Examinando por Autor "Alcover, Carlos-María"

Mostrando 1 - 8 de 8

Aprendizaje de equipo: adaptación en una muestra española de las escalas de actividades de aprendizaje
(Colegio Oficial de Psicólogos del Principado de Asturias, 2004-06-01) Alcover, Carlos-María; Gil, Francisco; Barrasa, Angel
Un aspecto esencial de la denominada gestión del conocimiento en las organizaciones actuales es el referente a cómo las personas comparten información y conocimiento, y particularmente cómo las organizaciones y equipos aprenden. En los últimos años se han realizado algunas propuestas sugerentes, como el modelo de Huber (1991) y, siguiendo a éste, el instrumento de evaluación desarrollado por Offenbeek (2001). Este último incluye cuatro escalas de actividades de aprendizaje: 1) distribuir información; 2) interpretar: aspectos convergentes; 3) interpretar: aspectos divergentes; y 4) almacenar y recuperar la información. En este artículo se presenta la adaptación española y las propiedades psicométricas de este instrumento.
Comparison between the Spanish and Italian early work retirement models: A cluster analysis approach
(Emerald, 2012-05-14) Alcover, Carlos-María; Crego, Antonio; Guglielmi, Dina; Chiesa, Rita
Purpose ¿ The aim of this study is to compare the Spanish and Italian early work retirement (EWR) models in a sample comprising individuals from both countries based on the level of voluntariness involved in labour market exit, psychosocial outcomes, perceived consequences, socio-demographic variables and motivation. Design/methodology/approach ¿ The authors used a cluster analysis approach to carry out a cross-sectional study based on a total sample of 1,131 early retirees (605 Spaniards and 526 Italians) drawn from different industries. Findings ¿ In the Spanish but not in the Italian case, EWR was predominantly perceived as forced. K-means cluster analysis identified four groups of early retirees in both countries based on perceived outcomes of EWR. Two of these clusters represent extreme positive and negative assessments of early retirement consequences, while the remaining two reflect intermediate positions. Research limitations/implications ¿ These results show that the involuntary Spanish EWR model is associated with a significant negative outcomes cluster, whereas voluntary early retirees in Italy are significantly grouped in the positive outcomes cluster. Variables referring to early exit motives, attitudes towards work and post-working life and psychosocial adjustment are employed to define the clusters. Originality/value ¿ This study reveals the existence of significant differences in the level of voluntariness between EWR in Spain and its Italian counterpart, in line with the findings obtained by other researchers. The findings support the conclusions of studies that suggest the existence of differences in post-employment life depending on the level of voluntariness concerned in retirement from the labour market.
Emotions and music through an innovative project during compulsory secondary education
(Elsevier, 2024-02-29) Valero-Esteban, José-Manuel; Alcover, Carlos-María; Pastor, Yolanda; Moreno-Díaz, Arminda; Verde, Ana
This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice. The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions
Job attitudes among workers with disabilities: The importance of family support in addition to organizational support
(Work, 2015-05) Pérez-Torres, Vanesa; Alcover, Carlos-María; Chambel, María José
BACKGROUND: In the case of workers with disabilities, family support is often essential to gain access to the labor market and achieve personal autonomy and financial independence, in addition to fostering job satisfaction and permanence in the organization. Moreover, the support offered by organizations is particularly valued by workers with disabilities, as the organizations that hire such people generally go to considerable lengths to ensure their adaptation and integration in the workplace, contributing to job satisfaction and permanence in the organization. OBJECTIVE: The aim of this study is to investigate the relationships between organizational support and family support with job satisfaction and intention to quit the organization among workers with disabilities employed in ordinary firms. METHODS: Our study surveyed 204 workers using a questionnaire, and we used Structural Equation Modeling (SEM) analyses to test these relationships. RESULTS: Our results show that organizational support is a significant explanatory factor in the levels of job satisfaction. Moreover, our results indicate that the participants perceived high levels of support from their families, facilitating the conciliation of work and family life. CONCLUSIONS: Our results have practical implications in order to improve full integration and normalization of workers with disabilities in ordinary jobs.
Mindfulness versus Physical Exercise: E ects of Two Recovery Strategies on Mental Health, Stress and Immunoglobulin A during Lunch Breaks. A Randomized Controlled Trial
(MDPI, 2020-04-20) Díaz-Silveira, Cintia; Alcover, Carlos-María; Burgos, Francisco; Marcos, Alberto; Miguel A., Santed-Germán
Abstract: This research analyses the effects of mindfulness meditation (MM) and physical exercise (PE), practiced as daily recovery activities during lunch breaks, on perceived stress, general mental health, and immunoglobin A (IgA). A three-armed randomized controlled trial with 94 employees was conducted for five weeks including two follow-up sessions after one and six months. Daily practice lasted 30 min maximum. Perceived stress and general mental health questionnaires and saliva samples were used. There were significant differences in time factor comparing pre- and post-test of Perceived Stress Questionnaire (PSQ) both for PE [Mdi = 0.10, SE = 0.03, p = 0.03], and for MM [Mdi = 0.09, SE = 0.03, p = 0.03]. Moreover, there were significant differences of interaction factor when comparing MM vs. PE in total score at pre-post [F = 􀀀2.62 (6, 168.84), p = 0.02, !2 = 0.09], favoring PE with medium and high effect sizes. Regarding General Health Questionnaire (GHQ) variable, practicing MM showed significant effects in time factor compared to pre-Fup2. No significant di erences were found for IgA. Thus, practicing both MM and PE as recovery strategies during lunch breaks could reduce perceived stress after five weeks of practice, with better results for PE. Moreover, practicing MM could improve mental health with effects for 6 months.
MoCAS: A Mobile Collaborative Tool for Learning Scope of Identifiers in Programming Courses
(2016) Paredes-Velasco, Maximiliano; Serrano-Cámara, Luis Miguel; Velázquez-Iturbide, J. Ángel; Alcover, Carlos-María; Castellanos, María Eugenia
This article presents an instructional framework for collaborative learning, called CIF and aimed at the analysis level of Bloom’s taxonomy, as well as a mobile collaborative tool called MoCAS that supports CIF. MoCAS is aimed at the domain of scope of identifiers in programming learning, which is a topic present in programming courses in engineering studies. The specification and development of MoCAS were explicitly driven by pedagogical goals and by the atomic actions declared in CIF as simple items of collaborative activities. Furthermore, CIF and MoCAS were evaluated in an actual educational context with respect to students’ performance and motivation. Students using CIF and MoCAS obtained statistically significant higher grades than students studying in an individual or collaborative basis but not using MoCAS. In addition, we measured statistically significant measures indicating that students instructed with CIF and MoCAS were more motivated than students instructed collaboratively but not using CIF or MoCAS. In addition to CIF andMoCAS,and the evaluation results, the experiences here reported exemplify several software engineering practices: the design of an educational system based on knowledge of the target domain (namely, Bloom’s taxonomy) and the evaluation of users’ satisfaction (mainly, students’ motivation).
Ombudsing in Higher Education: A Contingent Model for Mediation in University Dispute Resolution Processes
(Cambridge University Press, 2009-02-01) Alcover, Carlos-María
University and academia are, due to its nature, its structure and its inside relationships, a perfect breeding ground for the conflicts, disputes, problems, and grievances. In these settings, mediation is one of the dispute resolution mechanisms most used by University Ombudsperson. However, the special characteristics of university contexts make it necessary to consider and evaluate elements that may have a bearing on the effectiveness of the process and outcomes of the mediation. In this paper a model of contingent intervention in mediation processes articulated in three dimensions is put forward: a) level of balance or symmetry of power between the parties involved; b) the foreseeable temporal perspective of the relationship between them; and c) level of formalization of the mediation process. Based on the interaction between the three dimensions, a series of proposals will be formulated in order to design different strategies of intervention for mediation processes in university settings. Practical implications of this contingent model and future research on this topic are discussed.
Plasticidad cerebral y hábito en William James: un antecedente para la Neurociencia Social
(Psychologia Latina, 2012-05-01) Alcover, Carlos-María; Rodríguez, Fernando
En el capítulo dedicado al hábito de los Principios de Psicología (1890) William James introducía como concepto clave la plasticidad del sistema nervioso y del cerebro, un fenómeno que experimentalmente él no podía estudiar, pero que era una consecuencia derivada de los resultados de las investigaciones contemporáneas en diversos campos de la Biología y la Fisiología. La plasticidad hace referencia a cómo el aprendizaje, la adquisición de habilidades, las influencias interpersonales y sociales y otras variables del contexto pueden ejercer un efecto en la estructura física del cerebro, modificándolo y estableciendo nuevas relaciones y circuitos neurales que a su vez alteran su funcionamiento. Este concepto, estudiado experimentalmente a finales del siglo XX, es una de las claves en la actual Neurociencia Social, disciplina que trata de combinar e integrar diferentes elementos conceptuales y metodológicos procedentes de las Neurociencias y de la Psicología Social. Este análisis ha permitido, en primer lugar, destacar el significado y el valor que James otorgó al concepto de plasticidad en su análisis del hábito, y en segundo lugar, revisar el significado de este concepto en la Neurociencia Social, subrayando el papel antecedente de las hipótesis de James en la concepción actual de plasticidad cerebral.