Examinando por Autor "Pastor, Yolanda"

Mostrando 1 - 5 de 5

A study of the influence of altruism, social responsibility, reciprocity, and the subjective norm on online prosocial behavior in adolescence
(Elsevier, 2024-01-23) Pastor, Yolanda; Pérez-Torres, Vanesa; Thomas-Currás, Helena; Lobato-Rincón, Luis Lucio; López-Sáez, Miguel Ángel; García, Alejandro
While the study of offline prosocial behavior has a long tradition, much less information is available about how these behaviors manifest and change in the digital environment, and little is known about their background. This paper evaluates differences by age and gender in a variety of attitudes and beliefs during adolescence and studies their influence on the online prosocial behavior emitted and received. A cross-sectional study was performed with 1299 participants aged between 14 and 20 from the Region of Madrid (Spain). The Spanish adaptation of the Online Prosocial Behavior Scale and a selection of items from various studies on attitudes and beliefs regarding altruism, direct and indirect reciprocity, social responsibility, and the perception of the subjective norm were administered. The results suggest that female adolescents maintain higher altruism, social responsibility, and indirect reciprocity than males, and that the older age group (18–20 years old) has higher scores in altruism, social responsibility, and direct reciprocity. Together with altruism, the subjective norm, social responsibility, and indirect reciprocity positively influence the online prosocial behavior emitted by adolescents. Indirect reciprocity, the subjective norm and altruism also influence the feeling of receiving online prosocial behaviors from others. Knowing the extent to which adolescents hold prosocial beliefs and which of these beliefs may favor prosocial online behaviors can be beneficial when promoting such beliefs and fostering more positive online conduct, as well as lessening cyberbullying, online hate and any other manifestation of aggressive behavior online.
Do adults listen? A qualitative analysis of the narratives of LGBTQI adolescents in Madrid
(Elsevier, 2024-06) Blanco-Fuente, Irene; Ancín, Ruth A.; Albertín-Carbó, Pilar; Pastor, Yolanda
This article explores the experiences of LGBTQI adolescents related to the listening they receive, based on a qualitative focus group study conducted between 2022 and 2023 in Madrid, Spain. After the transcription of the conversations, a thematic analysis was carried out following the systematic procedure designed by Nowell et al. (2017), in order to extract the meanings that the adolescents gave to their experiences. The main thematic axes around which the group discussions revolved were the existence of homophobic ideologies and adultists societies, the experience of not feeling listened to, the safe spaces in which they do feel listened to, the reaffirmation of their identity and satisfaction with their own bodies. Attention was also paid to the processes of subjectivation and agency in relation to listening. The conclusions highlight the importance of role models, the requirement that listening be supported by an intention to learn and recognize others, as well as the urgent need to create safe listening spaces for LGBTQI adolescents
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
Social media uses amongst adolescents: motives, minority stress and eudaimonic well-being
(Editum - Servicio de Publicaciones de la Universidad de Murcia., 2024-04-04) López-Sáez, Miguel Ángel; Pérez-Torres, Vanesa; Pastor, Yolanda; Lobato-Rincón, Luis Lucio; Thomas-Currás, Helena; Angulo-Brunet, Ariadna
Introduction: The scientific evidence regarding the effects of online social media use on the well-being of adolescents is mixed. In gen-eral, passive uses (receiving, viewing content without interacting) and more screen time are related to lower well-being when compared with active uses (direct interactions and interpersonal exchanges). Objectives: This study ex-amines the types and motives for social media usage amongst adolescents, differentiating them by gender identity and sexual orientation, as well as its effects on eudaimonic well-being and minority stress. Method: A cross-sectional study was conducted with 1259 adolescents, aged 14 to 19 (M = 16.19; SD = 1.08), analysing the Scale of Motives for Using Social Net-working Sites, eudaimonic well-being, the Sexual Minority Adolescent Stress Inventory, screen time and profile type. Results: The results found that longer use time is related to finding partners, social connection and friendships; that gay and bisexual (GB) adolescents perceive more distal stressors online; and that females have higher levels of well-being. Discus-sion: The public profiles of GB males increase self-expression, although minority stress can be related to discrimination, rejection or exclusion. Dif-ferentiated socialization may contribute to a higher level of well-being in females, with both active and passive uses positively effecting eudaimonic well-being in adolescents.
The Need to Belong Scale revisited: Spanish validation, wording effect in its measurement and its relationship with social networks use in adolescence.
(Testing, Psychometrics, Methodology in Applied Psychology, 2022-06) Pastor, Yolanda; García-Jiménez, Antonio; Pérez-Torres, Vanesa; López-de-Ayala, Mari Cruz; Catalina-García, Beatríz
During adolescence, the need to belong is a basic motivation that drives the building of strong in-terpersonal links with peers, and online social networks are one of the most widely used media today for this purpose. A Spanish-adaptation of the Need to Belong Scale (Leary et al., 2013) and a self-developed instrument about the social network uses were administered to a representative sample of 524 adolescents (Mage = 13.57, SD = 1.24). Six models were tested using confirmatory factor analysis, in order to assess the possible effect of the wording on this measure. Our research supports the presence of a wording effect on the Need to Belong Scale and suggests the need to revise the wording of the items of the scales of this construct. Likewise, it was also observed that those adolescents with a high need to belong are using online social networks more frequently and in more varied ways.