Psicología

Mathematical performance in primary education: Instructional context and cognitive and attitudinal factors

Wed, 27 May 2026 00:00:00 GMT

Mathematical performance in primary education: Instructional context and cognitive and attitudinal factors Manchado Porras, Malena; Canto López, María del Carmen; Mateo Ramos, Lydia; Reguera Lozano, Santiago José; Mera Cantillo, Carlos; Aragón Mendizábal, Estívaliz Lorena Despite the relevance of mathematics, many Spanish students encounter difficulties in the subject. It is essential to continue exploring the factors associated with mathematical performance, including cognitive, attitudinal, and methodological aspects. Given the presence of open scientific questions, this study aimed to contribute to theoretical and empirical knowledge in mathematical cognition by comparing students from instructional contexts using a traditional approach with those from contexts using the Open Algorithm Based on Numbers (ABN) method. The comparison focused on general mathematical competence, specific mathematical skills, and cognitive and attitudinal factors. Another key objective was to assess the association of these cognitive and attitudinal factors with mathematical competence. The sample consisted of 244 upper primary school students, divided into two groups (ABN and non-ABN). Various mathematical skills, cognitive variables (short-term memory, working memory, fluid intelligence, and processing speed), and negative predisposition toward mathematics were measured. The study followed a ex post facto design, and available socioeconomic and educational indicators were examined to support the comparability of the groups. The results showed differences between instructional contexts, with students from contexts using the ABN methodology obtaining higher scores in most assessed mathematical skills. Positive correlations were found between cognitive factors and mathematical competence, while a negative correlation was observed with negative predisposition. Additionally, cognitive and attitudinal variables accounted for 48.7% of the variance in general mathematical competence. In conclusion, the findings highlight the relevance of instructional context, together with cognitive and attitudinal factors, for understanding mathematical performance in Primary Education, and should be interpreted cautiously given the associational rather than causal nature of the study.

Anxiety Symptoms in Preschool Children Born Very Preterm: Associations with Cognition and Neonatal Striatal Volumes

Tue, 19 May 2026 00:00:00 GMT

Anxiety Symptoms in Preschool Children Born Very Preterm: Associations with Cognition and Neonatal Striatal Volumes Rodríguez Barrios, Carmen; Jiménez Luque, Natalia; Marín Almagro, Yolanda; Gutierrez Rosa, Irene; Lubián Gutiérrez, Manuel; Jafrasteh, Bahram; Benavente Fernández, Isabel; Lubián López, Simón Pedro Background/Objectives: Children born very preterm (VP) are at increased risk of later emotional and cognitive difficulties, including anxiety symptoms during childhood. Altered early brain development, particularly within subcortical circuits involved in emotional regulation, may contribute to this vulnerability. This study aimed to assess anxiety symptoms in preschool-aged children born VP, examine their relationship with cognitive performance, and determine whether neonatal brain volumes at term-equivalent age (TEA) were associated with later anxiety symptoms. We also explored whether cognition mediated the association between neonatal striatal volumes and anxiety. Methods: We conducted a longitudinal cohort study of infants born at ≤32 weeks of gestation and/or with a birth weight ≤1500 g admitted to a tertiary neonatal intensive care unit between 2018 and 2021. At 4–6 years of age, anxiety symptoms were assessed using the Child Behavior Checklist (CBCL) Anxiety Problems subscale, and cognitive performance was evaluated with the Wechsler Preschool and Primary Scale of Intelligence-IV (WPPSI-IV). Neonatal magnetic resonance imaging performed at TEA was used to obtain regional brain volumetric measures. Associations were analyzed using adjusted linear regression, interaction-based volumetric modeling, path analysis, and receiver operating characteristic analysis. Results: Ninety-five children were included, and 24 (25.3%) showed clinically relevant anxiety symptoms according to the CBCL Anxiety Problems subscale. Higher WPPSI-IV scores were associated with lower anxiety scores (β = −0.183; p = 0.042). The best-fitting MRI model included caudate volume, putamen volume, and their interaction, with a significant association between the putamen–caudate interaction and anxiety symptoms (β = −17.807; p < 0.001). In the path model, both cognition and the putamen–caudate interaction were directly associated with anxiety, whereas the indirect effect through cognition was not significant. The final MRI model showed acceptable discrimination for clinically relevant anxiety (AUC = 0.796). Conclusions: Anxiety symptoms were frequent in preschool-aged children born VP and were associated with lower cognitive performance. Neonatal striatal volumetric organization, particularly the interaction between the putamen and caudate volumes, was independently associated with later anxiety symptoms, suggesting that cognitive and early neural factors may contribute to anxiety risk through parallel rather than mediated pathways.

Normative Data for Learning and Memory Test (TAMV-I) in Latin American and Spanish Children: An item response theory and linear mixed models approach

Thu, 01 Jan 2026 00:00:00 GMT

Normative Data for Learning and Memory Test (TAMV-I) in Latin American and Spanish Children: An item response theory and linear mixed models approach Fuentes Mendoza, Eliana María; Olabarrieta-Landa, Laiene; Rodríguez-Lorenzana, Alberto; Mascialino, Guido; Vergara Moragues, Esperanza; Reyes Aragón, Carlos José de los; Albaladejo-Blázquez, Natalia; Cadavid-Ruiz, Natalia; Irias Escher, María José; Arango Lasprilla, Juan Carlos; Orozco-Acosta, Erick; Rivera, Diego Robust normative data for pediatric learning and memory tests in Spanish-speaking populations are scarce, and existing approaches often rely on univariate methods that overlook item-level properties and inter-trial dependencies. The aim was to evaluate the item parameters of the TAMV-I using Item Response Theory (IRT) and to generate covariate-adjusted normative data through Linear Mixed Models (LMM). We hypothesized that the 2-parameter logistic (2PL) model would outperform the Rasch model and that demographic and contextual factors would show significant interactions influencing test performance. The sample consists of 1640 participants from Spain, Honduras, Ecuador, and Colombia. The inclusion criteria were being 6–17 years old, IQ ≥ 80 on TONI-2, and score<19 on the Children’s Depression Inventory (CDI). Children with a history of neurological and/or psychiatric disorders were excluded. Item parameters were determined using the 1,2-PL model. LMM were used to evaluate the effect of sociodemographic variables (sex, age, age2, mean parent years of education-MPE, country, and interactions). Norms were generated based on participant ability. As a result, the item parameters were calculated and the LMM showed significant interactions for MPE ∗ Country , Age ∗ Trial, Sex ∗ Country and Trial ∗ Country. By integrating IRT with LMM, this study provides cross-national, covariate-adjusted norms for the TAMV-I, enhancing precision and clinical validity compared to previous approaches.

Scrolling Less, Learning More: Nudging Strategies to Reclaim Students’ Attention from Social Media Distractions in the Age of TikTok: A Scoping Review

Thu, 01 Jan 2026 00:00:00 GMT

Scrolling Less, Learning More: Nudging Strategies to Reclaim Students’ Attention from Social Media Distractions in the Age of TikTok: A Scoping Review Paramio Leiva, Alberto; Zayas García, Antonio Background: The pervasive use of short-form video platforms such as TikTok has introduced unprecedented challenges to student attention, cognitive self-regulation, and academic performance. Recent interest has grown around “nudging” strategies, or non-coercive behavioral interventions, to help students regain control over their digital habits in educational settings. This review aims to (1) synthesize recent empirical evidence on the attentional and academic impact of problematic social media use (particularly TikTok) among students, (2) identify and classify nudging strategies that mitigate these effects, and (3) evaluate their relative effectiveness and practical application in educational contexts. Methods: A scoping review was conducted on studies published between 2020 and 2024. Search terms included combinations of “social media”, “attention”, “nudge”, and “academic performance” across databases such as Scopus and Web of Science. Of 142 records identified, 15 studies met eligibility criteria, including 7 empirical interventions using nudging techniques. Data extraction focused on intervention type, theoretical rationale, outcomes, and focus gain. Results: Across interventions, temporal/commitment nudges improved attendance and on-task engagement, with grade gains for goal-setting in one classroom experiment. Environmental nudges that reduce cue salience (e.g., notification filtering, grayscale) and choice-based bundles of micro-strategies reduced screen time/problematic use and improved sleep in a randomized trial; grayscale also reduced daily phone use in experimental tests, though some users disliked its aesthetics. Cognitive/reflective supports were qualitatively associated with better management of checking urges. Observational and longitudinal studies clarified mechanisms and correlates, informing what nudges should target. Multi-component, autonomy-preserving designs showed the most consistent benefits. Conclusions: Nudging strategies offer a promising path to reclaim student attention in the digital age. Educators and technologists should prioritize adaptive, customizable, and ethically designed interventions to promote intentional engagement and digital well-being. Future studies should explore long-term efficacy, personalization through Artificial Intelligence, and cultural variability in nudge receptivity.