http://hdl.handle.net/10366/154491 2026-04-19T02:44:39Z http://hdl.handle.net/10366/164615 [ES] El Real Decreto- Ley 7/2021, de 27 de abril, ha transpuesto en el Texto Refundido de la Ley General para la Defensa de los Consumidores y Usuarios la Directiva (UE) 2019/770 y la Directiva (UE) 2019/771. Esta nueva normativa que se establece en el TRLGDCU entrará en vigor el 1 de enero de 2022. Y por ello, lo que se pretende con este breve artículo, siempre desde la perspectiva de la compraventa de bienes, es realizar una exposición de las novedades introducidas en el régimen de garantías y, en concreto, lo relativo a la conformidad de los bienes, medidas correctoras por falta de conformidad y plazos. [EN] Royal Decree-Law 7/2021, 27 April, transposed Directive (EU) 2019/770 and Directive (EU) 2019/771 into the Consolidated Text of the General Law for the Defence of Consumers and Users. This new regulation will enter into force 1 January 2022. Therefore, the aim of this brief paper, always from the perspective of the sale of goods, is to provide an overview of the new features introduced in the guarantee regime and, specifically, in relation to the conformity of goods, remedies for lack of conformity and deadlines. 2022-01-01T00:00:00Z http://hdl.handle.net/10366/157825 [EN]We report the results obtained in a recent innovative teaching project aimed at fostering Critical Thinking (CT) skills through a metacognitive and motivational intervention. We developed a program aimed at fostering Metacognition and Motivation for the most optimal development of such skills. Students participating in the study were 134. All were evaluated by PENCRISAL test, Modified Archievement Motivation Scales (AMS-M) and MAI pre-post intervention measurement. All students received instruction in CT but only half of the sample also participated in a Meta-Motivational program. The results show that the instruction in CT skills was successful, getting better performance in the group subjected to the Meta-Motivational program. Moreover, there were significant differences in favor of the experimental group in Motivation variable, but not in Metacognition. In conclusion, the Meta-motivational intervention was successful to a large extent, it would thus be possible to acquire a pedagogical tool to study and work the motivational and metacognitive factors in skills training programs. 2016-01-01T00:00:00Z http://hdl.handle.net/10366/157767 2003-01-01T00:00:00Z http://hdl.handle.net/10366/157766 [ES]El objetivo principal de este estudio fue estudiar, en población peruana, las propiedades psicométricas de la prueba de pensamiento crítico, PENCRISAL, desarrollada y validada originalmente en población española. Participaron respondiendo voluntariamente la prueba 422 estudiantes de Ciencias e Ingeniería de una universidad peruana. Se analizó el nivel de fiabilidad con el alfa de Cronbach; la fiabilidad interjueces con coeficientes de concordancia Kappa de Cohen para cada uno de los ítems; la validez de constructo con Análisis Factorial de Componentes Principales, método Varimax y la validez divergente mediante el estudio de correlaciones con otras pruebas a través del coeficiente de Pearson. Los resultados obtenidos permiten concluir que el test PENCRISAL reúne los requisitos psicométricos necesarios para la evaluación de habilidades de pensamiento crítico en población peruana. [EN]The main objective of this study was to study, in Peruvian population, the psychometric properties of the critical thinking test, PENCRISAL, originally developed and validated in Spanish population. 422 students of Science and Engineering of a Peruvian university participated voluntarily answering the test. Reliability was analyzed with Cronbach's alpha; interrater reliability was studied by mean of Cohen's Kappa coefficients for each of the items; construct validity was analyzed with Factor Analysis of Principal Components, Varimax method. Finally, divergent validity was studied by mean of the correlations with other tests through Pearson coefficient. It is concluded that PENCRISAL test fits with the psychometric requirements for the assessment of critical thinking skills in Peruvian population. [PT]O objetivo principal deste trabalho foi estudar, em população peruana, as propriedades psicométricas do teste de pensamento crítico, PENCRISAL, originalmente desenvolvida e validada na população espanhola. Respondendo o teste participaram voluntariamente 422 estudantes de Ciência e Engenharia de uma universidade peruana. O nível de confiabilidade foi analisada com alfa de Cronbach; a confiabilidade inter-juizes foi analisada com coeficientes Kappa de Cohen para cada um dos itens; a validade do construto foi analisada por meio da análise fatorial de componentes principais, método Varimax. Finalmente, a validade divergente foi analisada por meio do estudo de correlações com outros testes utilizando o coeficiente de Pearson. Concluí-se que o teste PENCRISAL tem os requisitos psicométricos necessários para a avaliação de habilidades de pensamento crítico na população peruana. 2014-01-01T00:00:00Z http://hdl.handle.net/10366/157763 [EN]More and more often, we hear that higher education should foment critical thinking. The new skills focus for university teaching grants a central role to critical thinking in new study plans; however, using these skills well requires a certain degree of conscientiousness and its regulation. Metacognition therefore plays a crucial role in developing critical thinking and consists of a person being aware of their own thinking processes in order to improve them for better knowledge acquisition. Critical thinking depends on these metacognitive mechanisms functioning well, being conscious of the processes, actions, and emotions in play, and thereby having the chance to understand what has not been done well and correcting it. Even when there is evidence of the relation between metacognitive processes and critical thinking, there are still few initiatives which seek to clarify which process determines which other one, or whether there is interdependence between both. What we present in this study is therefore an intervention proposal to develop critical thinking and meta knowledge skills. In this context, Problem-Based Learning is a useful tool to develop these skills in higher education. The ARDESOS-DIAPROVE program seeks to foment critical thinking via metacognition and Problem-Based Learning methodology. It is known that learning quality improves when students apply metacognition; it is also known that effective problem-solving depends not only on critical thinking, but also on the skill of realization, and of cognitive and non-cognitive regulation. The study presented hereinafter therefore has the fundamental objective of showing whether instruction in critical thinking (ARDESOS-DIAPROVE) influences students’ metacognitive processes. One consequence of this is that critical thinking improves with the use of metacognition. The sample was comprised of first-year psychology students at Public University of the North of Spain who were undergoing the aforementioned program; PENCRISAL was used to evaluate critical thinking skills and the Metacognitive Activities Inventory (MAI) for evaluating metacognition. We expected an increase in critical thinking scores and metacognition following this intervention. As a conclusion, we indicate actions to incentivize metacognitive work among participants, both individually via reflective questions and decision diagrams, and at the interactional level with dialogues and reflective debates which strengthen critical thinking. 2022-01-01T00:00:00Z http://hdl.handle.net/10366/157760 [ES]La enseñanza superior debería adaptarse a los nuevos retos del siglo actual, pero no lo está logrando. Las transformaciones acontecidas en los últimos tiempos no han ido parejas con innovaciones en la preparación de nuestros futuros ciudadanos y profesionales. A nuestro juicio, este desajuste se debe en parte al hecho de que no se realiza un diagnóstico del funcionamiento del sistema de formación de los estudiantes, con el fin de saber qué funciona bien y qué no. Sin esta visión no es posible convencer a los profesionales de la educación para que muten sus objetivos y sus prácticas. Se necesita saber qué hará mejores a nuestros futuros ciudadanos y profesionales en estos tiempos tan exigentes en todos los ámbitos. Desde nuestro grupo de pensamiento crítico, proponemos enfocar la educación de un modo diferente al aún más extendido en la actualidad y, sobre todo, planteamos que sin una evaluación completa del proceso de aprendizaje no es posible el cambio y la mejora en el mismo. Llevamos tiempo desarrollando procedimientos de mejora del aprendizaje y diseñando sistemas de valoración del mismo. Ambas actividades son inseparables. En este trabajo presentaremos el núcleo de estas líneas de investigación. [PT]O ensino superior deveria adaptar-se aos novos desafios do presente século, mas não está a conseguir fazê-lo. As transformações ocorridas nos últimos tempos não foram acompanhadas de inovações na preparação dos nossos futuros cidadãos e profissionais. Consideramos que este desajuste se deve, em parte, ao facto de não ser efectuado um diagnóstico do funcionamento do sistema de formação dos estudantes, para saber o que funciona bem e o que não funciona. Sem essa perspetiva, não é possível estimular os profissionais da educação a mudar os seus objetivos e as suas práticas. É necessário descobrir o que tornará os nossos futuros cidadãos e profissionais mais capacitados, em toda as áreas, nestes tempos difíceis. No quadro do nosso grupo de pensamento crítico, propomo-nos a abordar a educação de uma forma diferente daquela que é, ainda, a mais difundida na atualidade e, sobretudo, defendemos que sem uma avaliação completa do processo de aprendizagem não é possível mudá-lo e aperfeiçoá-lo. Desde há algum tempo que temos vindo a desenvolver procedimentos de melhoria da aprendizagem e concebemos sistemas de avaliação da mesma. Ambas as atividades são inseparáveis. No presente trabalho, apresentaremos o cerne dessas linhas de investigação. [EN]Higher education should adapt to the new challenges of the current century, but it is not succeeding. The transformations that have taken place in recent times have not gone hand in hand with innovations in the preparation of our future citizens and professionals. In our opinion, this mismatch is due in part to the fact that a diagnosis of the functioning of the student training system is not carried out, in order to know what works well and what does not. Without this vision, it is not possible to convince education professionals to change their goals and practices. We need to know what will make our future citizens and professionals better in all areas in these demanding times. From our critical thinking group, we propose to approach education in a different way from the one that is even more widespread today and, above all, we propose that without a complete evaluation of the learning process, change and improvement in it is not possible. We have been developing learning improvement procedures for some time and designing learning assessment systems. Both activities are inseparable. In this work we will present the core of these lines of research. 2020-01-01T00:00:00Z http://hdl.handle.net/10366/157758 [ES]El mundo actual es muy diferente en asuntos esenciales como el acceso a la información y en las relaciones sociales. Internet y los smartphones han modificado muchas cosas que han cambiado nuestras vidas. La universidad, sin embargo, permanece insensible e inmutable a esta revolución silenciosa. Al menos, en lo que tiene que ver con la concepción de la enseñanza y el aprendizaje, y con la manera de formar, no se ha modificado esencialmente. Hoy día, la formación no puede descansar ya en la administración del conocimiento, cuando hay máquinas que lo gestionan infinitamente mejor que nosotros. Tampoco podemos instruir solo en lo específico de un dominio, cuando los profesionales ya hoy cambiarán muchas veces de actividad a lo largo de los años, necesitando ser competentes en tareas diferentes. Se les debe dotar de recursos adaptables a esas demandas, que solo se pueden proporcionar enfocando la educación con la máxima horizontalidad, esto es, la capacitación se debe centrar en aquellas competencias que son aplicables a muchos contextos diferentes. Nosotros no podemos competir ya con las máquinas en muchos terrenos, pero ellas no son capaces aún de traspasar sus algoritmos, no pueden todavía decidir creativamente, tomar decisiones sólidas y resolver problemas mal definidos con la máxima eficacia. La universidad debe atender mucho más estas necesidades, al menos, si quiere sobrevivir y seguir desempeñando la función que todavía cumple en la sociedad. 2020-01-01T00:00:00Z http://hdl.handle.net/10366/157748 [ES]El presente trabajo analiza la influencia de las variables cognitivo-emocionales sobre el rendimiento en socorrismo y salvamento acuático. Para ello se aplican dos pro gramas de autocontrol, uno específico para las pruebas de nado, y otro para las pruebas de arrastre con maniquí y se analiza el cambio en el rendimiento y en los niveles de ansie dad producidos por la aplicación de los programas. Los resultados obtenidos muestran una disminución significativa después de la aplicación del programa solo para las pruebas de nado. Asimismo, se produce una dismi nución en los niveles de ansiedad en un gran número de las subescalas de los diferentes instrumentos. [EN]The present work analyzes the influence of cognitive-emotional variables on the per formance of lifesaving and water rescue. Two autocontrol programs are applied, one specific for swimming tests and another one the dummy rescue tests. Finally, the change in the perfor mance and levels of anxiety due to the effect of the application of the programs is analyzed. Results showed a significant decrease after the application of only the swimming specific program. In addition, this study finds a decrease in the levels of anxiety in a great number of the subscales in the different instruments. 2005-01-01T00:00:00Z http://hdl.handle.net/10366/157747 [EN]It is desirable that reasoning, problem-solving and decision-making skills should form an integral part of our private and professional lives. Here we show how these skills can be improved through the use of the ARDESOS program. To test the effect of the program, we have also developed an assessment test (PENCRISAL). Our results are going in the desired direction. The ability to decide and make inductive inferences was improved, and this improvement was also seen in argumentation, although indirectly. In the future we must therefore improve our interventions in all factors, but in particular those referring to induction and problem-solving. Much remains to be done from the procedural point of view, but the preliminary results are very promising and we are convinced that our initiative has a good conceptual grounding. 2012-01-01T00:00:00Z http://hdl.handle.net/10366/157746 [EN]The aim of this research was to assess two emotional abilities in the alexithymia dysfunction: capacity to recognize and to express emotions and empathy. Emotional abilities of 306 participants were assessed by means of TAS-20, the Interpersonal Reactivity Index (IRI) and a computerized test designed to evaluate the identification and the memory of the emotional expression. Results support partially the hypotheses of cognitive and relational deficit, since differences neither in recognition tests nor in emotional expressions memory were found. Only some dimensions of empathy were proved to be different. Results are discussed taking into account different theoretical approaches. To clarify the controversy, some lines for future work are pointed out. 2002-01-01T00:00:00Z http://hdl.handle.net/10366/157741 [ES]En el artículo se aborda una de las cuestiones que ha adquirido mayor relevancia en el campo de investigación de los pro cesos psicológicos básicos: la importancia de la diemensión emocio nal de la conducta en los comportamientos de adaptación o salud. Es, desde el punto de vista aplicado, especialmente importante su papel en la situación clínica más característica de este déficit: la alexitimia. Además de abordar las dos habilidades más importantes (empatía y expresión/reconocimiento emocional) en la explicación del trastor no se discuten las implicaciones educativas que con una óptica pre ventiva podrían desarrollarse en el marco escolar. La puesta en mar cha de programas destinados a optimizar o paliar este tipo de déficits de inteligencia emocional representan una alternativa eficaz para evitar la cronificación en etapas evolutivas posteriores. 2002-01-01T00:00:00Z http://hdl.handle.net/10366/157738 [ES]Los cambios sociales y tecnológicos que han ocurrido en las últimas décadas nos han llevado a darle una mayor importancia al desarrollo de las competencias transversales en el sistema educativo, en particular en la enseñanza superior. Al pensamiento crítico (PC) se le aplican las mejores competencias intelectuales que poseemos, pero este constructo aún requiere de mayor precisión conceptualmente y de mucho más esfuerzo de contrastación empírica. La propuesta que presentaremos ofrece una solución a esa confusión de ideas y un modo de evaluar las habilidades del PC. Esta evaluación nos presenta un diagnóstico del nivel (suficiente o deficiente) de las competencias transversales en función de la estructura curricular y de los procesos de enseñanza aprendizaje en la educación superior, lo que nos permitirá ofrecer propuestas de mejora, en el caso de necesitarse. Una de las mayores dificultades del PC consiste en acoplar habilidades de argumentación y explicación con otras como toma de decisiones y solución de problemas. Siendo conscientes de la importancia de esta cuestión, centraremos nuestro análisis en una nueva forma integrada de evaluación del PC. Se presenta esta propuesta y los primeros estudios de su validación, en particular su relación con el desempeño académico. Finalmente, apuntaremos algunas sugerencias de cambio en la enseñanza superior. [EN]The social and technological changes that have occurred in the last decades have led us to give greater importance to the development of transversal competences in the educational system, particularly in higher education. In critical thinking (PC) the best intellectual competences that we possess are applied, but this construct still requires greater conceptual precision and much more empirical testing effort. The proposal we will present offers a solution to this confusion of ideas and a way to assess PC skills. This evaluation offers us a diagnosis of the level (sufficient or deficient) of the transversal competences based on the curricular structure and the teaching-learning processes in higher education, which will allow us to offer improvement proposals, if needed. One of the main difficulties of the PC consists of joining argumentation and explanation skills, with others such as decision making and problem solving. Aware of the importance of this issue, we will focus our analysis on a new integrated way of evaluating the PC. This proposal and the first studies of validation are presented, particularly, its relationship with academic performance. Finally, we will point out some suggestions to change higher education. [PT]As mudanças sociais e tecnológicas ocorridas nas últimas décadas levam-nos a dar maior importância ao desenvolvimento de competências transversais no sistema educativo, em particular no ensino superior. Ao pensamento crítico (PC) aplicam-se as melhores competências intelectuais que possuímos, mas esse constructo ainda requer maior precisão conceitual e muito mais esforço na sua verificação empírica. A proposta que apresentaremos oferece uma solução para essa confusão de ideias e uma forma de avaliar as habilidades do PC. Essa avaliação nos apresenta um diagnóstico do nível (suficiente ou insuficiente) das competências transversais, com base na estrutura curricular e nos processos de ensino-aprendizagem no ensino superior, o que nos permitirá oferecer propostas de melhoria, se necessário. Uma das principais dificuldades do PC consiste em unir habilidades de argumentação e explicação com outras como a tomada de decisão e a resolução de problemas. Conscientes da importância dessa questão, focaremos a nossa análise numa nova forma integrada de avaliar o PC. Essa proposta e os primeiros estudos de sua validação são apresentados, em particular a sua relação com o desempenho acadêmico. Por fim, apontaremos algumas sugestões de mudança no ensino superior. 2020-01-01T00:00:00Z http://hdl.handle.net/10366/157735 2023-01-01T00:00:00Z http://hdl.handle.net/10366/157734 [ES]El objetivo de la investigación ha sido validar una versión breve de la prueba completa de pensamiento crítico (PC) PENCRI SAL, en español y portugués. Aquí se presenta la primera. Esta versión breve consta de 2 factores, con 3 ítems cada uno. Un factor evalúa argumentación general, y el otro las formas de razonamiento más empleadas a diario. Además, ambos factores eva lúan indirectamente la toma de decisiones y la solución de problemas, gracias a la naturaleza de los ítems, en los que se plantean problemas cotidianos que se deben resolver y, en ocasiones, hay que tomar decisiones. El análisis factorial confirmatorio nos ofrece índices de ajuste adecuados que avalan la estructura de la versión breve del test presentado. Los coeficientes de fiabilidad y validez son razonablemente robustos, lo que hace que esta prueba sirva a los objetivos de investigación establecidos. [EN]The aim of our study was to validate a short version of the PENCRISAL complete critical thinking test, in Spanish and Portuguese. Here we present the first. This short version consists of 2 factors, with 3 items each. One factor assesses general argumentation, and the other the forms of reasoning most used on a daily basis. In addition, both factors indirectly evaluate decision-making and problem solving, thanks to the nature of the items, in which daily problems are raised that must be solved and for which decisions must sometimes be made. The confirmatory factor analysis offers us solid and consistent indices that support the structure of the short version of the test presented. The reliability and validity coefficients are reasonably robust, as to make this test serve very well for the stated objectives. [PT]O objetivo do nosso estudo foi validar uma versão breve do Teste Completo de Pensamento Crítico (PC) PENCRISAL, em espanhol e português. Aqui apresentamos o primeiro. Esta versão resumida consiste em 2 fatores, com 3 itens cada. Um fator avalia a argumentação geral e o outro as formas de raciocínio mais utilizadas no dia a dia. Além disso, ambos os fatores avaliam indiretamente a tomada de decisão e a resolução de problemas, graças à natureza dos itens, nos quais se levantam problemas diá rios que devem ser resolvidos e para os quais, às vezes, devem ser tomadas decisões. A análise fatorial confirmatória nos oferece índices adequados de ajustamento que sustentam a estrutura da versão resumida do teste apresentado. Os coeficientes de confia bilidade e validade são razoavelmente robustos, o que faz com que este teste sirva para os objetivos de investigação declarados. 2021-01-01T00:00:00Z http://hdl.handle.net/10366/157724 [EN]The development of critical thinking in higher education is fundamental, preparing students to think well, find explanations, make decisions and solve problems. Given the importance of its promotion, its assessment is crucial, since the two are inseparable. Moreover, the number of instruments that are validated to assess critical thinking in the Portuguese language and culture are scarce. We present the validation psychometric study of the PENCRISAL test (short version) to the Portuguese language, a critical thinking assessment test for higher education students, designed and validated in Spain (full and short version), which presents adequate reliability and validity psychometric characteristics to assess key dimensions of critical thinking. A sample of 225 Portuguese higher education students from three universities (two public and one private) performed a reduced version of the PANCRISAL test. The results obtained allowed replicating the Spanish reduced version in Portugal (only changing one of the six items), and the confirmatory factorial analysis permits to identify two factors intercorrelated, legitimizing the combination of the six items in a global score. This short version can be used as a screening test, and its potential is pointed out to assess students critical thinking to support teaching and research in higher education. 2023-01-01T00:00:00Z http://hdl.handle.net/10366/157723 2003-01-01T00:00:00Z