Browsing by Autor "Isabel Benítez"

Now showing 1 - 7 of 7

Advances in environmental psychology regarding the promotion of wellbeing and quality of life / <i>Avances de la psicología ambiental ante la promoción del bienestar y la calidad de vida</i>
(Taylor & Francis, 2018) María del Carmen Aguilar‐Luzón; Isabel Benítez
In recent years, environmental psychology has evolved rapidly, integrating concepts and approaches from a range of different disciplines. Person-environment interaction involves so many factors that it requires solid theoretical foundations to understand the variables associated with this interaction. The present special issue offers a reflection of this reality, since it compiles research that aims to innovate from a theoretical point of view but which also introduces new methodological concepts and approaches. The influence of different psychosocial variables on behaviours and environmental commitment is evaluated at a substantive level. Traditionally tackled demographic variables are studied, but a more integral approach is also proposed, which incorporates complex concepts that influence the lives of people, such as culture, quality of life, satisfaction, life expectations, and the emotions present when making decisions about how to behave pro-environmentally.
Contextual factors of writing initiatives at Spanish universities: a qualitative study / <i>Factores contextuales de iniciativas de escritura en universidades españolas: un estudio cualitativo</i>
(Taylor & Francis, 2025) Mayte Lara-de Haro; Juan Francisco Sánchez; Isabel Benítez
Writing programmes are institutional initiatives designed to teach writing across the disciplines or in the disciplines. In this sense, writing is scarcely fostered in Spain, where initiatives are rather isolated and not institutional. This paper aims to gather experiences from professionals in the field of academic writing at Spanish universities, with the aim of identifying the key elements in the development of institutional programmes. An ad hoc protocol was designed to develop discussion groups with 22 professionals, and the information collected was analysed using NVivo software. Results highlighted the contextual situation of the Spanish university and the need for promoting writing at university. The different challenges faced and the key elements for the implementation of writing initiatives are discussed.
Differential Item Functioning: Beyond validity evidence based on internal structure
(Cologio Oficial de Psicólogos del Principado, 2018) Juana Gómez‐Benito; Stephen G. Sireci; José‐Luis Padilla; María Dolores Hidalgo Montesinos; Isabel Benítez
The combination of quantitative and qualitative data within a mixed methods research perspective, along with planning DIF studies as validation studies, can help improve the validity of test score interpretations.
Keys to a successful writing program: a qualitative study / Claves para un programa de escritura de éxito: estudio cualitativo
(Consejería de Educación, 2023) Mayte Lara-de Haro; Juan Francisco Sánchez; Isabel Benítez; Universidad Loyola Andalucía; Isabel Benitez
La enseñanza de la escritura académica ha sido un tema relevante en las universidades de Estados Unidos desde hace más de 50 años. El sistema de educación superior español, sin embargo, no ha abordado esta cuestión hasta hace poco y todavía no existen programas de escritura institucionalizados en España. Este artículo pretende definir qué es escribir bien y describir los elementos clave para la creación de un programa que promueva la escritura en las universidades españolas. Para ello, hemos seguido una metodología cualitativa, concretamente las entrevistas cognitivas, con el objetivo de conocer las experiencias de 26 expertos/as estadounidenses. Se diseñó un protocolo ad hoc para preguntar a los expertos/as por los elementos relevantes en el diseño de un programa de escritura y entender los argumentos que sustentaban sus respuestas. Las entrevistas se analizaron con Q-notes, donde se compararon y se relacionaron las respuestas de los participantes. Los resultados demostraron que escribir bien es retórico y contextual. Además, los expertos/as destacaron la importancia de comprender el contexto en el diseño de un programa de escritura. Los resultados se agrupan según las diferentes fases de creación del programa y se reflejan en un diagrama. Finalmente, se abordan los retos y recursos necesarios.
Psychometric properties of the Spanish version of the Environmental Action Scale (EAS) / Propiedades psicométricas de la versión española de la Escala de Acción Colectiva Ambiental (EACA)
(Taylor & Francis, 2019) Beatriz Carmona-Moya; Isabel Benítez; María del Carmen Aguilar‐Luzón
The Environmental Action Scale (EAS) analyses engagement in civic actions which seek to have an environmental impact. The EAS has shown adequate psychometric properties when used with English-speaking samples, but there are no studies assessing how it works in other linguistic and cultural groups. The aim of the study is to present the Spanish version of the EAS along with evidence that supports the utility of the scale to be used in the Spanish population. The Spanish version obtained after the adaptation process was first administered to 277 participants. The results pointed to items that did not function adequately, so a revised version was created and administered to 286 participants. Validity evidence based on internal structure showed that the EAS consistently evaluates two dimensions of the construct: Participation Activities and Leadership Activities. Evidence based on relationships with other variables indicated that the construct is also related to other variables, such as environmental identity and moral convictions.
Qué se necesita para tener éxito en la universidad
(2023) Juan Lahoz; Isabel Benítez; MILAGROSA SÁNCHEZ MARTÍN
Replication Data for: Assessing the importance of internal and external self-esteem and their relationship to honor concerns in six countries.
(2020) Yvette van Osch; Michael Bender; Jia He; Byron G. Adams; Filiz Künüroğlu; Richard Tillman; Isabel Benítez; Lusanda Sekaja; Neo Mamathuba
We assessed empirical support for (1) the widely held notion that across so-called ‘honor, dignity, and face cultures’ internal and external components of self-esteem are differentially important for overall self-esteem, and (2) the idea that concerns for honor are related to internal and external components of self-esteem in honor cultures but not in dignity and face cultures. Most importantly, we also set out to (3) investigate whether measures are equivalent, that is, whether a comparison of means and relationships across cultural groups is possible with the employed scales. Data were collected in six countries (N = 1099). We obtained only metric invariance for the self-esteem and honor scales, allowing for comparisons of relationships across samples, but not scale means. Partly confirming theoretical ideas on the importance of internal and external components of self-esteem, we found that only external rather than both external and internal self-esteem was relatively more important for overall self-esteem in ‘honor cultures’, in a ‘dignity’ culture internal self-esteem was relatively more important than external self-esteem. Contrary to expectations, in a ‘face’ culture internal self-esteem was relatively more important than external self-esteem. We were not able to conceptually replicate earlier reported relationships between components of self-esteem and the concern for honor, as we observed no cultural differences in the relationship between self-esteem and honor. We point towards the need for future studies to consider invariance testing in the field of honor to appropriately understand differences and similarities between samples.