Samuel Parra León
Universidad de Jaén, Pedagogía, Faculty Member
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Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on... more
Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no direct relationship between resilience and academic achievement, nor between emotional intelligence and academic achievement. Likewise, self-concept is positioned as a mediating factor in the relationship between resilience and academic achievement. The findings indicate that university students who exhibit high levels of resilience tend to cope better with difficult moments and understand and value the effort required...
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The pandemic has had psychological effects on the university population. Factors such as emotional intelligence, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by COVID-19.... more
The pandemic has had psychological effects on the university population. Factors such as emotional intelligence, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by COVID-19. This study aims to analyze how EI, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by the pandemic in a population of 567 students from the University of Jaén (Spain). For this purpose, we administered three instruments: the Wong and Law emotional intelligence scale (WLEIS), the Spanish version of the coping strategies inventory (CSI) and the depression anxiety stress scales (DASS-21). At the same time, we asked students to describe their personal circumstances during confinement and their tendency to follow the measures and recommendations promoted by the Ministry of Health. The results obtained showed a positive relationship between EI and coping strategies and a negative relationship with ...
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La evaluación tiene un papel muy importante en los procesos de aprendizaje en contextos educativos. Así, las evaluaciones activas, donde el alumno tiene un papel protagonista, cada vez están tomando mayor presencia como complemento a las... more
La evaluación tiene un papel muy importante en los procesos de aprendizaje en contextos educativos. Así, las evaluaciones activas, donde el alumno tiene un papel protagonista, cada vez están tomando mayor presencia como complemento a las evaluaciones tradicionales debido a su probado valor formativo. El presente estudio trata de analizar el impacto que tiene sobre las evaluaciones hechas por los alumnos, la experiencia adquirida por dichos alumnos al someterlos a situaciones de evaluación y al recibir feedback por parte del profesor sobre dichas evaluaciones. Para ello, dos grupos naturales de clase realizaron evaluaciones del trabajo realizados por otros grupos y de su propio trabajo. La diferencia entre los grupos radicó en que uno de ellos recibió feedback del profesor tras la evaluación y el otro grupo no. Los resultados analizaron la precisión de los grupos evaluando a otros grupos de compañeros y evaluándose a sí mismo, con respecto a la evaluación del profesor. Los datos most...
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University students face many challenges that affect their mental health during this stage. Psychosocial aspects, such as resilience, help to address the imbalance they often experience in their daily lives. The aim is to find the... more
University students face many challenges that affect their mental health during this stage. Psychosocial aspects, such as resilience, help to address the imbalance they often experience in their daily lives. The aim is to find the relationship between students' resilience and their mental health, while analyzing the mediating role played by personality factors between these variables. To carry out this study, a sample of 692 university students belonging to different Degrees of Education answered three questionnaires voluntarily, one to measure resilience (RS-14), another to measure personality factors (Big Five) and another to measure mental health (MH-5). A mediational model based on Structural Equations was proposed for this analysis. The results indicate that resilience is able to significantly predict students' mental health directly and that it also predicts all personality components assessed in students. Furthermore, it was found that of all the personality factors e...
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This study examines the influence of punitive parental discipline on child-to-parent violence (CPV). The moderating roles of parental context (stress and parental ineffectiveness), mode of implementation of parental discipline (parental... more
This study examines the influence of punitive parental discipline on child-to-parent violence (CPV). The moderating roles of parental context (stress and parental ineffectiveness), mode of implementation of parental discipline (parental impulsivity or warmth/support) and the gender of the aggressor in the relationship between punitive discipline and CPV are examined. The study included 1543 university students between 18 and 25 years old (50.2% males, Mage = 19.9 years, SD = 1.9) who retrospectively described their experience between the ages of 12 and 17 years old. The results indicated that stress, ineffectiveness and parental impulsivity increase the negative effect of punitive discipline on CPV. There is no moderating effect of parental warmth/support. The gender of the aggressor is only a moderator in the case of violence toward the father, and the effect of punitive discipline is stronger in males than in females. The study draws conclusions regarding the importance of context...
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Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the... more
Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into a...
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University is characterized by a critical stage where students experience their sexuality, across a range of relationships. From these experiences, university students consolidate their personality and their sexual role. Factors such as... more
University is characterized by a critical stage where students experience their sexuality, across a range of relationships. From these experiences, university students consolidate their personality and their sexual role. Factors such as age, sex, or traumatic experiences of violence or sexual abuse can affect their sexual role. The present study aims to analyze how the variables age, sex and having suffered abuse or violence may predict sexual satisfaction and inhibition. In addition, we analyze the mediating effect that sexual role plays on these relationships. For this purpose, Bem Sex Role Inventory (BSRI-12), Sociosexual Orientation Inventory (SOI-R), Inhibited Sexual Desire Test (ISD) and New Sexual Satisfaction Scale (NESS) were administered to 403 university students. The findings report that sex (β = −0.313), age (β = −0.116) and being a survivor of sexual assault (β = 0.413) are predictive of male role, but not from the female role. Also, people with more male features tend...
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Background: Self-evaluation is a multidimensional construct that has raised increasing interest within educational research at different educational stages. Different studies have pointed out the important role that Student... more
Background: Self-evaluation is a multidimensional construct that has raised increasing interest within educational research at different educational stages. Different studies have pointed out the important role that Student Self-Assessment plays in improving student learning and ensuring the sustainability in instructional and evaluation processes. Method: The aim of this study with 630 university students is to analyze how engagement profiles and study strategies (measured by questionnaire) can predict the accuracy of students’ self-assessment of their achievements. For this purpose, the UWE-9 questionnaire was used to evaluate engagement, the Study Techniques Questionnaire scale to measure study strategies and a content-based test to evaluate performance, along with a self-assessment test in which the student had to estimate the level of achievement obtained in the content-based test, once the test had been completed. Results: The results show that both the academic engagement and...
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Se realizó un experimento en aprendizaje predictivo humano con el objetivo de explorar el papel del valor informativo del contexto donde se aprende la información sobre la dependencia contextual de la actuación. Tres grupos de... more
Se realizó un experimento en aprendizaje predictivo humano con el objetivo de explorar el papel del valor informativo del contexto donde se aprende la información sobre la dependencia contextual de la actuación. Tres grupos de participantes recibieron entrenamiento en una discriminación entre dos claves (X e Y) mientras otra clave (Z) siempre fue seguida de la consecuencia en el contexto A. En el contexto B la discriminación se invirtió en el grupo I (informativo). El grupo NI1 recibió la misma discriminación X-Y en el contexto B, mientras el grupo NI2 no recibió entrenamiento con X e Y en el contexto B. La extinción subsiguiente de Z fue más rápida en el contexto B que en el contexto A en el grupo I, mientras que no se encontraron diferencias entre contextos en los grupos NI1 y NI2. Estos resultados sugieren que los participantes codifican información independiente del contexto como dependiente del mismo cuando los contextos son relevantes para resolver la tarea.
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ABSTRACTIntroductionThe aim of the current cross‐sectional study was to examine the role of social‐cognitive processing in the relation between violence exposure at home and child‐to‐parent violence.MethodsThe study included 1,624... more
ABSTRACTIntroductionThe aim of the current cross‐sectional study was to examine the role of social‐cognitive processing in the relation between violence exposure at home and child‐to‐parent violence.MethodsThe study included 1,624 adolescents (54.9% girls) aged between 12 and 18 years (Mage = 14.7, SD = 1.7 years) from Jaén and Oviedo (Spain) who completed a set of questionnaires about violence exposure, child‐to‐parent violence and social‐cognitive processing.ResultsThe data revealed that exposure to violence at home is related to dysfunctional components of social‐cognitive processing, and that whereas some of these components (anger and aggressive response access) are positively related to child‐to‐parent violence motivated by reactive reasons, other components (anticipation of positive consequences and justification of violence) are positively related to the instrumental use of the aggression against parents.ConclusionsMore prevention work is needed with children exposed to viol...
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León, Abad y Rosas, (2010b) demostraron que la atención al contexto se pierde conforme umenta el entrenamiento. Así, a medida que aumenta el entrenamiento se observa una mayor generalización entre contextos distintos al de entrenamiento... more
León, Abad y Rosas, (2010b) demostraron que la atención al contexto se pierde conforme umenta el entrenamiento. Así, a medida que aumenta el entrenamiento se observa una mayor generalización entre contextos distintos al de entrenamiento al perderse la atención. El objetivo del presente estudio fue poner a prueba ésta idea empleando una tarea instrumental en humanos con distintos valores del contexto (color). La tarea consistió en un juego de ordenador en el que se emitían distintas respuestas bajo un programa IV2s, en presencia de distintos estímulos discriminativos. En el Experimento 1 se entrenaron dos grupos con 3 y 8 ensayos, posteriormente se realizó un ensayo de prueba en el contexto de entrenamiento (amarillo) y en un contexto diferente (rojo). Los resultados demostraron una disminución de la ejecución con el cambio de contexto. En el Experimento 2 se entrenaron dos grupos de manera similar al Experimento 1, empleando un contexto naranja. Durante la prueba se presentaron degr...
Research Interests: Psychology and Art
Four experiments in human instrumental learning explored the associations involving the context that develop after three trials of training on simple discriminations. Experiments 1 and 4 found a deleterious effect of switching the... more
Four experiments in human instrumental learning explored the associations involving the context that develop after three trials of training on simple discriminations. Experiments 1 and 4 found a deleterious effect of switching the learning context that cannot be explained by the context-outcome binary associations commonly used to explain context-switch effects after short training in human predictive learning and in animal Pavlovian conditioning. Evidence for context-outcome (Experiment 2), context-discriminative stimulus (Experiment 3), and context-instrumental response (Experiment 4) binary associations was found within the same training paradigm, suggesting that contexts became associated with all the elements of the situation, regardless of whether those associations played a role in a specific context-switch effect detected on performance.
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Previous research has suggested that changing the context after instrumental (operant) conditioning can weaken the strength of the operant response. That result contrasts with the results of studies of Pavlovian conditioning, in which a... more
Previous research has suggested that changing the context after instrumental (operant) conditioning can weaken the strength of the operant response. That result contrasts with the results of studies of Pavlovian conditioning, in which a context switch often does not affect the response elicited by a conditioned stimulus. To begin to make the methods more similar, Experiments 1-3 tested the effects of a context switch in rats on a discriminated operant response (R; lever pressing or chain pulling) that had been reinforced only in the presence of a 30-s discriminative stimulus (S; tone or light). As in Pavlovian conditioning, responses and reinforcers became confined to presentations of the S during training. However, in Experiment 1, after training in Context A, a switch to Context B caused a decrement in responding during S. In Experiment 2, a switch to Context B likewise decreased responding in S when Context B was equally familiar, equally associated with reinforcement, or equally...
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Contexts are sometimes informative about relationships that occur within them and sometimes not. The goal of this experiment was to determine the effect of that information value on the context-specificity of learning. Participants... more
Contexts are sometimes informative about relationships that occur within them and sometimes not. The goal of this experiment was to determine the effect of that information value on the context-specificity of learning. Participants performed an instrumental task within a computer game in which they defended different Andalucía beaches (contexts) by destroying several attackers (planes or tanks) by clicking on them (responses) with the mouse. A colored sensor (discriminative stimulus) indicated to participants which attacker could be destroyed in a given trial – that is, which of the instrumental responses would be reinforced. Three groups of participants received training on a discrimination between two discriminative stimuli (X and Y) in Context A. The discrimination was reversed in Context B for Group I (informative). Group NI1 received the same X-Y discrimination in Context B. Group NI2 did not receive training with X and Y in Context B. Additionally, participants received traini...