International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología).
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Relato de experiência: processo educativo e promoção da saúde de máes de bebés com anquiloglossia
No full textThis article is an experience report on work carried out with mothers of babies who had difficulty breastfeeding, especially those with ankyloglossia, living in the city of Vitória, State of Espírito Santo, Brazil, with different socioeconomic profiles. The objective of the work was health education with contextualization in facilitating attachment and sensorimotor organization of the mother-baby binomial. One hundred fifty mothers, aged between 15 and 45 years, participated in the sessions. Individual transdisciplinary care and health education sessions were held between September 2021 and August 2022. Mothers’ main doubts about correct and efficient breastfeeding were raised, which were clarified during the care sessions assistance and health education, using a participatory and visual strategy. Technical terms were decoded into popular language. Based on the topics covered in the sessions, a homework assignment was created with exercises for the mother and baby to complete until the next session. The understanding of the content was validated with the mothers from when they felt safe to be discharged and within reach of the criteria developed by the transdisciplinary team for each case. The experience allowed us to learn about the group’s peculiarities and plan understandable and meaningful guidance with the mothers.Este artigo trata-se de um relato de experiência sobre um trabalho desenvolvido com as mães de bebês que apresentavam dificuldade na mamada no seio, em especial os de anquiloglossia, moradoras na cidade de Vitória, Estado do Espírito Santo, Brasil, com distintos perfis socioeconómicos. O objetivo do trabalho foi promover a educação para a saúde com contextualização na facilitação à pega e organização sensorio-motora do binómio mãe-bebé. Participaram nos atendimentos 150 mães, com idades entre 15 e 45 anos. Foram realizadas sessões individuais de atendimento transdisciplinar e educação para a saúde, no período entre setembro de 2021 e agosto de 2022. Foram levantadas as principais dúvidas que as mães tinham sobre a mamada correta e eficiente, as quais foram esclarecidas no decorrer das sessões de atendimento assistencial e de educação para a saúde, com utilização de estratégia participativa e visual. Os termos técnicos foram descodificados para a linguagem popular. Com base nos temas trabalhados nas sessões, foi elaborada uma tarefa de casa com exercícios para a mãe e o bebé realizarem até à próxima sessão. A compreensão sobre o conteúdo foi validada com as mães a partir do momento em que se sentiam seguras para alta e no alcance dos critérios elaborados pela equipa transdisciplinar para cada caso. A experiência permitiu conhecer as peculiaridades do grupo e planear orientações compreensíveis e significativas com as mães
Actitudes favorables hacia la violación en un grupo de hombres jóvenes en conflicto con la ley
No full textThe scientific literature has reported that a rape supportive attitude is one of the explanatory factors for sexual violence, especially against women. However, the factors underlying this type of attitude have been understudied in young people in conflict with the law. Therefore, the aim of this research was to analyze the relationship between rape supportive attitudes, knowledge and attitudes towards sex, and sexism in a group of young men in conflict with the law. The Rape Supportive Attitude Scale, the Sexual Knowledge and Attitudes Questionnaire, and the Ambivalent Sexism Inventory were administered to 84 young men between 14 and 21 years old (M = 16.69, SD= 1.23) who were complying with judicial measures in socio-educational residences in the Comunidad Valenciana. A statistically significant correlation with a positive sign was found between the rape supportive attitude and hostile (r =.38, p =.001) and benevolent sexism (r =.38, p =.001). In addition, a statistically significant relationship with a negative sign was found between rape supportive attitude and attitudes toward sexuality (r = -.36, p =.001). According to the regression analyses, both benevolent and hostile sexism were explanatory variables for rapesupportiveattitude. Both types ofsexism emerged asriskfactorsfor theseattitudes,explaining 19% of the variance. These findings highlight the need to design preventive strategies to tackle rape supportive attitude considering sexist attitudes and the gender stereotypes derived from them, in which women are perceived as an object that can be subjected to the will of men.La literatura científica ha manifestado que la actitud favorable hacia la violación es uno de los factores explicativos de la violencia sexual, sobre todo hacia la mujer. Sin embargo, los factores que subyacen a este tipo de actitudes han sido poco estudiados en jóvenes en conflicto con la ley. Por tanto, el objetivo principal de esta investigación fue analizar la relación entre la actitud hacia la violación, los conocimientos y actitudes hacia el sexo, y el sexismo en un grupo de hombres jóvenes en conflicto con la ley. Se administró la Escala de Actitud Favorable hacia la Violación, el Cuestionario de Conocimientos y Actitudes Sexuales, y el Inventario de Sexismo Ambivalente a 84 hombres jóvenes de entre 14 y 21 años (M = 16.69, DT = 1.23) que se encontraban bajo el cumplimiento de medidas judiciales en residencias socioeducativas de la Comunidad Valenciana. Se encontró una correlación estadísticamente significativa con signo positivo entre la actitud favorable hacia la violación y el sexismo hostil (r =.38, p =.001) y benévolo (r =.38, p =.001). Asimismo, se encontró esta relación significativa a nivel estadístico con signo negativo entre la actitud favorable hacia la violación y las actitudes hacia la sexualidad (r = -.36, p =.001). Según los análisis de regresión, tanto el sexismo benévolo como el hostil fueron variables explicativas de la actitud favorable hacia la violación. Ambos tipos de sexismo emergieron como factores de riesgo de estas actitudes, explicando un 19% de la varianza. Estos hallazgos muestran la necesidad de diseñar estrategias preventivas que permitan trabajar las actitudes favorables hacia la violación teniendo en cuenta las actitudes sexistas y los estereotipos de género derivados de las mismas, en los que la mujer es percibida como un objeto que puede ser sometido a la voluntad del hombre
Indicadores de riesgo emocional en adolescentes con altas capacidades intelectuales
No full textIn recent years, there has been a worrying increase in the emotional problems that many adolescents have. Initially, this fact has been associated with the contingent effects of the pandemic and the atypical situation that this population suffered most acutely, but today continues to show difficulties (anxiety, depression...) that in many cases lead to non-suicidal self-harming behaviors (Vázquez, Armero, Martínez-Sánchez, 2022), observed in secondary schools, most associated with dysfunction in regulating their emotions. If we also talk about students with high intellectual abilities, the situation becomes exponentially complicated.In this study, the aim is to demonstrate whether there are more prevalent risk factors that make the group with high abilities more vulnerable, as well as to describe the most prevailing difficulties, to promote preventiveintervention of these behaviors and provide teachers and families with knowledge about them ( Fonseca and Pérez, 2020). To this end, questionnaires aimed at detecting a wide spectrum of emotional and behavioral problems have been analyzed in a population of students enrolled in Compulsory Secondary Education in Extremadura, aged between 12 and 18 years, identified as having high abilities and with Mental Health care protocol for risk of self-harming behavior. Non-suicidal self-lysis in this group is a very limited field of study and little contrasted in our country, with the difficulties in identifying students with high intellectual abilities being the first obstacle, as well as the lack ofknowledge of the emotional characteristics associated with them. (Tourón, 2022), Furthermore, we do not currently have constructed, validated and scaled tools that allow the evaluation of these behaviors in adolescents and foresee this type of behavior, for which it is extremely important the information, training and awareness of the society (Fonseca and Pérez, 2020).En los últimos años, se ha constatado un incremento preocupante en los problemas emocionales que presentan muchos adolescentes. En un principio, este hecho se ha asociado a los efectos contingentes a la pandemia y la situación atípica que sufrieron más incisivamente esta población. Pero la actualidad, sigue evidenciando dificultades (ansiedad, depresión…) que, en muchos casos, desembocan en conductas autolesivas no suicidas (Vázquez, Armero, Martínez-Sánchez, 2022), observadas en los centros educativos de secundaria, la mayoría asociadas a una disfuncionalidad en la regulación de sus emociones. Si, además, hablamos de alumnos con altas capacidades intelectuales, la situación se complica exponencialmente. En este estudio, se pretende evidenciar si hay factores de riesgo más prevalentes que hacen más vulnerable al colectivo con altas capacidades, así como describir las dificultades más imperantes, para fomentar la intervención preventiva de estos comportamientos y facilitar a docentes y familias conocimientos sobre ellos (Fonseca y Pérez, 2020). Para ello, se han analizado cuestionarios dirigidos a la detección de un amplio espectro de problemas emocionales y de conducta, en una población de alumnos escolarizados en Educación Secundaria Obligatoria de Extremadura, con edades comprendidas entre 12 y 18 años, identificados con altas capacidades y con protocolo de atención en Salud Mental por riesgo de conductas autolíticas. La autolisis no suicida en este colectivo, es un campo de estudio muy limitado aún y poco contrastado en nuestro país, siendo las dificultades en la identificación del alumnado con altas capacidades intelectuales el primerobstáculo, así como el desconocimiento de las características emocionales asociadas a ellos (Tourón, 2022), Además, no contamos actualmente con herramientas construidas, validadas y baremadas que permitan la evaluación de estas conductas en los adolescentes y prevean este tipo de comportamientos, para lo que es de vital importancia la información, formación y concienciación de la sociedad (Fonseca y Pérez, 2020)
Educaçao sustentável para o bem-estar: análise de estilos de vida e satisfa+ao com a imagem corporal de um grupo de jovens portugueses
No full textStarting from a multidimensional and evolutionary perspective of “sustainable development”, UNESCO defines the stage to be achieved for its 2030 agenda as “ensuring healthy lives and promoting well-being for all, at all ages”, as well as, through their actions, enable the population toachieve an inclusive, sustainable and equitable future. In this study we describe and compare parameters related to body image in a group of young Portuguese people (n= 592), aged up to 24 years, of both sexes (male =151/26%; female = 441/74%); as well as their perception of factors to undertake to achieve a life of well-being, in body and mind. An online questionnaire survey was applied, respecting informed consent. Data were analyzed using SPSS – version 28, using descriptive, central tendency and comparative statistics. We aimed: i. differences in the level of satisfaction with body image between boys and girls are relevant; ii compare the lifestyles of boys and girls, with a positive impact on their well-being. We can infer that in our sample there were significant differences regarding the level of satisfaction with their height and weight (p < 0.011 and p <0.001), as well as in different body image configurations, with emphasis on the greater dissatisfaction of females due to their weight , body mass index (BMI), Belly, Hips, Thighs and Legs. These young people had an average BMI value of 22.8, but the variation was greater for girls who, in their daily lives, had less active lifestyles - less adherence to Physical Activity or Sports. Furthermore, more than 22.9% considered the possibility of undergoing an aesthetic intervention. A sustained education in a lifestyle with a healthier diet, without addictive behaviors, balanced rest, practice of Physical Activity and supervision of Body Health, were some of the points developed in which we found differences in perception between individuals of both sexes.Partindo de uma perspetiva multidimensional e evolutiva de “desenvolvimento sustentável” a UNESCO define como etapa a atingir para a sua agenda de 2030 “garantir vidas saudáveis e promover o bem-estar para todos, em todas as idades”, assim como, através das suas ações, fazer com que a população alcance um futuro inclusivo, sustentável e equitativo. Neste estudo pretendemos descrever e comparar parâmetros relacionados com a imagem corporal de um grupo de jovens portugueses (n= 592), com idades até 24 anos, de ambos os sexos (masculino = 151/ 26%; feminino= 441/74%); assim como, a sua perceção sobre fatores a empreender para alcançarem uma vida com bem-estar, num corpo e mente saudáveis. Foi aplicado um inquérito por questionário on-line, respeitando um consentimento informado. Os dados foram analisados recorrendo ao SPSS – versão 28, a partir do uso de estatística descritiva, de tendência central e comparativa não paramétrica. Tivemos como propósito: i. relevar as diferenças de nível de satisfação com a imagem corporal entre rapazes e raparigas; ii compararos estilos de vida de rapazes e raparigas, com impacto positivo no seu bem-estar. Podemos inferir que na nossa amostra existiam diferenças significativas quanto o nível de satisfação com sua altura e peso (p < .011 e p< .001), assim como, em variados parâmetros de imagem corporal, com realce para a maior insatisfação do sexo feminino pelo seu peso, índice de massa corporal (IMC), Barriga, Ancas, Coxas e Pernas. Estes jovens apresentavam um valor médio de IMC de 22.8, mas a variação foi superior para as raparigas que, no seu dia a dia, apresentava estilos de vida menos ativos - menor adesão a práticas de Atividade Física ou Desportiva. Ademais, mais de 22.9% ponderava a possibilidade de fazer uma intervenção estética. Uma educação sustentada num estilo de vida com uma alimentação mais saudável, sem comportamentos aditivos, descanso equilibrado, prática de Atividade Física e supervisionando a Saúde Corporal, foram alguns dos pontos favoráveis em que encontrámos diferenças de perceção entre os indivíduos de ambos os sexos
Análisis de regresión logística de la ansiedad escolar como predictor de rechazo escolar
No full textSchool refusal has important repercussions on the lives of children and adolescents, seriously affecting their personal, academic, and social adjustment. Negative attitudes towards school can be caused simultaneously for several reasons and, due to the existing heterogeneity, Kearney, and Silverman (1990) grouped them into four functional conditions: I. Avoidance of school stimuli that generate negative affectivity; II. Avoidance of school situations that generate social aversion or fear of evaluation; II. Capturing the attention of significant others; and IV. Get tangible reinforcements outside of school. Given its tendency to coexist with internalizing disorders, it is essential to understand its correlation with school anxiety, which is one of the significant problemsin the child and adolescent population. In this way, the present study aims to identify the probability of predictive capacity of school anxiety on high school refusal. There were 1786 participants (51% men) aged 15to 18 years (MAge = 16.31; SD = 1.00). The instruments administered were the Spanish version of the School Refusal Assessment Scale-Revised (SRAS-R-C; Gonzálvez et al., 2016) and the School Anxiety Inventory (IAES;García-Fernández et al., 2011). The results reveal that depending on the dimension of school anxiety evaluated, it acts as a negative or positive predictor of school refusal, also depending on the type of school refusalassessed. These findings highlight the connection between the avoidance of negative affectivity associated with school and the experience of anxiety in various school settings, emphasizing the need to address both school refusal and anxiety in the educational setting.El rechazo escolar tiene importantes repercusiones en la vida de niños y adolescentes, afectando gravemente a su ajuste personal, académico y social. Las actitudes negativas hacia la escuela pueden ser causadas simultáneamente por varias razones y, debido a la heterogeneidad existente, Kearney, y Silverman (1990) las agruparon en cuatro condiciones funcionales: I. Evitación de estímulos escolares que generan afectividad negativa; II. Evitación de situaciones escolares que generan aversión social o miedo a la evaluación; II. Captar la atención de otras personas significativas; y IV. Obtener refuerzos tangibles fuera de la escuela. Dada su tendencia a coexistir con trastornos internalizantes, es fundamental comprender su correlación con la ansiedad escolar, que es uno de los problemas significativos en la población infantil y adolescente. De esta forma, el presente estudio pretende identificar la probabilidad de la capacidad predictiva de la ansiedad escolar sobre el rechazo en la escuela secundaria. Participaron 1786 personas (51% hombres) con edades comprendidas entre los 15 y los 18 años (Medad =16,31; DE = 1,00). Los instrumentos administrados fueron la versión española de la Escala de Evaluación del Rechazo Escolar-Revisada (SRAS-R-C; Gonzálvez et al., 2016) y el Inventario de Ansiedad Escolar (IAES; García-Fernández et al., 2011). Los resultados revelan que, dependiendo de la dimensión de ansiedad escolar evaluada, ésta actúa como predictor negativo o positivo del rechazo escolar, dependiendo también del tipo de rechazo escolar evaluado. Estos hallazgos ponen de manifiesto la conexión entre la evitación de la afectividad negativa asociada a la escuela y la experiencia de ansiedad en diversos contextos escolares, enfatizando la necesidad de abordar tanto el rechazo escolar como la ansiedad en el ámbito educativo
Diferencias en ansiedad escolar en función de altas y bajas puntuaciones del factor II del SRAS-R
No full textSchool refusal significantly impacts academic performance, school engagement, and emotional well-being. According toKearney and Silverman’s model (1990), it can be elucidated by four key conditions: I. Avoidance of school situations inducing negative emotions; II. Avoidance of social interactions or evaluations leading to distress; III. Seeking attention from significant figures; and IV. Pursuit of tangible rewards outside the school context. Given its association with internal emotional disorders, understanding its correlation with school-related anxiety is paramount, given its prevalence among children and adolescents. Hence, this study aims to investigate how scores on the second explanatory factor of school refusal interplay with school anxiety. A total of 1786 students (51% male), aged 15 to 18 years (Mage = 16.31; ST = 1.00), participated in the study. The Spanish versions of the School Refusal Assessment Scale-Revised (SRAS-R; Gonzálvez et al., 2016) and the School Anxiety Inventory (IAES; García-Fernández et al., 2011) were employed. Statistically significant disparities in school anxiety levels were observed between students with high and low scores on Factor II of the SRAS-R. These findings underscore the necessity of mitigating school anxiety to address attendance issues among younger adolescents and children.El rechazo escolar acarrea serias implicaciones para el rendimiento académico, la relación con la escuela y el bienestar emocional. Según el modelo propuesto por Kearney y Silverman (1990), se pueden identificar cuatro condiciones que lo explican: I. Evitar situaciones escolares que causan emociones negativas; II. Evitar interacciones sociales o evaluaciones que generan malestar; III. Buscar atención de figuras importantes; y IV. Obtener gratificaciones fuera del entorno escolar. Dada su asociación con trastornos emocionales internos, comprender su relación con la ansiedad escolar es crucial, ya que este es un problema significativo en niños y adolescentes. Por tanto, este estudio busca analizar cómo las puntuaciones en el segundo factor explicativo del rechazo escolar se relacionan con la ansiedad escolar. Participaron 1786 estudiantes (51% hombres) de entre 15 y 18 años (Medad= 16.31; DT = 1.00). Se utilizaron la versión española de la Escala de Evaluación del Rechazo Escolar-Revisada (SRAS-R; Gonzálvez et al., 2016) y el Inventario de Ansiedad Escolar (IAES; García-Fernández et al., 2011). Se encontraron diferencias estadísticamente significativas en los niveles de ansiedad escolar entre estudiantes con altas y bajas puntuaciones en el Factor II del SRAS-R. Estos resultados resaltan la importancia de reducir la ansiedad escolar para prevenir problemas de asistencia en adolescentes y niños más jóvenes
Autonomia de estudantes com deficiência em contexto escolar na percepçao dos professores
No full textThis study has a qualitative approach, aims to examine teachers’ perceptions about the development of autonomy of students with intellectual disabilities in the school context. Questionnaires and the learning record protocol were used as data collection instruments. The participants were 15 teachers from the metropolitan region of Curitiba. The data were collected before (pre test) and after (post-test) a Continuing Education Program for Teachers - EPADI developed in the virtual learning environment by the Federal University of Paraná. The research design allowed a longitudinal analysis of changes in teachers’ perception about students’ autonomy. The data were analyzed using thematic content analysis. The teachers’ responses were categorized into themes related to autonomy, self-confidence, direct experience, individuality, inclusion and equality, playful activities and family participation. The results indicate that autonomy, in the teachers’ perception, is strengthened when the student feels confident and valued, and that effective learning is a mutual construction between both. In addition, the study highlights the importance of personalized teaching strategies that consider the individual needs of the student and the participation of the family in the development of autonomy. The findings have significant implications for educational practice and provide valuable insights for future research in the area of school inclusion.Este estudo tem abordagem qualitativa, objetiva examinar as percepções dos professores acerca do desenvolvimento da autonomia dos estudantes com deficiência intelectual no contexto escolar. Sendo utilizado questionários e o protocolo de registro de aprendizagem como instrumentos de coleta de dados. Os participantes foram 15 professores da região metropolitana de Curitiba. Os dados foram coletados antes (pré-teste) e após (pós-teste) a um Programa de formação continuada de professores- EPADI desenvolvido no ambiente virtual de aprendizagem pela Universidade Federal do Paraná. O desenho da pesquisa permitiu uma análise longitudinal das mudanças na percepção dos professores sobre a autonomia dos estudantes. Os dados foram analisados utilizando análise de conteúdo temática. As respostas dos professores foram categorizadas em temas relacionados à autonomia, autoconfiança, experiência direta, individualidade, inclusão e igualdade, atividades lúdicas e participação da família. Os resultados indicam que a autonomia, na percepção dos professores, é fortalecida quando o estudante se sente confiante e valorizado, e que a aprendizagem eficaz é uma construção mútua entre ambos. Além disso, o estudo destaca a importância de estratégias de ensino personalizadas que considerem as necessidades individuais do estudante e a participação da família no desenvolvimento da autonomia. As descobertas têm implicações significativas para a prática educacional e fornecem insights valiosos para futuras pesquisas na área da inclusão escolar
Conducta alimentaria entre abuelos/as y nietos. Análisis de carga glucémica, IMC y otras variables sociodemográficas
No full textCurrently, many families have weekly support from grandmothers/grandfathers in aspects as important for their children’s health as meals. In this work, the eating behavior of 42 Spanish grandmothers and 4 grandfathers (N = 46), between 40 and 89 years old (M = 66.30; SD = 11.56), with 46 grandchildren between 3 and 15 years old, is analyzed, and those possible relationships between hours spent together, type of meals, high or low glycemic load (GL) of those foods, BMI of their grandchildren and other sociodemographic variables, as well as perceived external influences on their dietary beliefs. With a descriptive cross-sectional design and non-probabilistic sampling, the data were analyze with the non-parametric Chi square and Mann Whitney U tests. The results showed that they spend together less than 5 hours a day, the weekly meals that they offer the most to their grandchildren are lunch and afternoon-snack, the most frequent foods with a high glycemic load were macaroni, sweets, cookies, white bread and chips, and those with a low glycemic load were apples, oranges/tangerines, carrots and homemade legumes. The marital status of the grandmothers/grandfathers and the BMI of the grandchildren showed a relationship with the foods muffins/croissants and with soft drinks/carbonated drinks. Both the mass media/Internet and the Spanish Ministry of Health were related to the dietary beliefs of the grandmothers/grandfathers, according to their educational level. In conclusion, the essential role of grandmothers//grandfathers-grandchildren in the daily feeding of their grandchildren is demonstrated, as well as the relevance of their marital status and educational level, as well as the BMI of the grandchildren, in addition to the importance of external information for its potential influence on grandmothers/grandfathers ‘ beliefs about offering a healthier diet to their grandchildren.En la actualidad muchas familias cuentan con el apoyo semanal de las abuelas y abuelos en aspectos tan importantes para la salud de sus hijos como las comidas. En este trabajo se analiza la conducta alimentaria de 42 abuelas y 4 abuelos españoles (N = 46), entre los 40 y 89 años (M = 66.30; DT = 11.56), con 46 nietos de entre 3 y 15 años, analizando posibles relaciones entre horas que pasan juntos, tipo de comidas, carga glucémica alta o baja de esos alimentos, IMC de sus nietos y otras variables sociodemográficas, así como las influencias externas percibidas en sus creencias alimentarias. Con un diseño transversal de tipo descriptivo y muestreo no probabilístico, los datos se analizaron con las pruebas no paramétricas de Chi cuadrado y U de Mann Whitney. Los resultados mostraron que pasan juntos menos de 5 horas diarias, las comidas semanales que más ofrecen a sus nietos son el almuerzo y merienda, los alimentos más frecuentes de carga glucémica alta (CGa) fueron macarrones, dulces, galletas, pan blanco y patatas fritas, y de carga glucémica baja (CGb) manzanas, naranjas/mandarinas, zanahorias y legumbres caseras. El estado civil de las abuelas/os y el IMC de los nietos mostró relación con los alimentos magdalenas/croissants y con los refrescos/bebidas gaseosas. Tanto los massmedia/ Internet como el Ministerio de Salud español se relacionaron con las creencias alimentarias de las abuelas/os, según su nivel educativo. Como conclusión se demuestra el papel esencial de las abuelas/os en la alimentación diaria de los nietos, así como la relevancia de su estado civil y nivel educativo, además del IMC de los nietos, y también, de la importancia de la información externa, por su influencia potencial en las creencias de las abuelas/os para ofrecer una dieta más saludable a sus nietos
Competencias del saber hacer del profesor universitario: una escala para su evaluación
No full textThis Teaching Innovation project focused on identifying essential competencies for university professors. Although the EuropeanHigher Education Area establishes a series of competences that students must acquire upon completion of their studies, the know-how competences required for their teachers are not specified. They put more emphasis on technical knowledge than on psychological aptitudes, attitudes and human values. To address this gap, we developed an evaluation instrument based on the opinions of the students of the Job Maladjustment subject and the responses generated by Artificial Intelligence (Bing Copilot). With these data, we created the Scale to Evaluate University Professor Know-How Competencies, composed of 15 items and evaluated on a Likert-type scale with 9 response options. We applied this scale to 229 students from the University of León, obtaining high reliability with a Cronbach’s Alpha of .90. Therefore, we consider that this scale can be a valuable tool to help teachers understand what competencies students and society in general value. We believe that this information will be useful for our self-assessment process and continuous improvement of our teaching skills, as well as for recognizing and valuing the competencies already acquired.Este proyecto de Innovación Docente se centró en identificar las competencias esenciales para los profesores universitarios. A pesar de que el Espacio Europeo de Educación Superior establece una serie de competencias que los estudiantes deben adquirir al finalizar sus estudios, no se especifican las competencias del saber hacer requeridas para sus profesores, se hace más hincapié a nivel de conocimientos técnicos que en aptitudes y actitudes psicológicas y valores humanos. Para abordar esta brecha, desarrollamos un instrumento de evaluación basado en las opiniones de los estudiantes de la asignatura de Inadaptación Laboral y las respuestas generadas por la Inteligencia Artificial (Copilot de Bing). Con estos datos, creamos la Escala para Evaluar Competencias del Saber Hacer del Profesor Universitario, compuesta por 15 ítems y valorada en una escala tipo Likert con 9 opciones de respuesta. Aplicamos esta escala a 229 estudiantes de la Universidad de León, obteniendo una alta fiabilidad con un Alfa de Cronbach de .90. Por lo tanto, consideramos que esta escala puede ser una herramienta valiosa para ayudar a los profesores a entender qué competencias valoran los estudiantes y la sociedad en general. Creemos que esta información será útil para nuestro proceso de autoevaluación y mejora continua de nuestras habilidades docentes, así como para reconocer y valorar las competencias ya adquiridas
El informe PISA en España, un análisis comparativo (2000-2022). Las puntuaciones en lectura y matemáticas
No full textThis study conducts a comparative analysis of scores in Reading and Mathematics in Spain within the framework of the OECD’s Programme for International Student Assessment (PISA), covering the assessment cycles from the year 2000 to 2022. Through a statistical analysis methodology, the evolution of scores in both competencies and the correlation rates between them are examined. The results indicate a moderate positive correlation between reading and mathematical skills, suggesting the presence of common factors influencing performance in these areas. Furthermore, a more significant variability in Reading scores compared to Mathematics is observed, pointing to the influence of reading comprehension on overall academic performance. These findings underscore the importance of strengthening reading competence and the need for integrative strategies that promote effective reading skills across all areas of knowledge.Este estudio se presenta un análisis comparativo de las puntuaciones en Lectura y Matemáticas de España en el marco del Programa para la Evaluación Internacional de Alumnos (PISA) de la OCDE, cubriendo los ciclos de evaluación desde el año 2000 hasta el 2022. A través de una metodología de análisis estadístico, se examina la evolución de las puntuaciones en ambas competencias y los índices de correlación entre ellas. Los resultados indican una correlación positiva moderada entre las habilidades lectoras y matemáticas, sugiriendo la presencia de factores comunes que influyen en el rendimiento en estas áreas. Además, se observa una variabilidad más significativa en las puntuaciones de Lectura en comparación con Matemáticas, lo que apunta a la influencia de la comprensión lectora en el rendimiento académico general. Estos resultados subrayan la importancia de fortalecer la competencia lectora y la necesidad de estrategias integrativas que promuevan habilidades de lectura efectivas a través de todas las áreas del conocimiento