La Importancia De La Emoción en El Aprendizaje

Moreno, Aránzazu Elizondo; Rodríguez, José Luis Martín; Rodríguez, Ignacio Rodríguez

doi:10.15366/didacticas2018.19.003

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…Effectively, emotional state, corresponding to the individual component of psychoemotional well-being in students, the academic or school component and the social component were confirmed to be related with the score or grade obtained in Mathematics. Present findings coincide with those presented by Elizondo-Moreno et al (2018) , in the sense that positive emotions were associated with higher scores in Mathematics and vice versa.…”

Section: Discussionsupporting

confidence: 92%

“…The effects of the psychological and emotional state of students on their academic outcomes has been broadly documented in existing literature on different educational stages ( Extremera-Pacheco and Fernández-Berrocal, 2004 ; Robles-Ojeda et al, 2011 ; Ferragut and Fierro, 2012 ; Ros-Morente et al, 2017 ). In general terms, the majority of conducted studies have highlighted that negative emotional states can have unfavourable repercussions on student learning processes and, consequently, their academic results, whilst the presence of good emotional well-being promotes efficient cognitive processes ( Elizondo-Moreno et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018

2023

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Data from international studies reveal that the mathematics literacy of Spanish students is significantly lower than that of students from nearby countries. Therefore, in recent years, interest in identifying the factors that influence students’ mathematics results in Spain has grown considerably. Often, these factors are sought among the socioeconomic characteristics of the students or among variables related to the schools, ignoring the psychological and emotional factors of the students. This paper analyzes the impact of certain psychoemotional characteristics of Spanish students on their literacy in mathematics. For this purpose, multilevel regression models are applied to the data of the Spanish sample of the 2018 edition of PISA (Programme for International Student Assessment), which is composed of 35,943 15-year-old students. The instruments for data collection are the mathematics literacy tests and the contextual questionnaires on students’ personal situation and well-being used by PISA. As dependent variable, students’ mathematics literacy has been considered, measured through the plausible values provided by PISA, and as independent variables, different indices measuring students’ psychoemotional well-being obtained from the contextual information collected by PISA. Results indicate that resilience, motivation for the achievement of learning objectives, competitiveness, perceived cooperation at school, and social connectedness with parents have a positive impact on students’ mathematics literacy, while experiences related to bullying, physical self-concept, meaning in life and perceived competitiveness at school have a negative impact.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018

2023

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“…Nevertheless, we can confirm the positive correlation of inquiry with motivation and curiosity, which can increase academic performance and optimization of the learning process. Other studies highlight this relationship, such as that by Elizondo, Rodríguez, and Rodríguez [73].…”

Section: Discussionmentioning

confidence: 83%

University Students’ Emotions When Using E-Portfolios in Virtual Education Environments

2021

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This paper is based on a study that aims to understand the emotions students feel when they use the e-portfolio to manage their learning and assessment. The sample was composed of 358 students, and the instrument used was an ad hoc questionnaire. The students were asked to indicate the degree to which they experienced a set of emotions when using the e-portfolio. From the results obtained, it can be concluded that positive emotions are foremost and above average, ranked as follows from strongest to weakest: freedom, motivation, curiosity, and inquiry. The students evaluated negative emotions (disorientation and waste of time) as experienced less strongly. The results point out that younger students feel more comfortable with the use of technologies and specifically with the e-portfolio. In addition, men experienced the emotion “freedom” more than women. On the other hand, students in the third year of their respective degree programs experienced “freedom”, “curiosity”, and “inquiry” when using the e-portfolio to manage their learning. A clear relationship thus exists between emotions, motivation, and e-portfolio use, which appears to confirm that work in virtual contexts with this strategy stimulates student motivation.

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“…Emotions can have a significant impact on attention, memory, motivation, and decision-making processes. This is particularly relevant in academic research and evaluative testing ( Urquijo et al, 2014 ; Elizondo Moreno et al, 2018 ). As item 3 suggests, it is crucial for students to learn how to recognize and manage negative thoughts, regulate emotions in personal and social contexts, in order to enhance their well-being and academic performance ( Hendrie Kupczyszyn and Bastacini, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Acute effects on the psychological perception of university students after participation in the “RegulACTION” workshop for the improvement of emotional health and promotion of an active lifestyle

Belando-Pedreño,

Mendoza-Castejón,

López

2024

Front. Psychol.

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IntroductionProspective research in Health Sciences and Sports Sciences warns of the need to design and implement educational program at the different stages of human development, that promote emotional competences, interpersonal competences, an adequate level of healthy physical activity as well as adherence to the Mediterranean diet and a more active lifestyle on a physical and social level. The main objective of the study was to design an intervention program on intra-and interpersonal competences together with emotional education, nutritional education and healthy physical activity, called ‘RegulACTION’.MethodsThe preliminary study sample consisted of 11 participants aged 21–28 years (M = 5.00, SD = 8.76) (8 female and 3 males) university students. An ad hoc questionnaire was elaborated to evaluate the participant’s perception of the usefulness of the ‘RegulACTION’ experience and a semi-structured interview of 5 questions to assess their perception, identification of their emotions, awareness of their cognitions, emotions and behaviors in the different areas of their lives.ResultsThe descriptive results show that the participants are receptive to continuing training in the regulation of cognitions (thoughts) and emotions to increase their satisfaction in different areas of their lives. Regarding the qualitative results, the participants’ perception, collected verbatim, is that they feel the need to apply the knowledge about personal and social emotions, as well as healthy behavior in terms of nutrition and exercise, in their daily lives.DiscussionThe ‘RegulACTION’ program is designed based on the assessment of the prevalence of mental illness in the young adult and adult population, in line with the literature review in the area of knowledge of the theory of emotions, motivational theories and on the occasion of the development of a workshop organized.

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La Importancia De La Emoción en El Aprendizaje

Cited by 7 publications

References 7 publications

Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018

Does the psychoemotional well-being of Spanish students influence their mathematical literacy? An evidence from PISA 2018

University Students’ Emotions When Using E-Portfolios in Virtual Education Environments

Acute effects on the psychological perception of university students after participation in the “RegulACTION” workshop for the improvement of emotional health and promotion of an active lifestyle

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