Subdirección de Posgrado Maestría en Ciencias con Orientación en Cognición y Educación

Productividad del Núcleo Académico Básico

Nombre Artículos Libros Capítulos

En Libros Participación en Congresos

Patentes

Desarrollo

de

Software

Derecho

de

Autor

En

México

Otros

Países

CIRILO HUMBERTO GARCIA 47 21 29 29 0 0 0 0

MARTHA PATRICIA SANCHEZ 18 0 4 12 0 0 0 0

JESUS ENRIQUE ESQUIVEL 0 0 0 0 0 0 0 0

PABLO VALDEZ RAMIREZ 33 3 29 178 0 0 0 0

VICTOR MANUEL PADILLA 51 8 30 77 0 0 0 0

MA. CONCEPCION RODRIGUEZ 71 7 27 67 0 0 0 0

JULYMAR ALEGRE ORTIZ 1 0 1 5 0 0 0 0

CLAUDIA CASTRO CAMPOS 9 0 1 9 0 0 0 0

AURORA MOYANO GONZALEZ 0 0 0 0 0 0 0 0

XOCHITL ANGELICA ORTIZ 50 0 10 119 0 0 0 0

• Vol. X, Núm. 2 • Mayo-Agosto 2016 •72

Educación y Humanidades Artículo arbitrado

ResumenPara mejorar el aprendizaje del estudiante, la política educativaactual propone el rol del profesor facilitador, y la autoeficaciaesta consistentemente relacionada con su logro. De estosplanteamientos surgen las preguntas ¿con cuál rol de profesorcreen los niños escolares que aprenden mejor?, ¿cuáles sonlas relaciones del rol del profesor con la autoeficacia? El objetivode este estudio fue explorar las relaciones entre estas variables.El diseño es descriptivo y correlacional con una muestra de noprobabilística de 423 alumnos de 5º y 6º año de escuelasprimarias. Para identificar la preferencia de los niños por un rolde profesor para aprender matemáticas se usaron caricaturasy se aplicó una adaptación al español mexicano de la EscalaMultidimensional de Autoeficacia Percibida en Niños (Pastorelliet al., 2001). Los resultados muestran que el 47% de los niñosprefieren al profesor transmisor de información, el 50% alfacilitador del aprendizaje y el 3% no respondieron o la respuestafue sin clasificación. Aproximadamente la mitad (46-53%) delos niños presentaron alto nivel de autoeficacia general y desus componentes de autoeficacia: académica, de autorregu-lación y social y del 43 al 54% un nivel bajo. El profesor transmisorde información y la autoeficacia general correlacionaronpositivamente de manera baja con evidente la tendencia a laasociación entre estas variables.

Palabras clave: profesor facilitador del aprendizaje, profesortransmisor de la información, percepción de los niños,autoeficacia, aprendizaje.

AbstractCurrent mexican educational policy proposes that teachers takethe role of facilitators of student learning. Self-efficacy hasbeen consistently related to learning achievement. From theseapproaches arise the questions: Which role of teacher do theschool children believe that they learn best? What are therelationships of the teacher’s role with self-efficacy? Theobjective of this study was to explore the relationships betweenthese variables. The design is descriptive and correlational witha non-probabilistic sample of 423 students in grades 5th and 6thof primary schools. To identify the preference of children for arole of teacher to learn mathematics, cartoons were used and itwas applied an adaptation to Mexican Spanish of theMultidimensional Scale of Perceived Self-Efficacy in Children(Pastorelli et al., 2001). The results show that 47% of childrenprefer the teacher to transmit information; 50%, the learningfacilitator, and 3% did not respond or their answers could not beclassified. Approximately half (46-53%) of the children presenteda high level of general self-efficacy and its components of self-efficacy: academic, self-regulation and social. The rest (43-54%) presented a low level of the same variables. The teachertransmitting information and the general self-efficacy correlatedpositively in a low way with an evident tendency to theassociation between these variables.

Keywords: Teacher facilitator of learning, teacher transmitterof information, perception of children, self-efficacy, learning

Children self-efficacy of primary school and preference for ateacher role

MA. CONCEPCIÓN RODRÍGUEZ-NIETO1,2, JOEL GARCÍA-GARCÍA1, JOSÉ ARMANDO PEÑA-MORENO1 Y MARTHA PATRICIA SÁNCHEZ-MIRANDA1

_________________________________1 Universidad Autónoma de Nuevo León. Facultad de Psicología. Ave. Dr. Carlos Canseco 110 y Ave. Dr. E. Aguirre Pequeño, Col.Mitras Centro, C.P. 64460. Monterrey, N. L. México. Tel. (81) 8348-3781, extensión 203.

2 Dirección electrónica del autor de correspondencia: lic_cony@yahoo.com.

Recibido: Junio 16, 2016 Aceptado: Agosto 3, 2016

Autoeficacia en niños de educaciónprimaria y preferencia por un rol de

profesor

ISSN: 2306-9007 Víctor, Concepción, Nora, José & Alvaro (2017)

898

I

www.irmbrjournal.com June 2017

International Review of Management and Business Research Vol. 6 Issue.2

R M B R

Perception of Mobbing in a Mexican Manufacturing Company

VÍCTOR HUGO IBARRA-GONZÁLEZ Universidad Autónoma de Nuevo León, México

Email: victor.ibarragn@uanl.edu.mx Tel: 520448115558043

MA. CONCEPCIÓN RODRÍGUEZ-NIETO

Universidad Autónoma de Nuevo León, México

NORA ISELA MACÍAS-NÚÑEZ Universidad Autónoma de Nuevo León, México

JOSÉ ARMANDO PEÑA-MORENO

Universidad Autónoma de Nuevo León, México

ALVARO ANTONIO ASCARY AGUILLÓN-RAMÍREZ Universidad Autónoma de Nuevo León, México

Abstract

The purpose of the study was to identify the perception of mobbing in workers of a Mexican manufacturing

company. The design was descriptive, cross-sectional and correlational. The sample was non-probabilistic

with real participation of 187 employees who individually answered the Questionnaire of Strategies of

Harassment in the Workplace of Leymann (1989) modified by Gonzáles de Rivera and Rodríguez-Abuín

(2003). The results show that the overall perception of mobbing in all participants is 5%, in employees with

permanent contract is 3% and in those with temporary contract of 6%, the difference being significant and,

finally in workers with an operator's job position is 6% and in managers it is 5% so it is not a significant

difference. The perception of mobbing of the workers of the manufacturing company is in frequent ranges

in international investigation and low when comparing it with other Mexican studies.

Key Words: Mobbing, Workplace Harassment, Workplace Violence, Psychological Harassment, Moral

Harassment.

Introduction Work is a fundamental activity in life and workers as the organization’s human capital are one of the most important factors influencing their success or failure. However, in the organizational environment there may be psychosocial stressors that obstruct the well-being and development of the worker and also the competitiveness of companies. Workplace harassment or Mobbing is one of them.

AARJSH VOLUME 3 ISSUE 12 (DECEMBER 2016) ISSN : 2278 859X [

Asian Academic Research Journal of Social Sciences & Humanities www.asianacademicresearch.org

A Peer Reviewed International Journal of Asian Academic Research Associates

AARJSH ASIAN ACADEMIC RESEARCH J O U R N A L O F S O C I A L

S C I E N C E & H U M A N I T I E S

BLENDED TEACHING IN UNIVERSITY TEACHERS

JOSÉ ARMANDO PEÑA-MORENO1; MA. CONCEPCIÓN RODRÍGUEZ-NIETO2; VÍCTOR MANUEL PADILLA-MONTEMAYOR3

1School of Psychology, Autonomous University of Nuevo Leon, México 2School of Psychology, Autonomous University of Nuevo Leon, México 3School of Psychology, Autonomous University of Nuevo Leon, México

Abstract

The purpose of the study was to analyse approaches of conceptions of blended teaching of

university teachers blended courses. The design was descriptive, cross-sectional and mixed.

Participants were 54 university professors who responded individually to open questions

about conception of blended teaching and their dimensions of blended learning, the teacher's

role and the role of student. The teachers' responses were processed with content analysis and

categories that emerged were subjected to descriptive statistics. The results indicate that

teachers have a conception of blended teaching focused heavily on of teaching and the

dimensions analysed tended to focus on learning. In the conception of blended learning, a lot

of teachers omitted answer or this was this was very confusing. A derivation of this study is

the suggestion of teacher training courses that contribute to the deepening and consistency on

this topic

Key Words: blended teaching, blended learning, focus on learning, focus on teaching,

Revista Interamericana de Psicologia/Interamerican Journal of Psychology (IJP) 2016, Vol., 50, No. 2, pp. 265-274

265ARTICULOS

A HUNDRED YEARS AWAY (1913-2013) FROM THE

BEGINNING OF WATSONIAN BEHAVIORISM

Cirilo H. García Cadena1

Laura K. Castro Saucedo Universidad Autónoma de Nuevo León, México RESUMEN Se describen algunos aspectos de la vida personal, familiar y académica de uno de los más importantes psicólogos de la historia de la psicología con el doble propósito tanto de humanizar su perfil así como desmitificar su figura para estar en mejor posición para entender el carácter original y contestatario de sus aportes. Se reseñan además las características más importantes de sus contribuciones para la evolución científica de la psicología (Kantor, 2005). Finalmente, se retoma la crítica del objeto de estudio propuesto por Watson, a la luz de la metateoría de Kantor (1959), Kantor (2005), Kantor y Smith (1975) y Kantor (1971a, 1971b), proporcionando dos ejemplos reconceptualizados con la teoría de campo: el experimento de Watson y Rayner (1920b) sobre el pequeño Alberto y uno del posmoderno mundo de la comunicación electrónica.

Palabras clave: John B. Watson; conductismo; psicología interconductual; historia de la psicología

ABSTRACT It is described some aspects of the personal, familial and academic life of one of the most important psychologists in the history of psychology trying to get a double purpose: humanize and demythologize his profile to be in better position to understand the original and rebellious character of his contribution. It is outlined also the most important characteristics of his contribution to the scientific development of psychology (Kantor, 2005). Finally, adopting the meta-theory offered by Kantor (1959), Kantor (2005), Kantor & Smith (1975) and Kantor (1971a, 1971b) the authors do a critical examination of Watson’s object of study using two examples conceptualized in terms of field theory: the experiment of little Albert (Watson y Rayner, 1920b) and one from the posmodern world of electronic communication.

Keywords: John B. Watson; behaviorism; interbehavioral psychology; history of psychology

1 Correspondence about this article should be address to Cirilo H. García Cadena, E-mail: ciriloenator@gmail.com