Person:
Veas Iniesta, Alejandro

Profile Picture
Name
Veas Iniesta, Alejandro
publication.page.department
Universidad de Murcia. Departamento de Psicología Evolutiva y de laEducación
Repository logoRepository logoRepository logoRepository logoRepository logo

Filters

1 - 40911640 - 20253
4
4
Reset filters

Settings

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Publication
    Open Access
    Reliability Generalization of the School Attitude Assessment Survey‑Revised: A Meta‑Analytic Structural Equation Modeling Approach
    (Sage Publications, 2025-06-09) López López, José Antonio; López Nicolás, Rubén; Sandoval Lentisco, Alejandro; Sánchez Meca, Julio; Veas Iniesta, Alejandro; Psicología Evolutiva y de la Educación; Facultad de Psicología y Logopedia
    The School Attitude Assessment Survey-Revised (SAAS-R) is a popular scale for assessing attitudinal and motivational aspects of students’ academic achievement. However, evidence on key psychometric properties of the SAAS-R such as reliability remains limited. We conducted a reliability generalization study of the SAAS-R using meta-analytic structural equation modeling (MASEM). We included studies reporting an application of the SAAS-R and providing correlation coefficients between the SAAS-R subscales. We searched ERIC, PsycINFO, Academic Search Premier, Supplemental Index, and Web of Science from database inception to July 2023. Analyses were based on 18 independent matrices from 13 studies examining 8712 participants. Our main results, based on a one-stage, correlation-based MASEM approach and with omega total as the reliability measure, yielded an overall reliability estimate of 0.795 (95% CI 0.778–0.811). This suggests that the SAAS-R offers good score reliability for research and practice purposes. Applications using adapted versions obtained on average higher score reliabilities than the original ones. We discuss the implications of these results, which need to be interpreted with caution given the important reporting limitations of the primary studies included.
  • Thumbnail Image
    Publication
    Open Access
    How mentors think about the attainability of mentoring goals: the impact of mentoring type and mentoring context on the anticipated regulatory network and regulatory resources of potential mentors for school mentoring programs
    (Frontiers Media , 2021-11-03) Mader, Matthias; Stoeger, Heidrun; Veas Iniesta, Alejandro; Ziegler, Albert; Psicología Evolutiva y de la Educación; Facultades de la UMU::Facultad de Psicología y Logopedia
    Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training.
  • Thumbnail Image
    Publication
    Restricted
    Identification of emotions and physiological response in individuals with moderate intellectual disability
    (Taylor & Francis, 0001) Agustín Ernesto Martínez-González; Veas Iniesta, Alejandro; Psicología Evolutiva y de la Educación; Facultades de la UMU::Facultad de Psicología y Logopedia
    According to Ekman’s model, the basic emotions are anger, disgust, fear, happiness, sadness, and surprise. These emotions are universal and have an adaptative function. However, studies on these emotions among individuals with moderate intellectual disability (MID) are limited, mainly owing to issues in sample size and sample homogeneity. The present study aimed to explore differences between a MID group (n = 10) and a non-MID control group (n = 10) in 1) the identification of basic emotions; and 2) the physiological response with images related to fear, happiness, sadness, anger, and disgust, as well as images with neutral and sexual content. A total of 29 images from The International Affective Picture System and a biofeedback measurement system were used. The results showed no statistically significant differences in the identification of the basic emotions of fear, sadness, and disgust. However, statistically significant differences were found for happiness (p = .008), anger (p = .02), and neutral images (p = .02), and minor statistically significant differences were found for images with sexual content (p < .01) in MID individuals with respect to the control group. The MID group’s physiological response was lower compared with the control group, with statistically significant differences for all emotional visual stimuli. This preliminary study showed important and interesting results for the study of emotions and sexuality in MID. Future studies should consider the sample size, sex and age comparisons, and the different levels of intellectual disability.
  • Thumbnail Image
    Publication
    Embargo
    Inter-subject comparability of the Spanish university entrance examinations
    (Taylor and Francis Group, Routledge, 2025-10-27) Veas Iniesta, Alejandro; Govorova, Elena; Psicología Evolutiva y de la Educación; Facultad de Psicología y Logopedia
    The Spanish University Entrance Examination (PAU) has been a crucial topic of political and social debates regarding intersubject comparability. In this area, most empirical reports have relied on traditional mean score comparisons or qualitative analyses of the scoring system, usually in specific autonomous communities (Spanish regions). This study aims to expand the scientific knowledge of this field by applying psychometric analysis to a large dataset of nationwide PAU examinations in exam series from 2017 to 2021. Overall, the results of Rasch measurement indicate notable differences in difficulty parameters of the same subjects within and between academic courses for the same region and for different regions of the country. We detect a lack of comparability in difficulty levels between subjects associated with the humanities and social sciences (e.g. Latin and geography), which are easier compared with those related to health or technological sciences (e.g. chemistry and biology). Additionally, score categories (1–10 points) are inappropriately distributed on the latent scale, implying a lack of student discrimination of their performance level. Given these results, this paper provides evidence-based recommendations for improving the setting of performance standards and the equity of the university access system for all Spanish students.
Ir a Estadísticas