Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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Teachers' Use of Competency-based Assessment in Personalised Learning Practices: An Exploratory Study
(Servicio de Publicaciones, Universidad de Murcia, 2025-10-31) Villablanca, Alexandra; Rochera Villach, Ma. José; Coll, César, 1950-
The impact of competencies within the framework of the new learning ecology has generated a qualitative leap in the quality of educational practices. Currently, we have appropriated different personalised pedagogical approaches and innovative methodologies that promote the acquisition and use of competencies, but how do we assess them? Their assessment is not sufficiently clear since there is no consensus on what competencies, competency-based learning, competency-based assessment, among others, mean, which in practice presents difficulties and concerns for teachers. This qualitative exploratory study has two objectives: i) to propose a model to analyse competency-based assessment in personalised learning practices and (ii) to illustrate its application to two practices in secondary education. The results show differences in the complexity of competency-based assessment practices, in the degree of relevance of the proposed assessment contexts, and in learners' participation in the feedback process. It is concluded that the model is a potentially helpful tool to understand and optimise competency-based assessment in personalised learning practices. Recommendations are formulated so that teachers can promote effective assessment practices from a competency perspective.
The influence of parents in the discursive construction of technology-mediated learning experiences
(Taylor & Francis, 2019-11-03) Engel Rocamora, Anna; Fauré, Jaime; Membrive, Antonio; Merino Rubio, Iris; Coll, César, 1950-
In the new learning ecology, Information and Communication Technologies (ICTs) promote the learning of children and young people in a variety of contexts and also shape their learning trajectories. However, empirical studies that investigate how people learn through ICTs often ignore how they construct narratives about their own learning trajectories and about what it means to learn with ICTs. Thus, we propose Subjective Learning Experiences (SLEs) as a unit of analysis for studying personal learning trajectories. SLEs allow us to investigate learning both across settings and over time. To illustrate our empirical approach, we present a brief study in which we explore how dominant discursive constructions from parents about what it means to learn with ICTs influence the learning experiences of children and young people. For this study, we conducted semi-structured interviews with 30 Spanish children and their parents, using thematic analysis to identify their discursive constructions. Our results provide evidence that discursive constructions about what it means to learn, present in the contexts of activity in which children and young people participate, influence their learning experiences. We conclude that our empirical approach advances the analysis of personal learning trajectories by allowing us to capture the fluid and boundless nature of learning across settings and time.
The use of feedback systems to improve collaborative text writing: a proposal for the higher education context
(Taylor & Francis, 2016-08-01) Mauri, Teresa; Ginesta Fontserè, Anna; Rochera Villach, Ma. José
Collaborative writing is a task commonly used for learning and assessment in higher education. The complexity of this type of task requires special support for learning contents. Feedback can be used as a key element to improve students' learning and engagement. This paper presents and evaluates a teaching innovation that sought to design a model feedback system. In this innovation, 218 students and 4 teachers participated in a course on Educational Psychology in Teacher Training. Questionnaires were used to collect students' perceptions and their satisfaction ratings regarding the quality of feedback received from the teacher. The students' uses of feedback were also taken into account. Additionally, interviews were conducted with instructors. The main results highlight the relevance of integrating the essential characteristics of effective feedback, as well as the use of ICT, for supporting learning in this complex task.
Personalizing Learning through Connecting Students' Learning Experiences: An Exploratory Study
(Taylor & Francis, 2021-07-22) Oller, Judith; Engel Rocamora, Anna; Rochera Villach, Ma. José
This article presents an exploratory study aimed at analyzing the instructional design of learning personalization practices in three secondary education centers that promote connections between students' learning and/or their learning experiences in and out of school. We propose three dimensions for analysis, according to a constructivist and sociocultural perspective: the learning activities and contents designed to connect students' learning and/or learning experiences across different contexts; the educational agents that enhance these connections; and the mediating tools used. Results indicate that our multidimensional model is useful for identifying the different didactic strategies that appear in each case to foster connections, and for detecting the aspects that need improvement. Conclusions suggest that in personalized learning environments, the focus of educational activity must be shifted from making connections between students' learning to the learning experiences that students have at different times and in different contexts, helping them to build their personal learning pathways.
School projects with the community: Educational practices that promote connection between learning contexts and experiences
(Elsevier B.V., 2025-05-01) Merino Rubio, Iris; Membrive, Antonio; Largo, Mariana; Engel Rocamora, Anna
This study explores educational practices that connect schools and community institutions to foster meaningful learning and students' engagement with social change. Recently there has been a growing interest in connecting schools with broader social and educational ecosystems. These connections can vary widely: from the linkage between educational context, to discursive reconstructions that connect lived experiences across settings. Using a multiple-case study design, we analysed two projects implemented in a public secondary school in Spain. The study aims to develop an analytical model for understanding such practices by focusing on three dimensions: a) the ways schools and community institutions collaborate in the design, implementation, and evaluation of educational projects; b) how the projects encourage students to reflect on the connections between their learning experiences within and beyond school; and c) how students perceive and engage with the social transformative potential of these initiatives. Key findings reveal that collaboration between schools and external institutions ranges from instrumental support to more integrated partnerships, highlighting the importance of co-design and sustained communication. While the activities foster connections between in-school and out-of-school learning, these links are often incidental, pointing to the need for more structured reflection processes. Students value these practices for increasing social awareness and fostering agency, though their potential to support futuremaking remains underdeveloped. The analytical model proposed provides a replicable framework for future research on connected educational ecosystems and offers valuable insights for educational agents in designing, implementing, and evaluating practices that foster connections between contexts and learning experiences.
Una aproximación sociocultural y situada a la planificación docente
(Consejo Mexicano de Investigación Educativa, 2023-12-13) Ginesta Fontserè, Anna; Mauri, Teresa
El presente trabajo tiene como finalidad analizar la actividad de planificación docente entre dos maestras en situaciones habituales de su práctica profesional. La investiga ción adopta una estrategia metodológica de estudio de caso. Se hizo un registro en audio y posteriormente se transcribieron todas las sesiones de coordinación docente de educación preescolar, donde las maestras planificaron conjuntamente el trabajo que llevaron a cabo en sus aulas respectivas. Las conversaciones se sometieron a un análisis de contenido para identificar y caracterizar las temáticas objeto de discusión. Los resultados muestran la planificación docente como una actividad compleja y mediada por representaciones situadas de las tareas de aprendizaje. Entre estas representaciones destacamos aquellas que permiten a ambas maestras representarse anticipadamente dichas tareas como sistemas de actividad situada en la práctica y visionar su “plan en la acción”.
La Contribución al aprendizaje en el lugar de trabajo de los equipos docentes universitarios. Un estudio exploratorio
(Taylor & Francis, 2013-09) Mauri, Teresa; Clarà, Marc; Ginesta Fontserè, Anna; Colomina, Rosa
La investigación, de carácter exploratorio, tiene como objetivo el estudio de un equipo docente universitario como una comunidad que ofrece un conjunto de oportunidades no formalizadas de aprendizaje. Dicho estudio se ha realizado con un enfoque fenomenográfico a partir de entrevistas semiestructuradas a un 40%o de los miembros de un equipo docente universitario con experiencias, situaciones contractuales y situaciones laborales diversas. Se elicitaron categorías a partir de los datos transcritos de las entrevistas y se llevó a cabo un análisis de contenido. El análisis mostró que los participantes identificaban determinadas actividades y características del equipo como proveedoras de aprendizaje. Asimismo mostró que entre los miembros de distintas posiciones existían coincidencias y diferencias respecto al reconocimiento de determinadas situaciones como potenciadoras de aprendizaje. Los miembros de las distintas posiciones señalan diferentes causas que hacen posible este aprendizaje. Cabe seguir profundizando en la caracterización del lugar de trabajo y, en especial, de los equipos docentes universitarios, no únicamente como unidades de participación sino también de construcción de conocimiento y, particularmente, de conocimiento profesional.
Procesos interactivos y co-construcción de la colaboración entre tutores de universidad y escuela en un prácticum reflexivo
(Universidad de Navarra, 2025-11-11) Colomina, Rosa; Ginesta Fontserè, Anna; Mauri, Teresa; Onrubia Goñi, Javier
El artículo aborda, desde una perspectiva sociocultural, el estudio de procesos interactivos en espacios de colaboración entre tutores de universidad y escuela en un prácticum reflexivo. Se analiza cómo dos díadas de tutores, con y sin experiencia previa de colabora-ción mutua, estructuran su actividad conjunta y, a través de ella, confi-guran su propia colaboración y el seguimiento del aprendizaje del estu-diantado. Los resultados muestran algunas diferencias en la forma en que las dos díadas comparten y co-construyen la propuesta formativa, la relación entre tutores, la evaluación del aprendizaje y la retroacción. Se aportan algunas implicaciones para la mejora de la colaboración en el prácticum.
Participation in out-of school activities and its subjective value: an exploratory study with children and adolescents
(Universidad de Almería, 2020-12-01) Oller Badenes, Judith; Largo, Mariana; Merino Rubio, Iris; Coll, César, 1950-
Introduction. In the “new ecology of learning” it is becoming crucial to trace the paths of learning experiences that students develop both in school and outside it. Few research studies have focused on out-of-school activities. In this paper, we explore differences between children and adolescents in their participation through 26 out-of-school activities, and their subjective perception of the learning thus derived. Method. We designed a questionnaire to explore participation in out-of-school activities and the subjective value that students attribute to their learning experiences. The list of activities was determined through thematic analysis of 17 previous focus groups. Participants are 946 children, aged either 10 or 16, from public schools in Catalonia. Participation is analysed according to age, gender, SES, and students’ area of residence. Data analysis is performed with SPSS software. Results. Trends in participation in out-of-school activities appear to differ according to participants’ age and gender, whereas factors such as SES and area of residence have a very limited influence. Engagement in out-of-school activities shows a developmental pattern according to participants’ age, as well as important gender-related differences (males are overrepresented in “sports” and “playing video games”, while females show a greater preference for social- or academic-oriented activities). The whole sample rate academic-related activities as more important than other informal kinds of activities from which they also learn. Conclusions and Discussion. Schools need to be aware of the influence that gender stereotypes and social discourses about formal learning can have on the decision making of students. New ways of validating non-formal and informal learning experiences should be implemented to recognise and increase the social visibility of other formative experiences developed outside formal contexts.
Sexual harassment from older residents at long-term care facilities: is it really part of the job?
(Cambridge University Press (CUP), 2020-03) Villar Posada, Feliciano; Fabà Ribera, Josep; Serrat Fernández, Rodrigo; Celdrán, Montserrat; Martínez, Teresa
Objectives: To explore the extent to which staff members in long-term care facilities (LTCF) have experienced situations of sexual harassment, how they commonly and ideally manage the situation, and how their work position influences their responses. Design: Cross-sectional quantitative study, using the vignette technique. Method: A total of 2,196 staff-members who were currently working in Spanish LTCF participated in the study. Data were collected using a self-administered questionnaire. Questions regarding sexual harassment were analysed by a vignette that described a case of sexual harassment. Participants had to choose common and best practices for dealing with the case, and report the frequency with which they had experienced similar situations. Results: The results indicate that 29.9% of participants had experienced an episode of sexual harassment in a LTCF similar to the one presented in the vignette. Responses to the situation were diverse and there were significant differences between common and perceived best practices. Differences were also found depending on the work position of the participant (manager, technical staff or nursing assistant). Conclusions: There is a need for a fuller recognition of the sexual needs of older people. However, the presence of inappropriate sexual behavior must also be acknowledged. The right of staff to work in an environment free of harassment must be respected. The need for explicit institutional guidelines and training opportunities is discussed.
Impacto de la colaboración expandida en el Prácticum
(Asociación para el Desarrollo del Practicum y de las Prácticas Externas: Red de Practicum (REPPE), 2024-06-01) Colomina, Rosa; Ginesta Fontserè, Anna; Onrubia Goñi, Javier; Mauri, Teresa
El artículo presenta una investigación dirigida a mejorar el prácticum del Grado de Maestro/a de Educación Primaria a través de la creación de “espacios tutores expandidos”, equipos formativos colaborativos constituidos por las maestras que tutorizan a los diversos estudiantes de prácticas de una misma escuela y su tutora de la universidad. Participaron en la investigación 6 escuelas, 14 tutoras de escuela y 3 de universidad. Se registraron los “espacios tutores expandidos” y se realizaron entrevistas de valoración con las tutoras, que se analizaron, respectivamente, mediante análisis de la interactividad y análisis de contenido. Se identificaron distintas concreciones de los “espacios tutores expandidos”, adaptadas a las condiciones de cada escuela. Dos factores resultaron clave para mejorar el prácticum a partir de estos espacios: el apoyo mutuo entre las maestras que los espacios promueven, y la implicación de las coordinadoras de prácticas de las escuelas en cómo se llevan a cabo.
'Aside from my limitations, I’m aging very successfully’: A qualitative approach to successful ageing among older people with early onset motor disabilities
(Carfax Publishing Company, 2025) Villar Posada, Feliciano; Zacarés, Juan J.; Jatahy, Clicia; Pinazo Hernandis, Sacramento
Objectives: The concept of successful aging has been criticized for overlooking the experiences of older adults aging with disabilities, which may accentuate segregation and consolidate inequities. This qualitative study explored how older people living with early-onset mobility disabilities define successful aging, whether their definitions differ from those proposed by academia and from those of older people without disabilities, and to what extent older people with motor disabilities perceive themselves as aging successfully. Method: Thirty-two people (20 women, 12 men) aged over 60 and living with motor disabilities for a minimum of 20 years were interviewed about their definition of successful aging and whether they considered that they were aging successfully. Responses were analyzed thematically. Results: We identified five main themes: (a) activity, (b) supportive context, (c) proactive attitude, (d) autonomy and (e) adaptation. Most participants considered that they were aging successfully, according to the themes underlined in their definition of successful aging. Conclusion: Participants see successful aging as based far more on psychosocial than biomedical aspects. Successful aging is defined as process in which the maintenance of desired activities and independence is attained due to contextual and psychological resources, which allows participants to perceive themselves as aging successfully.
La planificación entre maestras como ámbito de aprendizaje y desarrollo profesional
(Universidade de Vigo, 2024-04-30) Ginesta Fontserè, Anna; Mauri, Teresa
Aunque muchas propuestas de desarrollo profesional docente reconocen el valor formativo de las situaciones del lugar de trabajo, suelen ser escasos los estudios que exploran en detalle lo que realmente ocurre cuando los maestros trabajan juntos en tareas habituales de su práctica. Este trabajo estudia las formas de actividad conjunta entre dos maestras, una recién llegada a una escuela y la otra con diversos años de permanencia en la misma, en las sesiones de coordinación de nivel habituales, donde planifican el trabajo de sus respectivos grupos clase. El estudio se aborda desde una estrategia metodológica de estudio de caso. Se realiza un análisis de interactividad y un análisis de contenido de las conversaciones registradas en audio. Los resultados muestran las sesiones de planificación entre maestras como un ámbito en el que les es posible conversar y construir conjuntamente conocimiento sobre las situaciones de su práctica y desarrollarse profesionalmente. Ambas maestras construyen la actividad de planificación focalizándola en la selección y caracterización compartida de tareas de enseñanza y aprendizaje específicas que se representan, gracias al discurso, como “sistemas de actividad situada”. Estos resultados tienen implicaciones relevantes para el diseño y desarrollo del aprendizaje continuado del profesorado en el lugar de trabajo.
Implicarse en el aprendizaje a través de la personalización. La perspectiva del alumnado de formación inicial del profesorado
(Universitat Politècnica de València, 2024-06-30) Ginesta Fontserè, Anna; Rochera Villach, Ma. José; Colomina, Rosa; Remesal Ortiz, Ana
Formar aprendices competentes capaces de actuar ante situaciones complejas es un reto de la docencia universitaria actual. Como respuesta a este desafío, se han incrementado las metodologías de enseñanza que promueven una implicación más activa del aprendiz y una mayor capacidad de autorregulación de su aprendizaje, tales como el uso de estrategias de personalización. En este trabajo, presentamos una investigación que adopta un enfoque metodológico mixto con preponderancia cuantitativa, cuyo objetivo es indagar la perspectiva del alumnado de Psicología de la Educación de la Formación Inicial del Profesorado ante una experiencia de innovación docente dirigida a reforzar el sentido e implicación del alumnado con su aprendizaje. Se diseñó un cuestionario con preguntas abiertas y cerradas que respondieron un total 274 estudiantes. Este artículo presenta el análisis descriptivo básico de los datos cuantitativos del cuestionario. Los resultados indican una elevada implicación del alumnado y muestran valoraciones distintas de las estrategias de personalización contempladas en la innovación, siendo especialmente valorados: la posibilidad de elegir el formato para evidenciar los resultados de aprendizaje, el análisis de situaciones reales de la práctica profesional docente y la reflexión sobre los aspectos ejecutivos del proceso de aprendizaje y los aprendizajes realizados. Las conclusiones subrayan la importancia de integrar la investigación educativa como una parte consustancial a la mejora de los procesos de enseñanza y aprendizaje y la necesidad de considerar la perspectiva del alumnado para diseñar entornos formativos generadores de sentido.
Perceptions regarding primary and secondary school students' engagement in school learning: A multi-informant approach
(Universitat de València, 2025-06-30) Engel Rocamora, Anna; Ginesta Fontserè, Anna; Colomina, Rosa
A current challenge for primary and secondary education schools is to develop practices that promote greater engagement of students in their learning. Personalized learning responds to this challenge by placing the learner at the centre of teaching and learning processes. Within this framework the present study adopts a multi-informant approach so as to compare the perceptions of teachers, students and their parents regarding the level of engagement in school activities and learning, and on the factors that promote it, while also exploring whether these perceptions are influenced by certain characteristics of schools. To this end, we developed three versions of a questionnaire (one for each kind of informant) and applied it across a total of 14 schools (258 teachers, 2731 students and 718 parents). Sampling of schools was intentional, seeking variation in the following aspects: educational stage taught, type of school, size, socioeconomic context and the school’s educational philosophy. Analysis of questionnaire responses revealed significant differences between the three groups in their perception of student engagement, as well as regarding the factors that promote it. There was no consistent pattern as to the characteristics of schools that may influence these perceptions. These results underline the need to design support processes for teachers, students and parents that take into account their different perspectives and guide them towards a shared vision of new educational practices based on personalized learning.
Creences i experiència dels estudiants en escriptura acadèmica i autopercepció de competències
(ICE Universitat de Barcelona, 2025-12-29) Rivero García, María Magdalena; Adam Alcocer, Ana Luisa; Celdrán, Montserrat; Durán, Maria Teresa; Fabà Ribera, Josep; Garriz Galan, Idoia; Mumbardó Adam, Cristina; Pezzola Gutiérrez, Pablina; Serrat Fernández, Rodrigo
Introducció: L’objectiu d’aquest treball és explorar les creences dels estudiants universitaris sobre què és escriure en l’àmbit acadèmic, la seva experiència sobre aquesta qüestió i com perceben les pròpies competències d’escriptura acadèmica. Mètode: Es va aplicar un qüestionari en línia als grups de l’assignatura obligatòria Desenvolupament en la Infància, del grau en Psicologia, durant el curs 2024-2025. Van respondre el 63,33 % dels estudiants matriculats (n= 171). El qüestionari conté dos blocs de preguntes (creences i experiència en escriptura acadèmica; autopercepció de competències) i inclou preguntes en escala tipus Likert i obertes. Resultats: Els estudiants valoren l’argumentació i l’aprenentatge com a aspectes rellevants de l’escriptura acadèmica, i la persuasió i la innovació com els menys pertinents. Prioritzen la claredat i la coherència del text, però donen poca importància a l’ús d’un registre formal («to acadèmic») i les normes APA (on també se senten menys competents). Perceben diferències entre l’escriptura en grup i la individual, especialment en coherència i estil. Valoren les seves habilitats positivament, però consideren que cal més pràctica i formació. Discussió: Els resultats reflecteixen punts de millora que cal considerar en intervencions futures, fonamentalment els aspectes més tecnicoacadèmics de l’escriptura i la redacció en equip.
Enseñar a reflexionar: Estrategias y experiencias que utilizan la reflexión para promover aprendizajes con sentido
(Wolters Kluwer España, 2021-05-28) Membrive, Antonio; Nieto, Mara; Solari, Mariana
Promover la reflexión del alumnado sobre su propio proceso de aprendizaje y sobre sí mismo como aprendiz contribuye a dotar de sentido y valor personal a los aprendizajes escolares. Para enseñar a reflexionar se pueden diseñar prácticas muy diversas en cuanto al foco de la reflexión, los tiempos y espacios dedicados, y los recursos y ayudas empleadas. En este artículo planteamos una aproximación a la reflexión como un proceso situado, social, compartido y dialógico, y presentamos las múltiples posibilidades que ofrece para fomentar la atribución de sentido. Seguidamente, exponemos tres experiencias de innovación en centros de educación primaria orientadas a la reflexión del alumnado sobre sus intereses, sobre sus experiencias de aprendizaje en diferentes contextos, y sobre la toma de decisiones en el proceso de aprendizaje.
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers' professional development
(Elsevier, 2024-04-10) Onrubia Goñi, Javier; Minguela, Marta; Roca Carretero, Begoña
Collaboration among teachers and a dialogical orientation are key features of effective professional development (PD). For this orientation to appear, safe socio- emotional dynamics need to be built. An observational study, using a descriptive system of data analysis, was carried out to identify the specific discourse strate- gies that an expert facilitator used to promote socio-emotional dynamics during a one-year PD process. We identified nine facilitator’s specific discourse strategies intended to promote mutual trust and egalitarian inclusion among the participants. We also found that the facilitator’s use of these strategies varied in different moments of the PD process.
How language affects social cognition and emotional competence in typical and atypical development: a systematic review
(Royal College of Speech & Language Therapists, 2024-03-15) Grau-Husarikova, Elena; Sánchez Pedroche, Alberto; Mumbardó Adam, Cristina; Sanz-Torrent, Mònica
Background: The ability to understand the mental state of others (social cognition), as well as language, is crucial for children to have good social adaptation. Social cognition (SC) has been shown to be a hierarchical model of three factors (Cognitive, intermediate and affective SC) interrelated with linguistic processes. Children on the autism spectrum and children with developmental language disorder (DLD) or social communication disorder (SCD) manifest language and SC difficulties, albeit in different ways. Aims: This systematic review aims to find how language and SC interact with each other and identify linguistic and socio-affective profiles in the target population. Methods: About 1593 articles were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guide in November 2022, obtaining, through inclusion/exclusion criteria, a total of 38 articles for qualitative assessment. The majority of them were on autism (26) or DLD (14) and to a lesser extent SCD (3). Main Contribution: Although SC is related to all components of language, SC is strongly related to narrative and morphosyntax and partially related to lexicon. Pragmatics shows a complex relation with SC due to greater sensitivity to other factors such as age or task, and prosody appears to be more related to emotional processes. Besides, autistic, SCD and DLD children showed differences in their language and socio-affective performance. Mainstream DLD children have lower performance in general language, where autistic and SCD children have more linguistic variation and are lower in pragmatic and SC tasks, SCD children being moreassociated with language production difficulties and autistic children with both receptive and productive language.
Instructing participants about the random assignment of patients to treated and non-treated conditions does not diminish causal illusions
(The Royal Society, 2025-11) Barreiro, Ainoa; Rodríguez-Ferreiro, Javier; Barberia, Itxaso
People sometimes perceive causal relationships between non-contingent events. When having to assess the contingency between a putative cause and an outcome, it is vital to ensure that all other causal forces are held constant whether the studied cause is present or not. Nevertheless, a recent work suggested that, in conventional contingency learning scenarios, people do not necessarily assume that is the case. A possible contributing factor to this asset is that instructions in contingency learning tasks do not typically clarify this point. In two experiments, we manipulated the task instructions so that only half of the participants were explicitly informed that the introduction of the putative cause was randomly decided for each trial. The second experiment further instructed participants in the implications of random assignment regarding the control of alternative causes. Results of both experiments indicated that the manipulation of the instructions had no impact on the strength of causal illusions (minimum BF₀₁ = 5.853). Nevertheless, the susceptibility to develop causal illusions was related to a lack of an appropriate consideration of alternative causal forces and a tendency to overweight the importance of the probability of the outcome in the presence, rather than in the absence, of the putative cause.

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