COORDINATOR
Professor of Developmental Psychology and Education has developed his teaching, mainly in the Faculty of Education at the University of Salamanca. He has taught Undergraduate, master’s and PhD and his teaching activity is supported by 6 five-year teaching periods (last five-year period, 2019-2023).
His research activity has focused on text comprehension and problem solving and its promotion in the classroom. He has presented his studies in some prestigious international journals such as Teaching and Teacher Education, Journal of Experimental Education, European Journal of Psychology of Education, Computers in Human Behaviour, Australasian Journal of Educational Technology, Reading and Writing or Journal of Educational Multimedia and Hypermedia and nationally prestigious journals such as Infancia y Aprendizaje, Cultura & Educación or Revista de Educación. All these works have had previous funding from organizations such as MEC or JCyL uninterruptedly since 1990. His research work is supported by 4 six-year research periods (last six-year period, 2015-2020).
He is a member of the Consolidated Research Unit of Castilla y León and the Consolidated Research Group Language and Education of the Generalitat de Catalunya.
Different studies (e.g., Cheon et al., 2020; Farkas & Grolnick, 2010; Guay et al., 2018; Patall et al., 2013) have explored how educational agents (teachers and parents) satisfy or frustrate their children’s and students’ basic needs for autonomy (i.e., the experience of volition or psychological freedom in choices or decisions), competence (i.e., the experience of confidence and efficacy in action), and affinity (i.e. the experience of feeling connected and accepted by others) linked to the development of autonomous motivation (i.e. intrinsic and identified) Similarly, we have some studies that indicate the impact of the satisfaction or frustration of these needs on later performance in reading skills (e.g. Ratelle et al., 2018).
However, we did not find papers that have described the role of family and school satisfaction of these needs at the beginning of schooling on literacy development. With exceptions (Soenens & Vansteenkiste, 2005) research has explored this role in a stand-alone fashion (teachers, e.g. Cheon et al., 2020; parents, e.g. Guay et al., 2018).
In this symposium we reflect on this line of work, trying to advance in the following aspects:
– To explore the perception of support or frustration of basic needs in early age children, towards reading and considering their parents and teachers.
– To identify what children, perceive as support or frustration, in what sense (i.e. specific need)?
– To identify if these perceptions coincide with those shown by educational agents.
– Describe the differences in the perception of that support in teachers and family.