BURJC-Digital es el nombre del Repositorio Institucional de la Universidad Rey Juan Carlos. Tiene como objetivo archivar y preservar la producción científica resultante de la actividad académica e investigadora de la comunidad universitaria, con el fin de difundirla en acceso abierto.

Envíos recientes

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Healthcare’s empathy in elderly care: How anxiety, depression, and professional quality of life influence empathic abilities
(Elsevier, 2025-12-13) Serrada-Tejeda, Sergio; Martínez-Cuervo, Fernando; Pérez-de-Heredia-Torres , Marta; Montes-Montes, Rebeca; Obeso-Benítez, Paula; Palacios-Ceña, Domingo; Martínez-Piédrola, Rosa M
Abstract: The objective of this descriptive cross-sectional study was to determine the relationship between empathy, anxiety, depression, compassion satisfaction, and fatigue in healthcare professionals working in elderly care centers. A sample of 104 healthcare professionals from nursing homes in Spain completed questionnaires assessing empathic skills, anxiety, depression, and quality of life. The results showed high levels of empathy and compassion satisfaction among participants and significant relationships between empathic skills, anxiety, depression, and quality of life measures. The regression analysis identified interpersonal reactivity, depression, compassion satisfaction, fatigue, and years of experience as significant predictors of empathy in the clinical context. Empathy is of paramount importance in the field of geriatric care, with enhanced empathic abilities exerting a beneficial influence on professional practice. However, the presence of depressive symptoms may hinder empathic abilities and affect the quality of care. Compassion satisfaction emerged as a significant predictor of empathy, highlighting the importance of emotional support and communication skills training in healthcare settings.
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Turtle Lab: a web environment to design and apply experiments. An opportunity to teach experimental psychology in distance education
(European Association of Distance Teaching Universities, 2023) Contreras, Maria Jose; Fernández-Méndez, Laura M.; Orenes, Isabel
Students’ direct experience with the research procedures related to the phenomena they study in their academic subjects is a desirable strategy for undergraduate and postgraduate studies. This strategy should include the presentation of the phenomenon and how scientists have approached it experimentally under controlled laboratory conditions. However, in some degrees such as Psychology, only a small percentage of laboratories are available for introductory courses. This situation is aggravated in distance learning universities, where virtual laboratories should be used as an alternative. Shared physical spaces limit the possibilities of analyzing effects that need continuous application times. The development of innovative practical lessons is limited by a shortage of resources. In order to design experimental practical lessons, either the purchase of programming software or the use of open access tools is required, however, the latter require programming knowledge. This project aims to facilitate the design of experimental tasks for the teaching of psychological processes through the use of an online system. With the Turtle Lab system (https://turtlelab.eu/), teachers will be able to create practical lessons without downloading software or learning how to program it. The system allows you to create tasks by uploading the experimental essays in image format and include instructions from frequently used documents (such as pdf, ppt). The expected impact is the use of the platform in postgraduate subjects, the dissemination of science and professional guidance.
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Main advances in the application of scorpionatebased catalytic systems for the preparation of sustainable polymers
(Royal Society of Chemistry, 2024-12-06) Sánchez-Barba, Luis Fernando; Garcés, Andrés; Lara-Sánchez, Agustín; Navarro, Marta; González-Lizana, David
Scorpionate ligands have emerged as pivotal components in the field of coordination chemistry and catalysis since the seminal work by Trofimenko in the late 1960s. These species have demonstrated an extraordinarily rich tridentate coordination chemistry, enhancing the stability of metal complexes. In addition, they offer the possibility of modifying the chemical and electronical features as k3-ligands, providing a wide variety of potential substrates with multiple donor atoms. Furthermore, this type of ligand has shown wide versatility in its coordination mode and can adopt different binding arrangements, expanding its potential as a universal ligand. This review provides a comprehensive overview of the main advances in exploring scorpionate complexes based on the tris(1H-pyrazol-1-yl)borate and bis(1H-pyrazol-1-yl)methane moieties, which have been recently reported as efficient catalysts for the synthesis of sustainable polymers. Specifically, this work focuses on the preparation of biorenewable polylactides (PLAs), other polyesters and polycarbonates (PCs), derived from cyclohexene carbonate, polylactide-co-polycarbonate copolymers and alternative sustainable polymeric materials. Thus, we have faced this challenge by selecting and classifying the most well-performed scorpionate catalyst system, including divalent (magnesium, calcium, zinc and iron) and other metals (rare-earth metals and zirconium), for each of the catalytic processes mentioned above. This review represents the first contribution that summarises and illustrates the current state of the art related to the use of scorpionate-based systems as efficient catalysts for the preparation of sustainable polymer materials. This account finally aims to guide future research towards the development of more eco-friendly catalytic processes in promoting sustainable polymers to achieve relevant commodities
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Visuospatial and Motor Ability Contributions in Primary School Spatial Geometry
(DIGITAL.CSIC, 2024) Fernández-Méndez, Laura M.; Meneghetti, Chiara; Martínez-Molina, Agustín; Mammarella, Irene C.; Contreras, María José
Geometry is a subject frequently associated with mathematical performance or science interest, as well as with reasoning and spatial skills. Within the school context, geometry achievement has been connected with visuospatial abilities but less frequently with motor skills, where the embodied cognition approach seems especially important to explain the emergence of complex cognitive representations based on motor processes. To date, few studies have assessed the contribution of both spatial and motor abilities to predict geometry performance. Thus, in this study, we aimed to examine the role of visuospatial (mental rotation and visualization) and motor skills (fine and gross motor skills) in spatial geometry achievement in primary schoolers. A total of 215 students from the second and third year of basic education participated in this study. The participants were enrolled in several tasks that involved spatial, motor and cognitive abilities. A multiple linear regression model showed that the geometry variable was explained by age, mental rotation and manual dexterity at 22%. The results suggest that geometry performance was supported by specific spatial skills (mental rotation) and fine motor (manual dexterity), but not gross motor ability in primary schoolers.
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Self-confidence Judgments in Mental Rotation Ability in Sixth Graders
(UNED, 2024-12-31) Fernández-Méndez, Laura M.; Maldonado-Recio, María Trinidad; Contreras, María José
Monitoring self-performance is a significant metacognitive process in students’ learning, helping students to adjust their performance in the tasks they are carrying out. However, to date, studies that evaluate these processes in primary school children, more specifically in spatial tasks, are scarce. The aim of this study is to analyze the self-confidence judgments and calibration index in two mental rotation tasks considering difficulty level. A total of 40 sixth graders, children aged between 11 and 12 years old applied a 5-point scale to evaluate, item by item, the confidence of their responses in two different mental rotation tasks (with high and low difficulty). It was calculated an index of calibration (Brier Score) as well for each task. The results indicated similar levels of confidence judgments in spatial tasks of varying difficulty where the calibration was different having the students more precision in easy test in comparison with difficult test. This evidence was discussed highlighting the importance of self-monitoring spatial performance strengthening the development of strategies that could regulate performance at this stage in this type of spatial tasks.