Persona: Martínez Sánchez, Isabel
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imsanchez@edu.uned.es
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0000-0003-0802-4878
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Martínez Sánchez
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Isabel
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Publicación Academic training. A key competence in the transition towards autonomy in supervised youth(Universidad de Almería, 2021-09-01) Goig Martínez, Rosa María; Martínez Sánchez, IsabelIntroduction. This study forms part of a wider investigation about the initiation of a training plan for protected youth in residential care in the community of Madrid: “Preparation Plan for Autonomous Living for 16-21 year olds”. The present article takes place at the time of initiating intervention processes of the Plan for Autonomy within protection centres. This enables relevant information about the initial diagnosis of the situation to be considered alongside future scenarios of young people aged 16 years old. Method. To this end, a quantitative, descriptive and correlational analysis was carried out, and two questionnaires were developed: One directed towards young people and, another, towards education providers at the centres. 123 socio-educational professionals and 126 young people from 54 residential care facilities under the jurisdiction of the General Directorate of Family and Children in Madrid took part. Results. Results reflect the need to design educational policies which favour educational success of these young people and bring their educational level in line with that of their peers. Discussion and Conclusion. Likewise, it is imperative to offer educational support and adapt training programs towards participants so that they become fully trained and committed towards completing their studies.Publicación La competencia digital en los programas de formación de ocio y tiempo libre para jóvenes(Sociedad Iberoamericana de Pedagogía Social, 2020-01-20) Rodrigo Moriche, María Pilar; Goig Martínez, Rosa María; Martínez Sánchez, Isabel; Freitas Cortina, AdaEn un marco cada vez más tecnológico, la competencia digital se ha consolidado en todos los ámbitos educativos como una competencia clave para la garantía de una ciudadanía activa. El objetivo de este estudio fue conocer la importancia que otorgan escuelas, profesorado y alumnado de los cursos de monitor de ocio y tiempo libre a la competencia digital. La investigación se centró en la incidencia de las dimensiones de esta competencia y su relevancia para la construcción de un perfil competencial en el ámbito de la animación sociocultural. A partir de una muestra de 25 escuelas, 95 formadores y 350 estudiantes de los cursos de monitor de ocio y tiempo libre distribuidos por todo el territorio español, se llevó a cabo un estudio cuantitativo de tipo descriptivo e inferencial a través de tres cuestionarios ad hoc destinados a identificar el grado de incorporación de competencias digitales y determinar los conocimientos y la predisposición de los profesionales para incorporar las tecnologías en los contenidos y metodología sociocultural. Entre los principales hallazgos se evidencia que, aunque se considera necesaria la adquisición de competencias digitales a nivel general, aparecen resistencias hacia un cambio competencial y metodológico en la animación sociocultural que incorpore las tecnologías mediante contenidos específicos y metodologías concretas siendo mayor la oposición por parte de las escuelas, seguido de los formadores y por último del alumnado de los cursosPublicación Psychological Well-Being and Youth Autonomy: Comparative Analysis of Spain and Colombia(Frontiers Media, 2020-09-25) Charry, Claudia; Goig Martínez, Rosa María; Martínez Sánchez, IsabelThe construct of autonomy appears in literature associated with individual psychological wellbeing. In Ryff’s model, autonomy is presented as one of the dimensions of wellbeing, along with self-acceptance, positive relationships with others, environmental mastery, purpose in life, and personal growth. The present study compared the levels of autonomy and psychological wellbeing between Spanish and Colombian young people. Ryff’s Scale of Psychological Wellbeing and the Transition to Adulthood Autonomy (EDATVA) scales were used on a sample of 1,146 young people aged between 16 and 21; 506 Spaniards and 640 Colombians. Results showed differences in autonomy and in two of the four dimensions proposed by the EDATVA: self-organization and critical thinking. Similarly, important differences were observed in the subscales of positive relations and purpose in life. The importance of contextual factors in the development of psychological well-being and autonomy in young people in transition to adulthood is discussed.Publicación Role of neurodidactics in teacher professionalization for online teaching in higher education(Universidade Federal de Minas Gerais, 2022-09-21) Fernández García Valdecasas, Borja; Martínez Sánchez, Isabel; Palacios González, Daniel; Álvarez Rodríguez, JoséThe objective of this article is to perform a bibliometric analysis that helps to delimit and understand the concepts of Neuroscience and Neurodidactics, taught in higher education, for a better understanding of the different learning processes, that is, to try to explain what, how and why we learn. A quantitativebibliometric methodology was employed using the Web of Science (WoS) database. The search was performed by filtering ”subject and key terms” in both titles and abstracts of scientific papers using Boolean operators and truncations. We proceeded to work with two samples: the first one without using any kind of filter or refinement of 60 scientific papers; the second one filtering by the thematic categories with a sample of 44 scientific papers. The years of production, the sources of information, the authors and the keywords of the scientific documents were considered for the analysis of the data. From the results shown through the maps, a total of five research fronts have been inferred as the most relevant and related to the topic: neurodidactics in general; neuroscience and technology; neurodidactics and technological aspects; neuroeducation programs and pedagogy and neurodidactics. As this is a developing field of study, no major specific problems have been found, but for the time being what is obtained is a broad and general view of this area of research. Future studies that complement or expand this work could be oriented towards conducting replication research.Publicación Factors Contributing to Mobile Phone Dependence Amongst Young People—Educational Implications(MDPI, 2020-03-24) Martínez Sánchez, Isabel; Goig Martínez, Rosa María; Álvarez Rodríguez, José; Fernández Cruz, ManuelThe use of mobile devices facilitates access to knowledge and is at the base of the education of the future. Although the digital society has contributed a number of benefits, it has also been associated with worrying behaviors. The study design consisted of a quantitative approach that was descriptive, inferential and ex post facto in nature. Its purpose was to better understand the opinion of young people regarding smartphone use and describe dependence deriving from regular use. The sample was formed of 420 students from the Faculty of Education at the University of Granada. Results indicate that mobile phone use has displaced use of other technologies such as the television and is associated with communication and recreational activities. In addition, a profile was identified for young people at greater risk of developing a dependence on their mobile devices. This profile constituted female smartphone users with recreational motives and individuals who exceeded mobile phone use by more than six hours a day. To improve the educational use of smartphones, prevention and intervention plans must be designed which ensure correct management of this device, taking advantage of the benefits they offer, while avoiding problems derived from inappropriate use.