Juan L Núñez
Biographic Data
| ID | 266938 |
|---|---|
| NAME | Juan L Núñez |
| GIVEN NAMES | Juan L |
| FAMILY NAME | Núñez |
| SIGNATURE | NÚÑEZ J L |
| AFFILIATIONS | Universidad de Las Palmas de Gran Canaria |
| ORCID | 0000-0002-2400-7843 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Examining the explanation
The role of explanation in mathematics teaching is central to promoting student understanding, yet research has been limited by the challenges of analysing large volumes of classroom discourse. This study explores the use of AI to identify, segment, and classify explanatory textual sequences in secondary education mathematics classrooms. Drawing on textual linguistics and typologies of explanation in mathematics education, the study analyses 28 h…
Gamification in Higher Education
Teachers are generally focused on optimizing the teaching–learning process and fostering high levels of student engagement, participation, and motivation. To address this challenge, this work presents a gamification experience implemented to teach content related to family involvement and educational programs in two courses —one at master’s degree and the other at bachelor’s degree level. A total of 354 students participated in the study and shar…
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement
BACKGROUND: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals results key to acknowledge such relations. AIM: This longitudinal study examines the reciprocal relation…
Teacher empathy messages
BackgroundRecent research has increasingly focused on the role of teachers' empathy in classrooms. However, due to the inconsistencies observed in its conceptualization and assessment, whether this competence is key for effective teaching remains unknown. Grounding empathy research on previous approaches to the understanding of emotions, such as the control-value theory, could be the key to assess teachers' empathy messages, understood as their d…
Boredom in the classroom
The present work examines the relation between teachers’ teaching practices (i.e. students’ evaluations of teaching and autonomy support), students’ feelings of boredom, agentic engagement, and motivation. Participants were 225 university students (94 undergraduate students and 131 postgraduate students). The mean age was 26.16 (SD = 7.4); 78.7% women. Students’ evaluations of their teachers’ teaching were assessed with an open-ended questionnair…
What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages
Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indic…
Controlling style, relatedness and cohesion in university students
Autonomy support, critical thinking, and motivation as key predictors of translator trainees' strategic competence
This study consists of a correlational and regression analysis of certain factors involved in the practice of translator training, as perceived by translator trainees. More precisely, our aim is to examine the relationships between translator trainees' strategic competence (as the dependent variable), and autonomy support, amotivation and critical thinking (as the independent variables) in the translation classroom. Building upon recent advances …
The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes
The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged betwee…
Teachers’ engaging messages
“If you work hard you will learn interesting facts”.“Unless you work hard you will get into trouble”. These are examples of engaging messages teachers use to encourage engagement among their students. These kind of messages have been recently addressed by researchers, yet the reason why teachers use certain messages remains unexplored. This study aimed to identify profiles of teachers’ engaging messages and how these relate to their basic needs a…
Coaches’ Motivational Style and Athletes’ Fear of Failure
Background : The purpose of this study was to examine the relationship between coaches' interpersonal style and fear of failure in athletes. Methods : A sample of 340 athletes at the Federation Level with a mean age of 18.96 years ( SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy an…
A preliminary scale for assessing translators’ self-efficacy
Although applied self-efficacy research currently offers some promising avenues of study for Translatology (Jiménez Ivars and Pinazo Calatayud 2001; Atkinson 2012; Bolaños-Medina 2014), no specific translation self-efficacy scale (TSE) with adequate psychometric properties has been devised until now. The purpose of this study is, on the one hand, to develop a scale for assessing translators’ self-efficacy following the recommended standard guidel…
Self-determination and STEM education
Causal Ordering of Basic Psychological Needs and Well-Being
The Rosenberg Self-Esteem Scale
The aim of this study was to translate into Spanish and to validate the Rosenberg Self-Esteem Scale (RSES), completed by 420 university students. Confirmatory factor analysis revealed that the model that best fit the data, both in the total sample and in the male and female subsamples, was the one-factor structure with method effects associated with positively worded items. The results indicated high, positive correlations between self-esteem and…
Causal Ordering of Basic Psychological Needs and Well-Being
Teachers’ engaging messages
“If you work hard you will learn interesting facts”.“Unless you work hard you will get into trouble”. These are examples of engaging messages teachers use to encourage engagement among their students. These kind of messages have been recently addressed by researchers, yet the reason why teachers use certain messages remains unexplored. This study aimed to identify profiles of teachers’ engaging messages and how these relate to their basic needs a…
Teacher empathy messages
BackgroundRecent research has increasingly focused on the role of teachers' empathy in classrooms. However, due to the inconsistencies observed in its conceptualization and assessment, whether this competence is key for effective teaching remains unknown. Grounding empathy research on previous approaches to the understanding of emotions, such as the control-value theory, could be the key to assess teachers' empathy messages, understood as their d…
The Rosenberg Self-Esteem Scale
The aim of this study was to translate into Spanish and to validate the Rosenberg Self-Esteem Scale (RSES), completed by 420 university students. Confirmatory factor analysis revealed that the model that best fit the data, both in the total sample and in the male and female subsamples, was the one-factor structure with method effects associated with positively worded items. The results indicated high, positive correlations between self-esteem and…
Causal Ordering of Basic Psychological Needs and Well-Being
Self-determination and STEM education
A preliminary scale for assessing translators’ self-efficacy
Although applied self-efficacy research currently offers some promising avenues of study for Translatology (Jiménez Ivars and Pinazo Calatayud 2001; Atkinson 2012; Bolaños-Medina 2014), no specific translation self-efficacy scale (TSE) with adequate psychometric properties has been devised until now. The purpose of this study is, on the one hand, to develop a scale for assessing translators’ self-efficacy following the recommended standard guidel…
Coaches’ Motivational Style and Athletes’ Fear of Failure
Background : The purpose of this study was to examine the relationship between coaches' interpersonal style and fear of failure in athletes. Methods : A sample of 340 athletes at the Federation Level with a mean age of 18.96 years ( SD = 5.69 years.) comprised the sample. Athletes completed questionnaires related to fear of failure in sports as well as their perceptions of the extent to which their coaches provided support for athlete autonomy an…
The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes
The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged betwee…
Teachers’ engaging messages
“If you work hard you will learn interesting facts”.“Unless you work hard you will get into trouble”. These are examples of engaging messages teachers use to encourage engagement among their students. These kind of messages have been recently addressed by researchers, yet the reason why teachers use certain messages remains unexplored. This study aimed to identify profiles of teachers’ engaging messages and how these relate to their basic needs a…
Controlling style, relatedness and cohesion in university students
Autonomy support, critical thinking, and motivation as key predictors of translator trainees' strategic competence
This study consists of a correlational and regression analysis of certain factors involved in the practice of translator training, as perceived by translator trainees. More precisely, our aim is to examine the relationships between translator trainees' strategic competence (as the dependent variable), and autonomy support, amotivation and critical thinking (as the independent variables) in the translation classroom. Building upon recent advances …
What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages
Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indic…
Boredom in the classroom
The present work examines the relation between teachers’ teaching practices (i.e. students’ evaluations of teaching and autonomy support), students’ feelings of boredom, agentic engagement, and motivation. Participants were 225 university students (94 undergraduate students and 131 postgraduate students). The mean age was 26.16 (SD = 7.4); 78.7% women. Students’ evaluations of their teachers’ teaching were assessed with an open-ended questionnair…
Gamification in Higher Education
Teachers are generally focused on optimizing the teaching–learning process and fostering high levels of student engagement, participation, and motivation. To address this challenge, this work presents a gamification experience implemented to teach content related to family involvement and educational programs in two courses —one at master’s degree and the other at bachelor’s degree level. A total of 354 students participated in the study and shar…
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement
BACKGROUND: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals results key to acknowledge such relations. AIM: This longitudinal study examines the reciprocal relation…
Teacher empathy messages
BackgroundRecent research has increasingly focused on the role of teachers' empathy in classrooms. However, due to the inconsistencies observed in its conceptualization and assessment, whether this competence is key for effective teaching remains unknown. Grounding empathy research on previous approaches to the understanding of emotions, such as the control-value theory, could be the key to assess teachers' empathy messages, understood as their d…
Examining the explanation
The role of explanation in mathematics teaching is central to promoting student understanding, yet research has been limited by the challenges of analysing large volumes of classroom discourse. This study explores the use of AI to identify, segment, and classify explanatory textual sequences in secondary education mathematics classrooms. Drawing on textual linguistics and typologies of explanation in mathematics education, the study analyses 28 h…
Psychology (14 works) · Social Psychology (12 works) · Motivation and Self-Concept in Sports (8 works) · Mathematics education (7 works) · Social Psychology (7 works) · Autonomy (6 works) · Education, Achievement, and Giftedness (6 works) · Computer Science (4 works) · Mathematics (4 works) · Pedagogy (4 works)