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Educational psychology is a discipline with a relatively long and intricate history. This study contributes to the understanding of the most recent developments of educational psychology research through the exploration of 35,210 articles published in all journals indexed in the Web of Science educational psychology category for the 2000-2019 period. The results of the study show that the volume of research on educational psychology has doubled during this period and a few journals accumulate most of the research produced in the discipline. Most studies have been published in the English language and in the United States, although research produced in China has experienced the greatest growth. Recent research on educational psychology has predominantly addressed 16 research themes over the last 20 years, although research on child-age students, teaching and teacher education, learning and education, assessment and testing, socio-cultural diversity, learning environments, and educational measurement have captured the greatest attention. (AU)

La Psicología educativa es una disciplina con una historia relativamente larga e intrincada. Este estudio ayuda a conocer los desarrollos más recientes de la investigación en psicología educativa a través de la exploración de 35,210 artículos publicados en todas las revistas indexadas en la categoría de psicología educativa de Web of Science durante el período 2000-2019. Los resultados del estudio muestran que el volumen de investigación en psicología educativa se ha duplicado durante este período y unas cuantas revistas acumulan la mayor parte de la investigación producida en esta disciplina. La mayoría de los estudios se han publicado en inglés en Estados Unidos, aunque la investigación desarrollada en China ha experimentado el mayor crecimiento. Investigaciones recientes en psicología educativa abordan sobre todo 16 temas de investigación en los últimos 20 años, aunque la investigación en estudiantes en edad infantil, en enseñanza y educación del profesorado, aprendizaje y educación, evaluación y pruebas, diversidad sociocultural, entornos de aprendizaje y medición educativa han captado la mayor atención. (AU)

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Se realiza un estudio comparativo desagregado por sexos de la producción científica en psicología educativa de los investigadores que trabajan en instituciones españolas. Se han identificado 1949 autores que han publicado algún trabajo en revistas indexadas en la categoría Psychology Educational del Journal Citation Reports (JCR) correspondiente a los años 2008-2018. El 56.44% de los autores identificados fueron mujeres frente a un 41.92% de hombres y 1.64% de autores que no ha sido posible identificar. Los resultados muestran un aumento en el número de trabajos publicados en esta disciplina y un aumento del número de mujeres que trabajan en psicología educativa a lo largo del período analizado. Se puede concluir que en la psicología educativa española todavía no existe una igualdad de género, especialmente cuando se considera la élite de la investigación, ya que entre los grandes productores existe un mayor número de hombres que de mujeres y es en el grupo de pequeños y medianos productores donde el número de mujeres supera al de los hombres. Resulta fundamental profundizar y seguir realizando estudios que evalúen la evolución y tendencias de forma desagregada por sexos para acometer las medidas correctoras necesaria que permitan alcanzar la igualdad de género

A comparative study disaggregated by gender of the scientific production in Educational Psychology of researchers working in Spanish institutions is carried out. A total of 1949 authors have been identified who have published some work in journals indexed in the Psychology Educational category in the Journal Citation Reports (JCR) corresponding to the years 2008-2018. The 56.44% of the authors identified were women versus 41.92% of men and a 1.64% of authors could not be identified. The results show an increase in the number of papers published in this discipline and an increase in the number of women working in Educational Psychology throughout the period analyzed. However, as a conclusion it could be indicated that in Spanish Educational Psychology there is still no gender equality, especially when the research elite is considered, since among the largest producers there is a greater number of men than women and it is only when analyzing the groups of small and medium producers, where the number of women exceeds that of men. It is essential to deepen and continue carrying out studies that evaluate the evolution and tendencies in a disaggregated way by gender to undertake the necessary corrective measures that allow achieving gender equality

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The American Psychological Association and the National Association of School Psychologists agree in parallel calls for school psychologists to develop pediatric-related competencies. To achieve these competencies, trainers and practitioners require a suitably supportive literature. Ideally, this literature would link pediatric knowledge to school-based practice and address evidence-based assessment and intervention. The present article updates prior research (Wodrich & Schmitt, 2003) on this topic by addressing the rate at which pediatric-related topics were published between 2002 and 2019 in five key journals: Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Review, and School Psychology Quarterly. To establish publication trends across time and to extend the earlier research, articles were first coded as either empirical or nonempirical, then coded further according to content (i.e., attention-deficit/hyperactivity disorder [ADHD], a pediatric condition [other than ADHD], professional role issue). The empirical subset of articles was additionally coded according to assessment, intervention, or general knowledge foci. The category comprising the greatest number of articles was pediatric condition (n = 121), followed by ADHD (n = 108) and professional role issue (n = 18). The most specific, commonly appearing pediatric topic was ADHD, as was true when the 2003 article was published, with a surge in empirical ADHD articles noted. The least common topic was pediatric professional role issues. Current trends highlight a need for future empirical articles related to assessment and, particularly, school-based intervention for non-ADHD pediatric health conditions. Limitations of the present research are also discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

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El cuestionario para la Evaluación de los Tests (CET; Prieto y Muñiz, 2000) y su revisión (CET-R; Hernández et al., 2016) se han venido aplicando sistemáticamente desde 2010, impulsado por la Comisión de tests del Consejo General de la Psicología del Colegio Oficial de Psicólogos. El objetivo es proporcionar información contrastada sobre la calidad de las pruebas a los profesionales, con el fin de mejorar el uso de los tests. El presente trabajo tiene un doble objetivo. El primero, presentar los resultados de la sexta evaluación de tests psicológicos y educativos, en la que se han revisado un total de 10 tests. El segundo, evaluar el impacto que la aplicación del CET/CET-R ha tenido durante estos años en dos agentes cruciales: las editoriales de tests, y los profesores universitarios encargados de formar a los futuros profesionales usuarios de tests. Los resultados de la sexta evaluación, así como los resultados de la encuesta para evaluar el impacto del CET/CET-R, se pueden considerar en general satisfactorios. Sin embargo, se identifican varios aspectos que son susceptibles de mejora

The Questionnaire for the Assessment of Tests (CET; Prieto & Muñiz, 2000) and the revised version of this questionnaire (CET-R; Hernández et al., 2016) have been applied systematically since 2010 by the Test Commission of the Spanish Psychological Association. The main goal is to provide practitioners with reliable information on the quality of the tests in order to improve test use. The aim of this paper is twofold. First, to present the results of the sixth review of psychological and educational tests, in which a total of 10 tests have been evaluated. Second, to assess the impact that the application of CET/CET-R has had over these years on two key agents: test publishers and university lecturers who are responsible for training future test users. Both the results of the sixth review and the results of the survey to assess the impact of CET/CET-R are satisfactory in general terms. However, some issues where there is room for improvement have been identified

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Although several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporary school psychologists in the United States. Data from the 2017 National Survey of Assessment Practices in School Psychology revealed that test use and assessment practices have evolved significantly. Much of this change consists of the substitution of tests and practices with limited reliability and validity with those with greater psychometric support. Results of this study also indicate that school psychologists regularly conduct multi-method assessments to prevent, identify, monitor, and remediate child and adolescent learning difficulties and other presenting problems in the schools.

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En este trabajo se validó el cuestionario SEQ (Study Engagement Questionnaire) de Kember y Leung (2009) en una muestra española. Es un instrumento diseñado para realizar una evaluación conjunta de los procesos de enseñanza-aprendizaje en la universidad y devolver feed-back a los profesores y a las instituciones para la mejora de estos procesos. Se utilizó una muestra de 805 sujetos de tres universidades valencianas. El cuestionario evalúa diversas capacidades del alumno así como la capacidad del profesor para diseñar un entorno de aprendizaje idóneo para aprender. Ha tenido varias versiones hasta conseguir una estabilidad notable en sus dimensiones (variables latentes) y en las relaciones entre las variables que contempla. Mediante análisis factorial confirmatorio se ha corroborado la estructura propuesta por los autores así como las relaciones entre las variables involucradas. El instrumento parece, pues, adecuado para ser utilizado en muestras españolas para el propósito para el que fue diseñado

In this work, the SEQ (Student Engagement Questionnaire - Kember & Leung, 2009) was validated with a Spanish sample. This instrument is designed to make a joint assessment of teaching-learning processes at university and to provide feedback to teachers and institutions to improve these processes. A sample of 805 subjects from three Valencian universities was used. The questionnaire assesses the capabilities of several students, and the teacher’s ability to design an adequate learning environment. Several versions have been developed until its dimensions (latent variables), and the relations between the involved variables, achieve high degree of stability. A confirmatory factor analysis corroborated the structure proposed by the authors and the relations between the involved variables. Hence the instrument seems suitable to be used in Spanish samples for the proposal it was designed for

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The purpose of this study was to investigate the relationship among seventh grade students' mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students (AU)

El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vías. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y género y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento (AU)

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The analysis of large experimental datasets frequently reveals significant interactions that are difficult to interpret within the theoretical framework guiding the research. Some of these interactions actually arise from the presence of unspecified nonlinear main effects and statistically dependent covariates in the statistical model. Importantly, such nonlinear main effects may be compatible (or, at least, not incompatible) with the current theoretical framework. In the present literature, this issue has only been studied in terms of correlated (linearly dependent) covariates. Here we generalize to nonlinear main effects (i.e., main effects of arbitrary shape) and dependent covariates. We propose a novel nonparametric method to test for ambiguous interactions where present parametric methods fail. We illustrate the method with a set of simulations and with reanalyses (a) of effects of parental education on their children's educational expectations and (b) of effects of word properties on fixation locations during reading of natural sentences, specifically of effects of length and morphological complexity of the word to be fixated next. The resolution of such ambiguities facilitates theoretical progress.

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Este trabajo se centra en la enseñanza de la táctica ofensiva en fútbol. La acción de ataque u ofensiva del fútbol constituye una estrategia de juego fundamental y de gran complejidad en este deporte, por todos los elementos que son necesarios coordinar. Se pretende conocer qué desarrollo se produce en dicha acción ofensiva en un equipo de fútbol 8 de categoría pre-benjamín durante la implementación en los entrenamientos de una serie de ejercicios utilizando el entrenador un estilo de enseñanza de resolución de problemas. Los resultados indican mejoras en los dos elementos trabajados que forman parte de dicha táctica: 1) conservar el balón y 2) progresar el balón y los jugadores hacia portería, avanzando desde la zona media adelantada a la zona adelantada del campo contrario, si bien el aprendizaje del primer elemento se manifiesta en sesiones anteriores al del segundo elemento. Es necesario completar el entrenamiento de esta táctica con su tercer elemento (lanzar a portería) y conocer la transferencia de todo ello a situaciones más complejas como son los partidos

This study focuses on teaching offensive tactics in soccer. Attacking tactics are a key strategic aspect of play in this sport and, given the number of factors that need to be coordinated, they are highly complex moves. The aim here was to study the way in which attacks were constructed during 8-a-side training sessions at the under 8 level where the coach used a series of drills based on the problem-solving approach to teaching. The results revealed improvements in two techniques that were worked on as part of offensive strategies, namely 1) keeping the ball, and 2) moving the ball and players towards the opponent’s goal and, more specifically, the transition from an advanced midfield position to the attacking zone. The first of these techniques was shown to have been learnt prior to the second. Teaching attacking tactics needs to be complemented with a third technique (shooting at goal), and an analysis must be made of the extent to which all these skills are transferred to more complex match situations

Estilo de ensino de resolução de problemas, Futebol, Metodologia observacional, Padrão comportamental, Táctica ofensiva. RESUMO: Este trabalho centra-se no ensino da táctica ofensiva no futebol. A acção de ataque ou ofensiva no futebol constitui-se como uma estratégia fundamental do jogo e de grande complexidade neste desporto, por todos os elementos que são necessários coordenar. Pretende-se conhecer que desenvolvimento se produz na acção ofensiva numa equipa de futebol 8 no escalão de Traquinas durante a implementação em contexto de treino de uma série de exercícios, utilizando o treinador um estilo de ensino de resolução de problemas. Os resultados indicam melhorias nos dois elementos trabalhados que fazem parte desta táctica: 1) conservar a posse de bola e 2) progredir com bola até à baliza adversária, avançando desde a zona intermédia até à zona avançada do campo contrário. É necessário complementar o treino desta táctica com um terceiro elemento (remate à baliza) e conhecer o transfer de todas estas situações para um contexto mais complexo como são os jogos

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OBJETIVO: Este artigo apresenta resultado de estudo retrospectivo desenvolvido com o objetivo de traçar o perfil de clientela atendida entre 2000 e 2009 na clínica-escola de Psicopedagogia a partir dos dados registrados em 5822 prontuários. MÉTODO: Para a coleta de dados foi elaborado protocolo abrangendo questões sociodemográficas e de evolução clínica. RESULTADOS: O estudo demonstrou que a população atendida é do sexo masculino (65,2%), aluno de escola pública (89,4%), com idade entre 7 e 13 anos (83,9%), em sua maioria, oriundos de famílias de baixa renda, encaminhado pela escola em função de dificuldades de aprendizagem da escrita (66%). Os pais são separados (61%), com baixo nível de escolaridade. CONCLUSÃO: Esses resultados indicam a necessidade do planejamento de políticas de saúde e educação e formação profissional condizentes com a realidade...

OBJECTIVE: This paper presents results of a retrospective study developed with the objective outlining the profile of clients served between 2000 and 2009, in the Psychopegagogy Clinic-School of UNIFIEO from data recorded on 5822 records. METHODS: For the data collection a protocol chart has been drawn up covering socio-demographic issues and clinical evolution. RESULTS: The study showed that the population served is male (65.2%), public school student, aged between 7 and 13 years (83.9%), mainly from low-income families, forwarded by the school because of learning difficulties in writing (73%). Parents are separated in 61% of cases, with low level of schooling. CONCLUSIONS: Concludes by the need of planning in health policies and education and training consistent with the reality...

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OBJETIVO: Este artigo apresenta resultado de estudo retrospectivo desenvolvido com o objetivo de traçar o perfil de clientela atendida entre 2000 e 2009 na clínica-escola de Psicopedagogia a partir dos dados registrados em 5822 prontuários. MÉTODO: Para a coleta de dados foi elaborado protocolo abrangendo questões sociodemográficas e de evolução clínica. RESULTADOS: O estudo demonstrou que a população atendida é do sexo masculino (65,2%), aluno de escola pública (89,4%), com idade entre 7 e 13 anos (83,9%), em sua maioria, oriundos de famílias de baixa renda, encaminhado pela escola em função de dificuldades de aprendizagem da escrita (66%). Os pais são separados (61%), com baixo nível de escolaridade. CONCLUSÃO: Esses resultados indicam a necessidade do planejamento de políticas de saúde e educação e formação profissional condizentes com a realidade.(AU)

OBJECTIVE: This paper presents results of a retrospective study developed with the objective outlining the profile of clients served between 2000 and 2009, in the Psychopegagogy Clinic-School of UNIFIEO from data recorded on 5822 records. METHODS: For the data collection a protocol chart has been drawn up covering socio-demographic issues and clinical evolution. RESULTS: The study showed that the population served is male (65.2%), public school student, aged between 7 and 13 years (83.9%), mainly from low-income families, forwarded by the school because of learning difficulties in writing (73%). Parents are separated in 61% of cases, with low level of schooling. CONCLUSIONS: Concludes by the need of planning in health policies and education and training consistent with the reality.(AU)

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This phenomenological study used a series of three in-depth interviews with seven African American participants, for a total of 21 interviews, to explore their experiences in the specialist and doctoral level school psychology programs they left prior to obtaining a professional entry-level degree. The study's purpose was to investigate what factors contributed to participants' attrition. Findings indicate that misalignment between participants' career aims and the practice of school psychology (as presented in the programs they left) contributed to attrition. Poor relationships with school psychology faculty and program cohort peers also played a role in participants' decisions to leave school psychology programs. Results offer a unique lens into racial issues in school psychology. Recommendations for faculty and others interested in preventing African Americans' attrition from school psychology graduate education are discussed.

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A great deal of educational and social data arises from cluster sampling designs where clusters involve schools, classrooms, or communities. A mistake that is sometimes encountered in the analysis of such data is to ignore the effect of clustering and analyse the data as if it were based on a simple random sample. This typically leads to an overstatement of the precision of results and too liberal conclusions about precision and statistical significance of mean differences. This paper gives simple corrections to the test statistics that would be computed in an analysis of variance if clustering were (incorrectly) ignored. The corrections are multiplicative factors depending on the total sample size, the cluster size, and the intraclass correlation structure. For example, the corrected F statistic has Fisher's F distribution with reduced degrees of freedom. The corrected statistic reduces to the F statistic computed by ignoring clustering when the intraclass correlations are zero. It reduces to the F statistic computed using cluster means when the intraclass correlations are unity, and it is in between otherwise. A similar adjustment to the usual statistic for testing a linear contrast among group means is described.

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Individual differences in response to treatments have been a long-standing interest in education, psychology, and related fields. This article presents a conceptual framework and hierarchical modeling strategies that may help identify the subgroups for whom, or the conditions under which, a particular treatment is associated with better outcomes. The framework discussed in this article shows how differences in residual dispersion between treatment and control group members can signal omitted individual characteristics that may interact with treatments (Bryk & Raudenbush, 1988) and sensitizes us to individual- and cluster-level confounders of inferences concerning dispersion in quasi-experimental studies in multilevel settings. Based on the framework, hierarchical modeling strategies are developed to uncover interactions between treatments and individual characteristics, which are readily applicable to various settings in multisite evaluation studies. These strategies entail jointly modeling the mean and dispersion structures in hierarchical models. We illustrate the implementation of this framework through fully Bayesian analyses of the data from a study of the effectiveness of a reform-minded mathematics curriculum.

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Recently, a number of model selection heuristics (i.e. DIFFIT, CORCONDIA, the numerical convex hull based heuristic) have been proposed for choosing among Parafac and/or Tucker3 solutions of different complexity for a given three-way three-mode data set. Such heuristics are often validated by means of extensive simulation studies. However, these simulation studies are unrealistic in that it is assumed that the variance in real three-way data can be split into two parts: structural variance, due to a true underlying Parafac or Tucker3 model of low complexity, and random noise. In this paper, we start from the much more reasonable assumption that the variance in any real three-way data set is due to three different sources: (1) a strong Parafac or Tucker3 structure of low complexity, accounting for a considerable amount of variance, (2) a weak Tucker3 structure, capturing less prominent data aspects, and (3) random noise. As such, Parafac and Tucker3 simulation studies are run in which the data are generated by adding a weak Tucker3 structure to a strong Parafac or Tucker3 one and perturbing the resulting data with random noise. The design of these studies is based on the reanalysis of real data sets. In these studies, the performance of the numerical convex hull based model selection method is evaluated with respect to its capability of discriminating strong from weak underlying structures. The results show that in about two-thirds of the simulated cases, the hull heuristic yields a model of the same complexity as the strong underlying structure and thus succeeds in disentangling strong and weak underlying structures. In the vast majority of the remaining third, this heuristic selects a solution that combines the strong structure and (part of) the weak structure.

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Methods for the Behavioral, Educational, and Social Sciences (MBESS; Kelley, 2007b) is an open source package for R (R Development Core Team, 2007b), an open source statistical programming language and environment. MBESS implements methods that are not widely available elsewhere, yet are especially helpful for the idiosyncratic techniques used within the behavioral, educational, and social sciences. The major categories of functions are those that relate to confidence interval formation for noncentral t, F, and chi2 parameters, confidence intervals for standardized effect sizes (which require noncentral distributions), and sample size planning issues from the power analytic and accuracy in parameter estimation perspectives. In addition, MBESS contains collections of other functions that should be helpful to substantive researchers and methodologists. MBESS is a long-term project that will continue to be updated and expanded so that important methods can continue to be made available to researchers in the behavioral, educational, and social sciences.

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In a meta-analysis, the unknown parameters are often estimated using maximum likelihood, and inferences are based on asymptotic theory. It is assumed that, conditional on study characteristics included in the model, the between-study distribution and the sampling distributions of the effect sizes are normal. In practice, however, samples are finite, and the normality assumption may be violated, possibly resulting in biased estimates and inappropriate standard errors. In this article, we propose two parametric and two nonparametric bootstrap methods that can be used to adjust the results of maximum likelihood estimation in meta-analysis and illustrate them with empirical data. A simulation study, with raw data drawn from normal distributions, reveals that the parametric bootstrap methods and one of the nonparametric methods are generally superior to the ordinary maximum likelihood approach but suffer from a bias/precision tradeoff. We recommend using one of these bootstrap methods, but without applying the bias correction.

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Se comparan distintos métodos para analizar el Funcionamiento Diferencial del Ítem (DIF), en términos de sus proporciones de falsos positivos. Éstos son: la prueba normal para la diferencia de los parámetros de dificultad (PN), la prueba χ2 de Mantel-Haenszel y la clasificación en ‘tipo C’ o no según la sola magnitud del estadístico MH D-DIF (clasificación empírica) -estos últimos de manera estándar y bietápica- y según el criterio del ETS. Se aplicaron a datos simulados sin DIF bajo distintas condiciones de diseño según tamaño de muestra, impacto y configuraciones de los parámetros de los ítems. Los procedimientos bietápicos condujeron a resultados similares a los estándares en presencia de impacto. El método que generalmente arroja menores proporciones de falsos positivos es la PN; le siguen ambos tipos de clasificación las cuales, teniendo el mismo costo computacional que la prueba de Mantel-Haenszel, fallan mucho menos en la detección errónea del DIF

Some methods to analyze Differential Item Functioning (DIF) are compared in terms of their false positive rates, namely the normal test (NT) for the difference of difficulty parameters, the Mantel-Haenszel chi-square test and the item classification in ‘Type C’ or ‘Not Type C’ according to the only magnitude of the MH D-DIF statistic (empirical classification) -the last two on both a single-stage and two-stage procedures- and according to ETS criterion. They were applied to data without DIF which were simulated under different design conditions with respect to sample size, impact and item parameter configurations. The results obtained from two-stage and single-stage procedures were similar when impact is present. The method that generally produces lower false positive rates is the NT one, followed by both types of classification which, holding the same computational cost as Mantel-Haenszel test, have a much lower failure rate in the erroneous detection of DIF

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The paper reviews the first attempts to study the educational and psychological usefulness of robotics: (1) the social and cooperative dimensions involved in the robot-building activities; (2) the reasoning strategies implied in building and programming robots; (3) the influences of robotics on mathematical and scientific achievement; (4) the use of robotics in modification of social skills of autistic children.

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En el presente trabajo se examinan los principales modelos de análisis aplicados a datos longitudinales y de curvas de crecimiento. Se parte de un enfoque clásico que abarca los modelos de análisis univariado y multivariado de la variancia de medidas repetidas, para proseguir con el MANOVA generalizado (GMANOVA) y con el modelo multinivel de dos estadíos, que constituye la base para el desarrollo del modelo general lineal mixto. Por último, se aborda el modelo multinivel para datos longitudinales y de curvas de crecimiento. Se describen las características y los supuestos esenciales de cada modelo, tratando de poner de manifiesto las razones por las que han ido emergiendo los sucesivos modelos y de establecer las principales similitudes y diferencias existentes entre ellos. Se concluye que los modelos lineales jerárquicos para datos longitudinales constituyen una excelente alternativa para realizar investigaciones aplicadas en el ámbito de las ciencias sociales y del comportamiento (AU)

In this article, the main models for analysing longitudinal and growth trajectory data are examined. We start from a traditional approach that include univariate and multivariate analysis of variance for repeated measures, to continue with generalized MANOVA and with two stage-multilevel model, which constitutes the basis for the development of the general linear mixed model. Lastly, multilevel models for longitudinal and growth trajectory data are studied. The main characteristics as well as assumptions of each model are described, trying to make it clear the reasons why the successive models have appeared and to establish the main similarities and differences between them. It is concluded that hierarchical linear models for longitudinal data constitute an excellent strategy to do applied research in the realm of social and behavioural sciences (AU)

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