Documentos donde el Autor es "Martín Ayala, Juan Luis"

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Cerrado Español Este estudio evaluó la eficacia del juego terapéutico Creciendo en Mindfulness (CEM) para disminuir los problemas emocionales y de conducta en adolescentes internados en el Centro Pedagógico de Internamiento “Jalteva”, Honduras. Se adoptó un diseño preexperimental de preprueba-posprueba con un único grupo (n = 27; 13-18 años). Antes y después de cuatro sesiones del CEM, se aplicaron el Cuestionario para la Evaluación de Problemas en Adolescentes (Q-PAD) y el Inventario de Evaluación de la Personalidad para Adolescentes (PAI-A). Los cambios se analizaron mediante la prueba de rangos con signo de Wilcoxon y se estimó el índice g de Hedges. Tras la intervención, la incertidumbre sobre el futuro bajó del percentil 86 al 71 (p = .011; g = −0.46) y la percepción de falta de apoyo social descendió de T = 64 a 58 (p = .032; g = −0.45). Sin embargo, la actitud agresiva aumentó de T = 55 a 58 (p = .037; g = 0.28). El patrón de correlaciones entre escalas se volvió más coherente, lo que sugiere una mayor conciencia emocional. Los hallazgos indican que el CEM genera mejoras puntuales en variables internas asociadas con la ansiedad anticipatoria y el apoyo percibido, aunque su impacto global sobre la sintomatología emocional y conductual fue limitado. Factores institucionales, la ausencia de un grupo control y el corto seguimiento restringen la atribución causal y la generalización. Se recomienda complementar el programa con intervenciones individualizadas y acompañamiento familiar para potenciar la reinserción social de los adolescentes. metadata Martínez Martínez, José Rubén y Martín Ayala, Juan Luis mail SIN ESPECIFICAR, juan.martin@uneatlantico.es (2025) Efectos del juego terapéutico Creciendo en Mindfulness (CEM) sobre los problemas emocionales y de conducta de los menores en conflicto con la Ley Penal del CPI “Jalteva” en Honduras. MLS Psychology Research, 8 (2). ISSN 2605-5295

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Cerrado Inglés Introduction: Road crashes involving pedestrians are still a relevant cause of death and injury in Spain. Risk perception in pedestrians has been proposed as one of the main predictors of risky behaviors and crash-related events. The current research aimed to validate a video-based tool to assess risk perception in pedestrians, considering both the subjective way (self-report) and the objective way (skin conductance level and response). Method: A set of eight main videos (four involving a high-risk situation, and the other four involving low-risk situations) were presented to 403 participants (Mage = 22.41, 61.5% female) who rated the amount of risk perceived subjectively, following a 5-point Likert scale. Out of which, 90 participants taken incidentally were also assessed psychophysiologically, analyzing electrodermal activity while watching the videos. Results: The results showed a good fit of the bifactor SEM carried out with the self-report, supporting the existence of two uncorrelated factors (Risk Perception at High-Risk Situations, ω = 0.84; Risk Perception in Low Risk Situations, ω = 0.67) and a global factor (Risk Perception). Significant differences were obtained in the comparison of risk perception in high-risk situations and low-risk situations, both in the self-report measure (η2 = 0.93) and in skin conductance response (η2 = 0.20). Discussion: It is concluded that the tool is valid for assessing risk perception both subjectively and objectively. This could have several practical implications, particularly as a measure to validate intervention programs aimed at improving risk perception ability. Moreover, given the tool’s non-verbal nature, it may be suitable for individuals with low reading skills or cognitive disabilities. However, its validity should be further examined in these specific populations. metadata Herrero-Fernández, David; Álvarez Ferradas, Carla; Bogdan-Ganea, Smaranda R. y Martín Ayala, Juan Luis mail david.herrero@uneatlantico.es, carla.alvarez@uneatlantico.es, SIN ESPECIFICAR, juan.martin@uneatlantico.es (2025) Validation of a video-based tool to assess risk perception both objectively and subjectively in pedestrians. Journal of Safety Research, 94. pp. 275-283. ISSN 00224375

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Abierto Español La parentalidad positiva se presenta como un nuevo reto para la sociedad actual en la que profesionales de la salud mental y profesionales del ámbito psicoeducativo proporcionan a las familias programas parentales, para fortalecer el funcionamiento familiar y empoderar a los progenitores con relación a la crianza de sus hijos. El presente trabajo busca describir un conjunto de publicaciones científicas para tratar de buscar correlaciones significativas entre la parentalidad positiva y la prevención del fututo de la población infanto-juvenil con relación a su salud mental, a partir del fortalecimiento del funcionamiento familiar y la reducción del impacto de las experiencias adversas durante la infancia y la adolescencia. Se realizó una revisión sistemática exploratoria del tema con un cribado de los parámetros “Positive parenting AND Mental disorders AND Prevention” a través de artículos de investigación publicados en revistas arbitradas y con revisión en cuatro bases de datos —Redalyc, la Biblioteca Virtual de Salud (BVS), PubMed y SciencieDirect—, de las que se examinaron 229, 31, 20 y 48 artículos, respectivamente. Los artículos fueron seleccionados basándose en criterios predefinidos y haciendo uso de limitadores. Finalmente, se seleccionaron un total de 61 artículos que fueron analizados y categorizados en los apartados correspondientes planteados. metadata Morán del Castillo, Marta y Martín Ayala, Juan Luis mail marta.moran@master.uneatlantico.es, juan.martin@uneatlantico.es (2025) Parentalidad Positiva y Prevención de la Población infanto-juvenil con relación a su Salud Mental: una Revisión Actualizada. Psykhe (Santiago) (Online).

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Cerrado Inglés Introduction: Trait driving anger is a widely studied personality variable in the field of road safety, due to its strong relationship with both risky behavior on the road and crash-related events. The Deffenbacher’s Driving Anger Scale theoretical approach has underlined different situations that could provoke anger in drivers, although trait driving anger is usually analyzed as a whole. Trait general anger has been proposed as one of the most relevant predictors of trait driving anger, showing moderate relationships with it. Method: The current research aimed to analyze the relationship between trait general anger and each one of the situations provoking anger, as well as to search for personality variables that could moderate these relationships. Based on literature review, it was expected that self-esteem would moderate both Discourtesy and Hostile gestures, Type-A behavior pattern would moderate both Slow driving and Traffic obstructions, and conscientiousness would moderate both Police presence and Illegal driving. A sample of 417 drivers (Mage = 31.24, SDage = 13.59, 64.5% females) taken from the Spanish general population completed a set of self-reports. Results: The results showed significant moderation effects in the case of Hostile gestures, Discourtesy, Illegal driving, and Slow driving. Conditional processes of these moderations were analyzed. Lastly, practical implications are discussed, allowing for tailored interventions to be implemented based on individual drivers' tendencies. Therefore, interventions should address different triggers of driving anger: boosting self-esteem for those angered by disrespect, targeting Type-A behavior reduction for those angered by traffic slowdowns, and promoting conscientiousness enhancement for those angered by others' risky driving. metadata Herrero-Fernández, David; Bogdan-Ganea, Smaranda R.; Álvarez Ferradas, Carla y Martín Ayala, Juan Luis mail david.herrero@uneatlantico.es, SIN ESPECIFICAR, carla.alvarez@uneatlantico.es, juan.martin@uneatlantico.es (2024) Which drivers drive as they live and who are transformed while driving? Analysis of moderators in the relationship between general anger and driving anger. Journal of Safety Research, 90. pp. 295-305. ISSN 00224375

Artículo Materias > Psicología Universidad Internacional Iberoamericana México > Investigación > Artículos y libros
Universidad Europea del Atlántico > Investigación > Producción Científica Abierto Inglés Introduction: Artificial Intelligence (AI) is transforming multiple sectors within our society, including education. In this context, emotions play a fundamental role in the teaching-learning process given that they influence academic performance, motivation, information retention, and student well-being. Thus, the integration of AI in emotional assessment within educational environments offers several advantages that can transform how we understand and address the socio-emotional development of students. However, there remains a lack of comprehensive approach that systematizes advancements, challenges, and opportunities in this field. Aim: This systematic literature review aims to explore how artificial intelligence (AI) is used to evaluate emotions within educational settings. We provide a comprehensive overview of the current state of research, focusing on advancements, challenges, and opportunities in the domain of AI-driven emotional assessment within educational settings. Method: The review involved a search across the following academic databases: Pubmed, Web of Science, PsycINFO and Scopus. Forty-one articles were selected that meet the established inclusion criteria. These articles were analyzed to extract key insights related to the integration of AI and emotional assessment within educational environments. Results: The findings reveal a variety of AI-driven approaches that were developed to capture and analyze students’ emotional states during learning activities. The findings are summarized in four fundamental topics: (1) emotion recognition in education, (2) technology integration and learning outcomes, (3) special education and assistive technology, (4) affective computing. Among the key AI techniques employed are machine learning and facial recognition, which are used to assess emotions. These approaches demonstrate promising potential in enhancing pedagogical strategies and creating adaptive learning environments that cater to individual emotional needs. The review identified emerging factors that, while important, require further investigation to understand their relationships and implications fully. These elements could significantly enhance the use of AI in assessing emotions within educational settings. Specifically, we are referring to: (1) federated learning, (2) convolutional neural network (CNN), (3) recurrent neural network (RNN), (4) facial expression databases, and (5) ethics in the development of intelligent systems. Conclusion: This systematic literature review showcases the significance of AI in revolutionizing educational practices through emotion assessment. While advancements are evident, challenges related to accuracy, privacy, and cross-cultural validity were also identified. The synthesis of existing research highlights the need for further research into refining AI models for emotion recognition and emphasizes the importance of ethical considerations in implementing AI technologies within educational contexts. metadata Rojas Vistorte, Angel Olider; Deroncele-Acosta, Angel; Martín Ayala, Juan Luis; Barrasa, Angel; López-Granero, Caridad y Martí-González, Mariacarla mail angel.rojas@uneatlantico.es, SIN ESPECIFICAR, juan.martin@uneatlantico.es, SIN ESPECIFICAR, SIN ESPECIFICAR, SIN ESPECIFICAR (2024) Integrating artificial intelligence to assess emotions in learning environments: a systematic literature review. Frontiers in Psychology, 15. ISSN 1664-1078

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Cerrado Inglés Introduction: Road crashes are still one of the main causes of death around the world. Risky behavior has been proposed as one of the foremost predictors, with the theoretical framework of aberrant behavior emerging as a predominant approach for its examination. Sensation seeking has been pointed out as one of the main personality predictors of aberrant behavior. The current research aimed to investigate the moderated-moderation effect of both risk perception and self-esteem in the relationship between sensation seeking and aberrant behavior. Method: Two studies were conducted. The first study aimed to analyze the psychometric properties of the Spanish version of the Risk Perception Scale (RPS), a 10-item self-report to assess risk perception. A sample composed of 471 Spanish drivers (319 female, Mage = 29.75) completed the RPS. In the second study, a different sample of 236 Spanish drivers (129 female, Mage = 38.49) completed a set of self-reports aiming both to analyze the concurrent and divergent validity of the RPS, and to test the main moderated-moderation hypothesis. Results: With respect to the first study, the confirmatory factor analysis (CFA) supported a 7-item version which fitted in a single reliable factor (α = .74). Regarding the second study, the results supported both the concurrent and divergent validity of the RPS. Likewise, it was verified the moderated-moderation effect in the case of ordinary violations (R2 = .34), aggressive violations (R2 = .20), and lapses (R2 = .12). Conclusions: The RPS is a useful self-report to assess subjective risk perception in Spanish drivers. Both self-esteem and risk perception affect the relationship between sensation seeking and aberrant driving behavior. Practical implications: Intervention programs aiming to reduce aberrant driving behavior should be focused on reducing sensation seeking tendencies while simultaneously enhancing both risk perception skills and self-esteem. metadata Herrero-Fernández, David; Bogdan-Ganea, Smaranda R.; Setién-Suero, Esther y Martín Ayala, Juan Luis mail david.herrero@uneatlantico.es, SIN ESPECIFICAR, esther.setien@uneatlantico.es, juan.martin@uneatlantico.es (2024) The role of subjective risk perception and self-esteem in the relationship between sensation seeking and aberrant behaviors on the road: A moderated-moderation model. Journal of Safety Research, 90. pp. 31-42. ISSN 00224375

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Cerrado Inglés Aggressive behaviour is a common response in different contexts all around the world. General aggression theories, such as the frustration-aggression theory, try to explain this behaviour in any context. However, situational specificity could play a relevant role in this issue, so proneness to behave aggressively may depend more on the context than on a general root or personality trait. With the aim of shedding light in this field, the current research aimed to analyse the relationship between aggressive behaviour on the road and intimate relationships. A sample composed of 275 participants who had a driving license and lived with an intimate partner completed a set of self-reports regarding aggressive behaviour in both contexts. The results suggested a convergence in the way of expressing anger, except in the case of adaptive aggression. A SEM-based approach indicated that the measured aggressive variables fitted better in two highly correlated factors rather than a single one, suggesting the relevance of the situational specificity in the prediction of aggressive behaviour in both contexts. Practical implications regarding evaluation and intervention for aggression reduction are discussed, as well as the limitations of the current research. metadata Herrero-Fernández, David; Parada-Fernández, Pamela; Rodríguez-Arcos, Irene; Martín Ayala, Juan Luis y Castaño Castaño, Sergio mail david.herrero@uneatlantico.es, pamela.parada@uneatlantico.es, SIN ESPECIFICAR, juan.martin@uneatlantico.es, sergio.castano@uneatlantico.es (2023) Do people drive as they live together? Associations between aggressive behaviour on the road and intimate relationships. Transportation Research Part F: Traffic Psychology and Behaviour, 95. pp. 251-260. ISSN 13698478

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Cerrado Inglés Currently, high hospital readmission rates have become a problem for mental health services, because it is directly associated with the quality of patient care. The development of predictive models with machine learning algorithms allows the assessment of readmission risk in hospitals. The main objective of this paper is to predict the readmission risk of patients with schizophrenia in a region of Spain, using machine learning algorithms. In this study, we used a dataset with 6089 electronic admission records corresponding to 3065 patients with schizophrenia disorders. Data were collected in the period 2005–2015 from acute units of 11 public hospitals in a Spain region. The Random Forest classifier obtained the best results in predicting the readmission risk, in the metrics accuracy = 0.817, recall = 0.887, F1-score = 0.877, and AUC = 0.879. This paper shows the algorithm with highest accuracy value and determines the factors associated with readmission risk of patients with schizophrenia in this population. It also shows that the development of predictive models with a machine learning approach can help improve patient care quality and develop preventive treatments. metadata Góngora Alonso, Susel; Herrera Montano, Isabel; Martín Ayala, Juan Luis; Rodrigues, Joel J. P. C.; Franco-Martín, Manuel y de la Torre Díez, Isabel mail SIN ESPECIFICAR, SIN ESPECIFICAR, juan.martin@uneatlantico.es, SIN ESPECIFICAR, SIN ESPECIFICAR, SIN ESPECIFICAR (2023) Machine Learning Models to Predict Readmission Risk of Patients with Schizophrenia in a Spanish Region. International Journal of Mental Health and Addiction. ISSN 1557-1874

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Abierto Inglés, Español Este artículo se deriva de la investigación de Tesis Doctoral sobre resiliencia, discapacidad y educación superior. El diseño del estudio es mixto, de tipo explicativo secuencial con una estrategia de investigación que integra el enfoque investigativo cuantitativo y cualitativo. El propósito de la investigación es caracterizar la resiliencia del estudiantado con discapacidad que le permite enfrentar las barreras en la educación superior con el fin de establecer los factores de enclave para el diseño de una ruta de acompañamiento resiliente. Se emplearon distintas técnicas de indagación tales como la escala de resiliencia SV-RES60, un cuestionario y una entrevista. Se contó con la participación de 110 estudiantes (55 regulares y 55 egresados) que cursan o han cursado una carrera en la UNA del año 2000 al 2020. Se realiza un análisis descriptivo y comparativo mediante herramientas básicas de estadística y con apoyo del programa SPSS permitió cuantificar y caracterizar la información recabada; asimismo establecer patrones de relación por grupos de estudio complementando con argumentación, testimonios y teoría indagada. Se concluye que el estudiantado con discapacidad presenta un estado resiliente durante su formación universitaria ante la presencia de las barreras estructurales que obstaculiza su desarrollo personal, académico y social. A partir de los resultados se justifica la actualización del personal docente y los servicios de apoyo sobre los modelos de promoción de la resiliencia y la implementación de una ruta de acompañamiento resiliente que se deriva de este estudio. metadata Fontana Hernández, Angélica del Socorro y Martín Ayala, Juan Luis mail angelica.fontana@doctorado.unini.educ.mx, juan.martin@uneatlantico.es (2021) Creciendo en la adversidad: la resiliencia del estudiantado con discapacidad en la Universidad Nacional, Costa Rica. MLS Psychology Research, 4 (1). pp. 39-58. ISSN 26055295

Artículo Materias > Psicología Universidad Europea del Atlántico > Investigación > Producción Científica
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Abierto Inglés Este artículo parte de la reflexión acerca de la vulneración de derechos de las personas con discapacidad, al desconocer que la sexualidad y afectividad también son fundamentales en sus vidas y configuran el ejercicio de los derechos sexuales y reproductivos; sin embargo, se han logrado importantes avances para su reconocimiento como sujetos titulares de derechos y generado múltiples normas que reivindican su titularidad y garantía; no obstante, estudios adelantados en Colombia y en el mundo, evidencian la persistencia de barreras fundamentadas en el desconocimiento, discriminación y falsas creencias sobre dichos aspectos de las personas con discapacidad. El interés del estudio fue indagar mediante una encuesta, los conocimientos, actitudes y prácticas de padres, madres y cuidadores de adolescentes con discapacidad cognitiva de una institución educativa especializada de Bogotá, para que los resultados contribuyan a fortalecer capacidades de las familias y de instituciones con acciones pedagógicas que fomenten la garantía de derechos y el mejoramiento de la calidad de vida de esta población. metadata Polanco Valenzuela, Mauricio y Martín Ayala, Juan Luis mail SIN ESPECIFICAR (2017) Conocimientos, actitudes y prácticas de familias de adolescentes con discapacidad cognitiva en sexualidad y afectividad. Diversitas, 13 (2). pp. 187-199. ISSN 1794-9998