- Jesús Alonso-Tapia is a emeritus Professor in Psychological and Educational Assessment at the Universidad Autónoma de... moreJesús Alonso-Tapia is a emeritus Professor in Psychological and Educational Assessment at the Universidad Autónoma de Madrid. Specialized in Motivation, self-regulation, resilience and learning assessment, he received the First National Price of Education in 1997.edit
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Research Interests: Psychology and Humanities
Research on parental psychological outcomes related to a child’s critical illness has focused on the assessment of distress and psychopathology, but resilience has been overlooked. So, this research studies: 1) the evolution of resilience... more
Research on parental psychological outcomes related to a child’s critical illness has focused on the assessment of distress and psychopathology, but resilience has been overlooked. So, this research studies: 1) the evolution of resilience after child’s discharge from a Pediatric Intensive Care Unit (PICU), and 2) whether resilience predicts anxiety, depression and post-traumatic stress. We used a prospective longitudinal cohort design. A total of 130 parents were assessed within 48 h after the discharge of their child from PICU, and 3 and 6 months later. We measured resilience (CDRISC10), stress (PSS), stress related to PICU (PSS: PICU), emotions (DES), posttraumatic stress (DTS), anxiety and depression (HADS). Repeated Measures ANOVA, and confirmatory factor analyses were carried out. Resilience remains stable in the lower resilience group, but decreases between the discharge and the 3 months assessment in the higher resilience group. Parents with lower initial resilience show poorer outcomes than high resilience parents. The level of positive emotions, negative emotions and stress experienced during admission mediates the relationship between resilience and poor outcome (X2/df =1.72; GFI= 0,84; CFI= 0,90; RMSEA=0,075). Mental health in parents after a child’s PICU admission can be predicted by resilience, so this measure can be used to detect high risk parents for intervention.
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Background: Posttraumatic growth (PTG) was conceptualized as consisting of changes in three broad dimensions; Self, interpersonal relationships, and philosophy of life. The aim of this study is to analyze the factor structure of the... more
Background: Posttraumatic growth (PTG) was conceptualized as consisting of changes in three broad dimensions; Self, interpersonal relationships, and philosophy of life. The aim of this study is to analyze the factor structure of the Posttraumatic Growth Inventory (PTGI) in a sample of parents whose children had survived a critical hospitalization in order to consider the structural validity of the PTGI scores for this population and to report our understanding of PTG as a construct. Methods: 143 parents completed the PTGI 6 months after their child’s discharge from pediatric intensive care. The PTGI scores’ factor structure was studied through confirmatory factor analyses (CFA) of different models supported in prior research, followed by an exploratory principal component analysis (PCA). Results: Prior models tested through CFA did not provide an acceptable fit for our data. Through exploratory PCA, three components emerged that explained 73.41% of the variance; personal growth, interpersonal growth and transpersonal growth. Subsequent CFAs on this three-factor model showed that a bifactor model had the best fit. Conclusion: Although the PTGI scores have shown slightly different factor structures among diverse populations, the three dimensions initially theorized appear to be robust, which supports the structural validity of its scores.
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The PTGI attempts to evaluate the perceived positive changes following a vital crisis. In the original study 5 factors emerged. However many studies failed to replicate this factorial model having been found 1, 2, 3 and 4 factors. Our aim... more
The PTGI attempts to evaluate the perceived positive changes following a vital crisis. In the original study 5 factors emerged. However many studies failed to replicate this factorial model having been found 1, 2, 3 and 4 factors. Our aim was to analyse the structure of the PTGI and to contrast previous models in a sample of parents after having a child admitted on a Paediatric Intensive Care Unit (PICU). A total of 130 parents responded the PTGI 6 months after their child’s discharge from PICU. We have used the factor analysis of principal components, and an analysis with the structural equations model to contrast the factorial structure. Also, we did ANOVAS to study the influence of demographic and medical variables. Through the principal component analysis, we found 3 factors that explain 67,99% of the variance. Using confirmatory analysis of this model, we found an acceptable adjustment (X2/df = 2,2; GFI=0,86; CFI=0,92; RMSEA=0,09). We called the first factor personal growth, the second interpersonal growth and the third transpersonal growth. None of the other previous models had a better adjustment. We found statistical difference in posttraumatic growth by gender, spiritual beliefs, illness severity and length of the admission. Using the European Spanish PTGI in parents after a child’s PICU admission, 3 dimensions of growth emerged. This suggests the need to assess these dimensions after crisis.
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Research Interests: Psychology and Situated
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Abstract The objective of this study was to examine the organization of emotion coping strategies that reflect positive emotional self-regulation through the contrast of four theoretical models, as well as the relationship between such... more
Abstract The objective of this study was to examine the organization of emotion coping strategies that reflect positive emotional self-regulation through the contrast of four theoretical models, as well as the relationship between such strategies and resilience. With this aim, the Positive Emotional Self-regulation Questionnaire (PEMSR-Q) for adolescents was developed. A total of 336 secondary school students formed the sample. In order to analyse model fit, four confirmatory factor analyses were realized (a one-factor model/a-three factors model/a hierarchical model/a bifactor model), as well as correlation and regression analyses to determine its concurrent validity. Results have shown that the bi-factor model has the best fit. Besides, the combination of positive self-regulation strategies and problem-focused strategies is associated with better resilience. These results underlie the importance of helping adolescents to develop and use positive self-regulation strategies to increase their resilience.
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To know on which factors educators should focus to favor resilience development in adolescence, this study tests two predictive models of the hypothetical relations between two kinds of predictors -coping styles and resiliency personality... more
To know on which factors educators should focus to favor resilience development in adolescence, this study tests two predictive models of the hypothetical relations between two kinds of predictors -coping styles and resiliency personality factors- and resilience as criterion. A total of 1078 Spanish students (12-18 years old) from four different Spanish schools participated in the study. To determine to what extent the variables in the model predict resilience, four path analyses with latent variables (PALV) were realized: two for testing each model, and the remaining two for cross-validation. Results showed that perceived improvement in resilience depends mainly on coping strategies and styles in the expected direction, and that resiliency (personality) factors mediate the effect of coping styles, but their own effect is very low. Moreover, the effect of “sense of relatedness” was contrary towards expectations coming from previous studies. A hypothetical explanation of this result is suggested.
Research Interests: Psychology and Humanities
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It has been noted that people can show resilience when facing a kind of adversity but not with others, and also show it in different degrees. Still, there is no measure of adult resilience in different contexts. Previous research with... more
It has been noted that people can show resilience when facing a kind of adversity but not with others, and also show it in different degrees. Still, there is no measure of adult resilience in different contexts. Previous research with teenagers indicates the adequacy of a contextual model – thus, we aim to validate a subjective contextual resilience test for adults. In our correlational study, we developed a 20 item scale with five problem areas: work, close persons relationships, own health, close person health and economy. It was completed along with CDRISC10 by 416 adults. We conducted a confirmatory factor analysis of a “5 specific x 1 general” factor model using AMOS, and reliability and correlation analyses. Results show that the 5x1 factor structure is well defined (X2/df=2.06; GFI=.93; CFI=.95; RMSEA=.05). The general scale (GS) has an excellent reliability (?=.90) as well as the subscales (ranging from ?=.71 to .83). The GS-CDRISC10 correlation is good (r=.45). Important im...
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Comprender la influencia que tienen las acciones del maestro en el aula en los procesos educativos de los estudiantes permite proyectar acciones de formación y cualificación docente para mejorar la enseñanza. Este trabajo estudia la... more
Comprender la influencia que tienen las acciones del maestro en el aula en los procesos educativos de los estudiantes permite proyectar acciones de formación y cualificación docente para mejorar la enseñanza. Este trabajo estudia la influencia del entorno instruccional en la universidad, definido por el Estilo de Enseñanza y el Clima Motivacional de Clase, sobre la percepción de los cambios motivacionales, la autorregulación de emociones y el rendimiento académico, y cómo esta influencia es moderada por la orientación motivacional incial de los estudiantes. Participaron 214 estudiantes. Se analizaron tres modelos predictivos. Los resultados indican: primero, la orientación motivacional modera la percepción del entorno instruccional: la orientación a la evitación se asocia a una percepción negativa; segundo, el Clima Motivacional de Clase y el Estilo de Enseñanza favorecen la motivación orientada al aprendizaje, el estilo de autorregulación de las emociones orientado al aprendizaje, ...
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This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency, behavior, cognition, and emotion—are affected by the interaction with several learning... more
This study has three main objectives. The first is to know to which degree engagement, as a person variable, and each of its modalities—agency, behavior, cognition, and emotion—are affected by the interaction with several learning situations, listening to a lecture, carrying out practical tasks alone, reading a text while studying, working in groups, or participating in practical classes. The second is to test its relationships with potential moderator variables—motivation, self-efficacy, emotion self-regulation, and stress—and its potential effects on performance and satisfaction. Participants were 531 university students. They filled in a questionnaire that allowed testing alternative theoretical models on the person-situation hypothesis using confirmatory factor analyses. Results showed that if items refer both to engagement modalities and learning situations, the traditional hierarchical model that considers that engagement depends on a personal disposition with four components ...
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This study has a two-fold objective: First, to adapt and validate the Emotions and Motivation Self-Regulation Questionnaire (EMSR-Q) with university students in Colombia, and secondly, to verify whether the relationship model between... more
This study has a two-fold objective: First, to adapt and validate the Emotions and Motivation Self-Regulation Questionnaire (EMSR-Q) with university students in Colombia, and secondly, to verify whether the relationship model between emotional and motivational self-regulation and academic performance coincides with what was initially proposed by the questionnaire's authors. A total of 644 higher education students participated in the study. To test the questionnaire's structural validity and generalizability across cultures and educational levels, confirmatory factor and cross validation analyses were carried out. Besides, to test its predictive validity, a multiple linear regression analysis was carried out. Results showed that the data fit the model well, that the scales of the questionnaire have adequate reliability, and that negative selfregulation of stress and avoidance-oriented self-regulation related negatively and significantly to academic performance. The results s...
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Our aims were (1) to explore the prevalence of burnout syndrome (BOS) and posttraumatic stress disorder (PTSD) in a sample of Spanish staff working in the paediatric intensive care unit (PICU) and compare these rates with a sample of... more
Our aims were (1) to explore the prevalence of burnout syndrome (BOS) and posttraumatic stress disorder (PTSD) in a sample of Spanish staff working in the paediatric intensive care unit (PICU) and compare these rates with a sample of general paediatric staff and (2) to explore how resilience, coping strategies, and professional and demographic variables influence BOS and PTSD. This is a multicentre, cross-sectional study. Data were collected in the PICU and in other paediatric wards of nine hospitals. Participants consisted of 298 PICU staff members (57 physicians, 177 nurses, and 64 nursing assistants) and 189 professionals working in non-critical paediatric units (53 physicians, 104 nurses, and 32 nursing assistants). They completed the Brief Resilience Scale, the Coping Strategies Questionnaire for healthcare providers, the Maslach Burnout Inventory, and the Trauma Screening Questionnaire. Fifty-six percent of PICU working staff reported burnout in at least one dimension (36.20% ...
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Although coping strategies are considered to contribute to resilience to adversity, their use is not stable, but varies depending on the specific adversity. However, to date, most of the questionnaires assessing coping do not consider its... more
Although coping strategies are considered to contribute to resilience to adversity, their use is not stable, but varies depending on the specific adversity. However, to date, most of the questionnaires assessing coping do not consider its situational character. The objective of this study is to develop and validate the Situated Coping Questionnaire for Adults (SCQA), which assesses coping in the face of five different kinds of adverse contexts to take into account its situational dimension. A total of 430 Spanish adults (256 from the general population, 77 people suffering from cancer or HIV, and 97 parents of children with cancer or developmental problems) completed the SCQA and two resilience questionnaires (the Brief Resilience Scale and the 10-item Connor-Davidson Resilience Scale) for validation purposes. Confirmatory factor analyses showed the superiority of the person-situation model; the situation influences the degree to which people use specific coping strategies; however,...
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Evaluación del curriculum del área de lengua y literatura, centrándose en la lengua y comprobando que el alumno cumple los objetivos mínimos fijados por el diseño curricular base
Research Interests: History and Humanities
The goal of this study was to develop and validate the Family Motivational Climate Questionnaire (FMCQ). Parental involvement (PI) affects children's academic orientations. However, PI questionnaires had not considered parenting... more
The goal of this study was to develop and validate the Family Motivational Climate Questionnaire (FMCQ). Parental involvement (PI) affects children's academic orientations. However, PI questionnaires had not considered parenting behaviours from the perspective of motivational theories. It was therefore decided to develop the FMCQ. 570 Secondary-School students formed the sample. To validate the FMCQ, confirmatory factor analyses, reliability analysis and correlation and regression analyses were conducted. Children's attribution to parents of perceived change in motivational variables affecting achievement, were used as external criteria. Results support most of the hypotheses either related to the FMCQ structure or to its moderating role as predictor of school achievement and of attribution to parents of changes in different motivational variables --interest, effort, perceived ability, success expectancies, resilience, and satisfaction. The results underline the importance o...
Research Interests: Psychology, Adolescent, Medicine, Motivation, Humans, and 15 moreChild, Psicología, Female, Achievement, Confirmatory factor analysis, Academic achievement, Male, Rendimiento académico, Attribution, Parental involvement, Psychological Resilience, Questionnaires, Psicothema, Motivación, and Family motivational climate
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Abstract. Conceptual change involves weak or radical modifications of conceptual understanding. Thus, how to assess students' conceptual understanding becomes a key issue of conceptual change. This chapter deals with the... more
Abstract. Conceptual change involves weak or radical modifications of conceptual understanding. Thus, how to assess students' conceptual understanding becomes a key issue of conceptual change. This chapter deals with the assessment of students' conceptual ...
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... Estudio evolutivo realizado con niños de 6 a 11 años. Autores: Jesús Alonso Tapia; Localización: Revista de ciencias de la educación: Organo del Instituto Calasanz de Ciencias de la Educación, ISSN 0210-9581, Nº 126, 1986 , págs.... more
... Estudio evolutivo realizado con niños de 6 a 11 años. Autores: Jesús Alonso Tapia; Localización: Revista de ciencias de la educación: Organo del Instituto Calasanz de Ciencias de la Educación, ISSN 0210-9581, Nº 126, 1986 , págs. 175-210. Fundación Dialnet. ...
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Información del artículo Problemas de comprensión lectora: evaluación e intervención.
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Page 1. Motivar en la escuela, motivar en la familia I^Morata Page 2. Page 3. Page 4. ;: ■ f 'i' ■ H l ■ -ii, <' * Page 5. Page 6. Colección: PEDAGOGÍA Manuales Page 7. Motivar en la escuela, motivar en la familia Claves... more
Page 1. Motivar en la escuela, motivar en la familia I^Morata Page 2. Page 3. Page 4. ;: ■ f 'i' ■ H l ■ -ii, <' * Page 5. Page 6. Colección: PEDAGOGÍA Manuales Page 7. Motivar en la escuela, motivar en la familia Claves para el aprendizaje Por Jesús ALONSO TAPIA Page 8. ...