Lab

Jesus M. Alvarado's Lab

About the lab

https://memopro.weebly.com/

https://www.ucm.es/grupos/grupo/113

Featured projects (1)

Project
A Self-assessment and Decision Making Digital Application to Improve Oral Competence and Academic Performance in Secondary Education (ADACORA) Design, implementation and validation of a psychometric digital scale (app) for educators and Secondary Education students decision making to working communicative compentence. Analyse of mediation variables and academic achievement. Ministerio de Ciencia e Innovación. Proyectos de I+D+i- PGC de tipo coordinado PID2019-105177GB-C22

Featured research (18)

Within the scope of the Theory of Demands and Labor Resources, the Healthy & Resilient Organizations (HERO)Model, and the Leader–Member Exchange (LMX) Theory, this research contrasts a mediation model in which evidence on the factors that affect work performance is integrated, thus establishing the direct and indirect relationships between LMX quality, communication satisfaction, employee work engagement, and self-rated work performance. A total of 488 workers participated in this research. Adequate goodness of fit was found in the model ( 2 = 3876.996, df = 3715, p = 0.031; 2/df = 1.044; CFI = 0.999; TLI = 0.999; SRMR = 0.056; RMSEA = 0.010): the LMX–work performance relationship is mediated by communication satisfaction and work engagement, whereas the LMX–work engagement relationship is mediated by communication satisfaction. This has led to the conclusion that, as employees consider the relationship with their superiors to be of higher quality, the satisfaction they experience in terms of organizational communication increases, and as organizational communication satisfaction increases, the extent to which employees feel more vigorous, involved and concentrated, and absorbed by work also increases, which, in turn, leads them to perceive their work performance to be higher.
The objective of this study was to determine the influence of alexithymia on the ability to identify emotions through visual and auditory stimuli. We assessed Alexithymia using the Toronto Alexithymia Scale (TAS-20). As visual stimuli, we employed the images of faces from the Ekman 60 Faces Test, while the auditory stimuli consisted of fragments of instrumental music. A total of 303 students participated, 139 in secondary education and 164 in the first year of university ( M = 17.58 years; SD = 4.16). The results show higher alexithymia levels in the female participants than in the male participants, mainly in the difficulty identifying feelings (DIF) and difficulty describing feelings (DDF) factors, and higher in the secondary students than in the university students, especially in externally oriented thinking (EOT). In terms of the identification of emotions through auditory stimuli, the EOT factor showed a strong predictive effect for the emotions of surprise and anger. For the visual stimuli, the EOT factor showed predictive validity for identifying happiness, while the DDF factor showed predictive validity for identifying sadness. We conclude that there is a relationship between alexithymia levels and emotion recognition, which varies depending on the nature of the stimulus.
The bifactor model is commonly used to assess the degree to which a measure can be considered essentially unidimensional (in the presence of some degree of multidimension- ality). In this work, we have changed the focus of attention, evaluating the degree to which group factors can be treated as subscales (in presence of a certain degree of common var- iance to all the items). This type of approach has not received much attention to date. We conducted a Monte Carlo simulation study in which we manipulated the general factor to present limited common variance (i.e., factor loadings of .10, .30 and .50). The results show an adequate parameter recovery of the group factors in most conditions, even when the fac- tor loadings of the general factor are extremely low. Omega hierarchical is less affected by the general factor strength (or weakness) than parameter recovery and explained common variance. To consider that a group factor is an essentially unidimensional subscale must present factor loadings > .60 and, simultaneously, the factor loadings of the general factor must be around .30.
La incorporación en los centros educativos de las Tecnologías de la Información y la Comunicación (TIC) supone una gran oportunidad para la formación de los docentes, así como para el desarrollo de competencias por parte del alumnado. En la presente investigación se utiliza un Sistema Inteligente de Asistencia Pedagógica (SIAP) diseñado para formar al docente, ayudándole a diseñar sus clases, autoevaluando el progreso respecto a distintos hitos para lograr clases más participativas que fomenten la competencia oral del alumnado. El SIAP fue utilizado durante diez semanas en un diseño experimental con grupo control: 188 estudiantes de Educación Secundaria, 84 grupo intervención y 104 grupo comparación. Los indicadores que incluye mostraron cómo, a medida que se lograban los hitos docentes, mejoraba la competencia oral del alumnado. Complementariamente, en un cuestionario se observó un cambio positivo en el grupo de intervención en el autoconcepto del alumnado sobre distintas habilidades comunicativas.
There is broad consensus on the need to foster oral skills in middle school due to their inherent importance and because they serve as a tool for learning and acquiring other competences. In order to facilitate the assessment of communicative competence, we hereby propose a model which establishes five key dimensions for effective oral communication: interaction management; multimodality and prosody; textual coherence and cohesion; argumentative strategies; and lexicon and terminology. Based on this model, we developed indicators to measure the proposed dimensions, thus generating a self-report tool to assess oral communication in middle school. Following an initial study conducted with 168 students (mean age = 12.47 years, SD = 0.41), we selected 22 items with the highest discriminant power, while in a second study carried out with a sample of 960 students (mean age 14.11 years, SD = 0.97), we obtained evidence concerning factorial validity and the relationships between oral skills, emotional intelligence and metacognitive strategies related to metacomprehension. We concluded that the proposed model and its derived measure constitute an instrument with good psychometric properties for a reliable and valid assessment of students’ oral competence in middle school.

Lab head

Jesus M. Alvarado
Department
  • Department of Psychobiology & Behavioral Sciences Methods

Members (11)

Virginia Jiménez
  • Complutense University of Madrid
Merche Ovejero
  • SERMES CRO
Andreea Catalina Brabete
  • Centre of Excellence for Women's Health
Teresa Artola
  • Centro Universitario Villanueva (UCM)
Santiago Sastre Llorente
  • UNIVERSIDAD VILLANUEVA (Madrid Spain)
José Fernando Fernández-Company
  • Universidad Internacional de La Rioja
Daniel Ondé
  • Complutense University of Madrid
Amelia Jiménez-Blanco
  • Complutense University of Madrid