the proposed model affects the performance in the test by 24 points. Higher scores in essential processing produce higher scores in the mathematics component of the TERCE test. Family supervision of academic activity is the single element with the highest impact on academic performance (3.020); on the other hand, attentional control (7.48) and working memory (4.295) also impact academic performance positively. Regarding the incidental processing variables, lower levels of perceived violence (1.680), less noise and distractor in class (2.130), and higher use of computers at home for leisure activities (5.851) have the most significant impacts on academic performance. The results are discussed considering the cognitive hypotheses on the distribution of attention resources and the training hypothesis to understand information technologies' role in the academic processes. Suggestions for further research focus on the inclusion of items with a higher theoretical background that allows researchers to evaluate the impact of essential and incidental processing on academic performance using items specially designed with that goal to get more conclusive and robust results.
ABSTRACT
Propósito: determinar el efecto de un programa de 8 semanas de estimulación físico-cognitiva sobre la autopercepción de la funcionalidad en adultos mayores. Metodología: estudio de tipo pre-experi-mental, longitudinal y prospectivo. Participaron 59 mujeres y 15 hombres entre 65 y 80 años de edad quienes realizaron 24 sesiones de estimulación físico-cognitiva con una frecuencia de 3 veces por semana, durante 8 semanas. Se evaluó la autopercepción de la funcionalidad al inicio y al final de la intervención. Se utilizó la prueba t de Student de una cola para muestras relacionadas para comparar la autopercepción de los adultos mayores evaluados antes y después de la intervención. Se consideró un nivel alfa de 0.05. Resultados: la autopercepión de funcionalidad de los adultos mayores intervenidos mejoró luego de ser sometidos a un programa de estimulación físico-cognitiva (p < 0.001; d = 0.28) en hombres (p = 0.010; d = 0.18) y mujeres (p = 0.002; d = 0.33). Conclusiones: los resultados de este estudio señalan que los adultos mayores (mujeres y hombres), mejoran su autopercepción de funcio-nalidad luego de participar en un programa de estimulación físico-cognitiva.
Purpose: To determine the effect of an 8-week physical-cognitive stimulation program on the self-perception of the functional status in older adults. Methodology: Pre-experimental, longitudinal and prospective study. Fifty-nine women and fifteen men between 65 and 80 years old performed 24 ses-sions of physical-cognitive stimulation, 3 times a week for 8 weeks. The self-perception of the adults Ì functional status was evaluated at the beginning and at the end of the intervention. The Student's t-test was used to compare mean scores for the self-perception evaluated in older adults. An alpha level of 0.05 was considered. Results: The self-perception of the functional status in older adults improved after taking part in a physical-cognitive stimulation program (p <0.001; d = 0.28) in men (p = 0.010, d = 0.18) and women (P = 0.002, d = 0.33). Conclusions: The results of this study indicate that older adults (women and men) improve their self-perception of their functional status after participating in a physical-cognitive stimulation program.
Subject(s)
Humans , Male , Female , Aged , Aged, 80 and over , Self Concept , Aging/physiology , Aging/psychology , Cognition/physiology , Physical Stimulation , Quality of Life , Prospective Studies , Surveys and Questionnaires , Longitudinal StudiesABSTRACT
Objetivos General Determinar el efecto de una intervención educativa sobre la capacidad de afrontamiento y adaptación en familiares de pacientes hospitalizados en una Unidad de Cuidado Intensivo. Específicos Describir la capacidad de afrontamiento y adaptación de familiares de pacientes hospitalizados en una UCI antes y después de la intervención educativa; Comparar la capacidad de afrontamiento antes y después de la intervención. Metodología Estudio de tipo Cuantitativo. Diseño Pre Experimental con un solo grupo y medición Pre test y Pos test. Población conformada por familiares de pacientes hospitalizados en la UCI de la Clínica Shaio durante el periodo de tiempo Diciembre a Marzo del 2014 Resultados La Escala de medición del Proceso de Afrontamiento y Adaptación de Roy clasifica a los cuidadores con un alto nivel de afrontamiento antes de la intervención educativa. Después de la intervención educativa todos los cuidadores mantuvieron y optimizaron el nivel alto de afrontamiento a los que obtuvieron puntajes inferiores a la intervención. Conclusiones Las familias tuvieron alta capacidad de afrontamiento antes de la intervención educativa, el nivel de capacidad de afrontamiento en algunos casos se mantuvo y en otros mejoró, se tradujo en el aumento del puntaje de CAP`S posterior a la intervención educativa. Recomendaciones Se recomienda continuar con el diseño de nuevas intervenciones educativas dirigidas a familias de pacientes en estado crítico que permitan evaluar su efectividad y que incluya a un equipo interdisciplinario ya que es un fenómeno multicausal. (AU)
Objectives. General objective. To determine the effect of an educational intervention on the ability of coping and adaptation in relatives of patients hospitalized in an Intensive Care Unit (ICU). Specific Objectives. To describe the ability of coping and adaptation of relatives of patients hospitalized in an ICU before and after the educational intervention. To compare the ability of coping before and after the intervention. Methodology. Quantitative study. PreExperimental design with a single group and pre-test and post-test measurement. Population composed of family members of patients hospitalized in the ICU from the "Shaio" Clinic during the period of time from December up to March, 2014. Results. The scale for measuring the Roy´s Coping and Adaptation Process classifies to caregivers with a high level of coping before the educational intervention. After the educational intervention all caregivers kept and optimized the high level of coping to those who got lower scores to the intervention. Conclusions. The families had a high capacity of coping before the educational 7 intervention, the ability level of coping in some cases was maintained and improved in other cases, and this resulted in an increase of the CAPS score after the educational intervention. Recommendations. It is recommend to continue with the design of new educational interventions aimed to families of critically ill patients to assess their effectiveness and to include an interdisciplinary team because this is a multi-causal phenomenon. (AU)
Subject(s)
Humans , Male , Female , Adaptation, Psychological , Caregivers/education , Family , Patient Education as Topic , Evaluation of the Efficacy-Effectiveness of Interventions , Controlled Before-After Studies , Family Support/psychology , Intensive Care UnitsABSTRACT
Se analiza el discurso y práctica de docentes en la interacción didáctica de sala de clase asociada a tipos de exigencia cognitiva. Se utilizan técnicas cualitativas de análisis de contenido y análisis estadístico descriptivo de estructuras dialogales profesor-alumnos de 32 clases de ocho docentes con prácticas de enseñanza que promueven aprendizajes. Los resultados indican que los docentes eficaces en contextos sociales vulnerables: 1) explican reiteradamente los contenidos, 2) ordenan la presentación de contenidos en un proceso gradual de complejidad, 3) tienen dos objetivos: lograr aprendizajes y formar a los estudiantes en valores ciudadanos y 4) las estructuras dialogales de baja exigencia cognitiva son porcentualmente mayoritarias. Se discuten los resultados.
This article analyze the discourse and practice of teachers in the didactics interaction associated with cognitive types at classroom. It's used qualitative analysis of interviews - Content Analysis of discourse-, and quantitative analysis of teacher-students dialogic structures, from 32 classes of 8 teachers with practices to promote learning. The results indicate effective teachers in vulnerable social contexts:1) Repeatedly explains the class content; 2) The content is orders in a gradual process of complexity, 3) They have two goals in the classroom: making learning, and train students in civic values, and 4) The percentage of dialogic structures of low cognitive demand, are majority in these teachers. These results are discussed.
Subject(s)
Psychology , Teaching , CognitionABSTRACT
Los avances tecnológicos en comunicación contribuyen al desarrollo de todas las ciencias, de manera específica influencian en la pedagogía a tal punto que hoy éstas dos, ciencia y tecnología, no pueden concebirse de manera independiente. Los sistemas de comunicación actuales se denominan TIC sigla abreviada que significa tecnología de información y comunicaciones. Este artículo considera la función de las TIC en el proceso de enseñanza-aprendizaje, analiza sus propiedades en relación con la actividad docente en optometría al operar como una estrategia pedagógica e implementar tácticas didácticas como son la creación de ambientes de aprendizaje interactivos que permiten al estudiante el acceso a los contenidos de la red mundial de computadores, conexión con sitios remotos para participar en investigaciones, exploración de revistas de actualidad y muchas otras posibilidades relacionadas con la transmisión de la comunicación.