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Navarro Mateu, Fernando

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Navarro Mateu, Fernando
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Universidad de Murcia. Departamento de Psicología Básica y Metodología
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    Quality of flowcharts in meta-analyses in Education: a systematic review
    (Universidad de Almería, 2025-02-13) Sánchez Martín, Micaela; Gutiérrez Sánchez, Marta; Olmedo-Moreno, Eva María; Navarro Mateu, Fernando; Teoría e Historia de la Educación; Facultad de Educación
    Objetivo: evaluar la calidad de los diagramas de flujo de los meta-análisis publicados en educación. Métodos: Revisión sistemática. Criterios inclusión: metaanálisis de estudios experimentales sobre intervenciones educativas centradas en rendimiento académico, en inglés o español entre 1/enero/2009 y 30/abril/2022. Criterios exclusión: otros diseños, otros resultados o artículos no accesibles. Búsqueda bibliográfica: ERIC, WoS, Scopus y PubMed y búsqueda manual. Selección de artículo y extracción de datos con un protocolo previamente elaborado y registrado por dos evaluadores independientes. Datos: características de los estudios, riesgo de sesgo y adherencia a la PRISMA. Los diagramas de flujo se evaluaron con una 16 criterios de calidad según la PRISMA. Análisis estadísticos: estadísticos descriptivos, Chi-cuadrado o prueba exacta de Fisher y análisis de regresión logística y lineal obteniendo la OR y el coeficiente ß, respectivamente, con sus IC95% y p-valores. Resultados: De 2076 estudios inicialmente identificados, se incluyeron 69 (41 (59.4%) con un diagrama de flujo. Seis de los 16 criterios tuvieron un cumplimiento inferior al 50%. El diagrama de flujo se asoció con menor riesgo de sesgos y mayor adherencia a la PRISMA, entre otros factores descritos. Conclusiones: la utilización y calidad del diagrama de flujo en los metaanálisis publicados en educación es insatisfactoria.
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    Publication
    Open Access
    Childhood adversities and suicidal behavior in the general population. The cross-sectional PEGASUS-Murcia Project
    (Elsevier, 2024) Navarro Mateu, Fernando; Salmerón Martínez, Diego; Vilagut, Gemma; Husky, Mathilde; Ballesta Ruiz, Mónica; Chirlaque López, María Dolores; Huerta, José María; Martínez, Salvador J.; Navarro, Carmen A.; Alonso Caballero, Jordi; Nock, Matthew; Kessler, Ronald C.; Ciencias Sociosanitarias
    Introduction The aim of the present study is to estimate the lifetime prevalence of suicidal ideation, plans, and attempts in a regional representative sample and the association of these outcomes with sociodemographic factors, prior mental disorders, and childhood adversities. Material and methods The PEGASUS-Murcia project is a cross-sectional survey of a representative sample of adults in Murcia that is part of the WHO World Mental Health Survey Initiative. The Composite International Diagnostic Interview (CIDI 3.0) was administered face-to-face to 2621 participants (67.4% response rate). The main outcomes were suicidal ideation, plans, and attempts. Lifetime prevalence, age of onset, and risk factors (sociodemographic variables, mental disorders, and childhood adversities) were examined using multiple discrete-time survival models. Results Lifetime prevalence of suicidal ideation, plans and attempts were 8.0% (standard error, SE: 1.1), 2.1% (SE: 0.3), and 1.2% (SE: 1.1), respectively. Prevalence of any childhood adversities was 22.1% (SE: 1.3) in the total sample and, even higher, among those with suicide related outcomes (ranging between 36.8% and 53.7%). Female sex, younger age, prior (to onset of the outcome) lifetime prevalence of mood disorders, number of mental disorders, and exposure to childhood adversity were associated with significantly increased odds of suicidal ideation and plans. Conclusions Lifetime prevalence estimates of suicidality are similar to those in community epidemiological surveys. Childhood adversities and mental disorders, especially mood disorders, are important risk factors for suicidality. Early detection of these adversities and disorders should be targeted in suicide prevention programs.
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    Publication
    Open Access
    Adherencia a la declaración PRISMA en los meta-análisis de intervenciones experimentales publicados en Educación: una meta-revisión sistemática
    (Ministerio de Educación y Formación Profesional, 2026-04-01) Sánchez Martín, Micaela; Gutiérrez Sánchez, Marta; Olmedo-Moreno, Eva María; Navarro Mateu, Fernando; Teoría e Historia de la Educación; Facultad de Educación
    Objective: To assess adherence to the PRISMA statement in meta-analyses of educational interventions aimed at improving academic performance between 2009 and 2022. Method: Systematic review. Eligibility criteria: Meta-analyses of experimental studies evaluating educational interventions designed to improve academic performance, published in English or Spanish between January 1, 2009, and April 30, 2022. Exclusion criteria: Other designs or outcomes, and inaccessible publications. Bibliographic search: Conducted in four databases (ERIC, Web of Science, Scopus, and PubMed). Data extraction: Based on a previously developed and registered protocol. Data: Adherence to PRISMA recommendations, risk of bias according to AMSTAR 2, and various characteristics of published studies.Statistical analyses: Chi-square test or Fisher’s exact test. As measures of association, odds ratios and ß were calculated, with 95% confidence intervals (95%CI) and p-values through logistic and linear regression analyses. Results: Out of 2,076 identified studies, 69 were included. The mean PRISMA score was 19.7 (SD = 4.4) out of 27. A total of 51.8% (n = 14) of the recommendations had adherence rates above 75%. Significant differences were found in adherence to the recommendations depending on whether the authors declared compliance with PRISMA in 14 of the 27 items (51.8%). Compliance with 13 of the 27 recommendations (48.1%) was associated with a lower risk of bias. PRISMA adherence was associated with lower risk of bias, more recent publication, health-related education, and interventions involving physical activities in higher education. Conclusions: Adherence to PRISMA in published educational meta-analyses of experimental interventions to improve academic performance is clearly improvable.
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    A systematic review to evaluate the risk of bias of meta-analyses reporting experimental educational interventions focused on academic performance
    (Taylor and Francis Group, Taylor and Francis, 2024-08-05) Sánchez Martín, Micaela; Gutiérrez Sánchez, Marta; Olmedo-Moreno, Eva María; Navarro Mateu, Fernando; Teoría e Historia de la Educación; Facultad de Educación
    Introduction: Concerns about the risk of bias (RoB) of Meta-analysis (MAs) have grown in parallel with the exponential increase in the number of publications in science. However, this has not been properly assessed in Education. The aims were to evaluate the RoB of MAs in Education and to identify potential predictors of a lower RoB. Methods: Systematic review. Selection criteria were all MAs of experimental design evaluating the effectiveness of educational interventions on any academic outcome published from 1 January 2009 (year of publication of the first PRISMA guideline) published in English or Spanish, with the exclusion of those with other designs, evaluating other outcomes or not accessible to full text. A systematic search was performed in four databases (ERIC, Web of Science, Scopus, and PubMed) until March 2022. A preregistered protocol was used to extract data on study characteristics, PRISMA compliance, and RoB, based on the AMSTAR 2 instrument, and dichotomized as low vs. high RoB. The study selection and data extraction process were independently conducted by two researchers and disagreements were solved by consensus or by a third researcher. Statistical analysis: A flow-diagram and descriptive tables were tabulated. As a measure of association, odds ratios (OR) and its 95% confidence intervals were calculated by logistic regression analysis with dichotomized RoB as the dependent variable. Results: A total of 69 meta-analyses of studies were identified. Almost 90% (n = 62) of them were rated with a critically low overall confidence level, and almost 70% (n = 49) had a high RoB. Factors related to a low RoB were adherence to PRISMA guideline (OR = 5.5; 95%CI: 1.8–16.6), the most recent studies (OR = 7.4; 95%CI: 1.5–35.3), a higher number of authors (OR = 1.4; 95%CI: 1.1–1.9), a corresponding author from a European country (OR = 3.7; 95%CI: 1.1–12.8), and publishing in the health educational area (OR = 13.4; 95%CI: 3.6–49.6). Conclusions: Our study raises concerns regarding the methodological quality of published MA in Education. The use of instruments, such as AMSTAR 2 and PRISMA 2020, may improve the quality of future MA in Education.
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