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Entrepreneurial motivational profiles among university students: The role of universities in fostering entrepreneurship
No full textIn an increasingly globalized world, local and sustainable entrepreneurial initiatives are gaining importance as factors in local economic and social development. If education plays an essential role in students' entrepreneurial motivations, universities need to take an active role in entrepreneurial education and become examples of how to implement sustainable territorial actions. With data from the 2021 Global University Entrepreneurial Spirit Students’ Survey in Spain, we selected 1694 university students who were carrying out their own entrepreneurial projects. Using a Component Principal Analysis and Cluster analysis, we classified these students into three entrepreneurial motivation groups and then characterised them through a descriptive univariate and bivariate inferential analysis with sociodemographic variables and with two indexes measuring university and environmental influence. Knowing the motivational profiles of university students, the entrepreneurial developers of the future, can help university researchers evaluate strategies and educational programs aimed at promoting entrepreneurial behaviourOpen Access funding provided thanks to the CRUE-CSIC agreement with Elsevie
Ballant el Canvi: projecte de dansa urbana a educació infantil
No full textAquest treball presenta el projecte “Ballant el canvi”, una proposta didàctica per introduir les danses urbanes a l’educació infantil, fomentant el desenvolupament motriu, emocional i social dels infants. Mitjançant una metodologia qualitativa, lúdica, vivencial i gamificada. Es van dur a terme les cinc sessions a una aula d’I5. L’anàlisi de les dades, obtingudes per l’observació i rúbriques, van mostrar millores en la coordinació, l’expressió emocional i la cohesió grupal. El projecte es fonamenta en aportacions teòriques i va evidenciar la potencialitat de les danses urbanes, ja que són una eina educativa transversal, efectiva i transformadora que afavoreix l’aprenentatge integral i l’expressió lliure dins l’aula.This essay introduces “Ballant el canvi”, a didactic proposal to introduce urban dance in early childhood education, promoting toddler’s motor, emotional, and social development. Through a qualitative, playful, experiential, and gamified methodology. Five sessions were carried out in I5 class. Analysis, based on observation and assessment rubrics, showed improvements in coordination, emotional expression, and group cohesion. The project is grounded in theoretical contributions and highlights the potential of urban dance as a cross-surricular, effective, and transformative educational tool that fosters holistic learning and free expression in the classroom
Barreres lingüístiques a l'escola bressol: eines visuals per facilitar la comunicació entre l’escola bressol i les famílies nouvingudes
No full textEn el present treball es pretén analitzar la comunicació entre l’escola bressol i les
famílies nouvingudes, partint de la necessitat de millorar-la davant les barreres
lingüístiques que dificulten la participació i la comprensió del dia a dia al centre.
Mitjançant observacions, qüestionaris i entrevistes, s’identifiquen aquestes dificultats
i es demostra la manca d’estratègies comunicatives. Els resultats indiquen la
necessitat de recursos més accessibles i inclusius. Com a proposta, es planteja l’ús
de pictogrames com a eina visual per afavorir la comunicació i millorar la relació
entre l’escola bressol i les famílies.This study aims to analyse the communication between nursery school and newly
arrived families, starting from the need to improve it due to the language barriers that
hinder participation and understanding of daily life at the centre. Through
observations, questionnaires and interviews, these difficulties are identified
highlighting the lack of communicative strategies. The results show the need for
more accessible and inclusive resources. As a proposal, the use of pictograms is
presented as a visual tool to facilitate communication and strengthen the relationship
between the nursery school and the family
El diari de lectura: una eina de mediació lectora
No full textAquesta recerca es proposa identificar els hàbits de lectura d'infants de quatre anys en l'àmbit familiar i analitzar el potencial del diari de lectura com eina de mediació lectora. Durant tres setmanes les disset famílies voluntàries de l’escola pública les Mèlies (Vilafant) han documentat les estones de lectura compartida mitjançant un quadern estructurat (el diari) i posteriorment, han contestat un formulari. L'anàlisi de les dades explícites i implícites, confrontades amb el marc teòric, s’han analitzat de manera qualitativa i quantitativa. S’ha extret que les estones de lectures són presents en el seu dia a dia i que utilitzen estratègies per fer partícip l’infant. El diari ha estat una eina motivadora perquè els ha permès deixar constància del seu camí lector.This research project aims to identify the reading habits of four year old children amid familiar environment as well as to analyse the potential of reading journal as a tool of lecture mediation. For three weeks, the seventeen volunteer families from state school Les Mèlies (Vilafant) have been registering the amount of reading time shared by using a structured journal (journal reading) and, after that, answered a forms. Explicit and implicit data analysis, confronted with the theoretical framework, have been analysed both quantitatively and qualitatively. Results showed that shared reading moments among families exists in their daily routines and that they all use strategies to allow the child to take part in them. The reading journal has been motivational tool because it has allowed them to register and keep a record of their reading path
Hi havia una vegada: fomentar la competència lingüística en català a través de la literatura infantil en entorns multilingües
No full textDavant la creixent diversitat lingüística a les aules d’educació infantil i la necessitat de garantir un accés equitatiu a l’aprenentatge del català, aquest estudi analitza si l’ús de pictogrames en llibres infantils afavoreix l’aprenentatge de vocabulari i la participació i el seguiment d’activitats d’infants nouvinguts no catalanoparlants en un context multilingüe. En total, 40 infants de 3 i 4 anys (grup no catalanoparlant i grup control catalanoparlant) van participar en quatre sessions d’explicació de contes amb pictogrames, seguides d’activitats immediates i de record. Els resultats van mostrar que els pictogrames milloren el vocabulari i el nivell de seguiment i participació en ambdós grups, destacant-ne el valor com a recurs visual i inclusiu per a l’aprenentatge del català i, en conseqüència, el desenvolupament de la competència plurilingüe.In light of the increasing linguistic diversity in early childhood education classrooms and the need to ensure equitable access to Catalan language learning, this study examines whether the use of pictograms in children’s books facilitates vocabulary acquisition and enhances participation and engagement in activities among newly arrived non-Catalan-speaking children within a multilingual context. A total of 40 children aged 3 and 4 (non-Catalan-speaking group and a Catalan-speaking control group), participated in four storytelling sessions featuring pictograms, followed by immediate and delayed recall activities. The results indicate that pictograms improve vocabulary acquisition as well as the level of engagement and participation in both groups, underscoring their value as a visual and inclusive tool for Catalan language learning and, consequently, for the development of plurilingual competence
El vídeo com a eina per a treballar l’expressió escrita en grups cooperatius
No full textAquest treball, a partir de la metodologia investigació-acció, vol determinar si l’ús del
vídeo és una bona eina per representar textos elaborats en grups cooperatius. Es
troba dins el context d’una aula de 6è de primària. La investigació s’ha fet a partir de
la Situació d’Aprenentatge anomenada “Comunicadors d’històries” on els alumnes,
en grups cooperatius, han creat històries, han elaborat els personatges i han
convertit cada història en un vídeo. Les dades han estat recollides a partir de
l’observació i l’anàlisi de diferents aspectes que han permès determinar la relació
entre el vídeo i l’aprenentatge cooperatiu.This production, based on the research-action methodology, wants to determine if
the use of video is a good tool to represent texts developed in cooperative groups.
It’s in the context of a 6th grade classroom. The research was carried out based on
the Learning Situation called "Story Communicators" where the students, in
cooperative groups, created stories, elaborated the characters and turned each story
into a video. The data has been collected from the observation and analysis of
different aspects that have allowed determining the relation between video and
cooperative learning
De la teoria al joc: l’impacte de la gamificació en l’ensenyament de les Ciències Socials
No full textAquest Treball de Fi de Grau avalua l’efectivitat de la gamificació com a
estratègia motivadora i potenciadora de l’aprenentatge en l’ensenyament de les
Ciències Socials a 2n de Primària. Mitjançant mètodes qualitatius i quantitatius,
incloent-hi entrevista, rúbriques i una prova final, s’han analitzat motivació i
aprenentatge. Els resultats mostren que les activitats gamificades generen més
motivació i un aprenentatge més significatiu que les tradicionals. Un 85% dels
alumnes van valorar les activitats gamificades com «molt positives», i la mitjana de
notes a les proves va ser de 8, mentre que en les tradicionals només un 40% les van
valorar positivament, amb una mitjana de 4. Es conclou que la gamificació és eficaç
per motivar, millorar l’aprenentatge i fomentar habilitats socials.This Final Degree Project evaluates the effectiveness of gamification as a
motivating strategy and a tool to enhance learning in teaching Social Sciences to
2nd-grade Primary students. Using qualitative and quantitative methods, including
interviews, rubrics, and a final test, motivation and learning were analyzed. The
results show that gamified activities generate higher motivation and more meaningful
learning compared to traditional ones. 85% of students rated gamified activities as
"very positive," with an average score of 8 on tests, compared to 40% rating
traditional activities positively, with an average score of 4. It is concluded that
gamification is effective in motivating, improving learning, and fostering social skills
Physical processes of winter river runoff formation and influence of ice phenomena in the lake Sevan basin on it
No full textResum anglèsIn contemporary natural-anthropogenic complex conditions, the physical processes of the formation of winter river flow in the Sevan basin are considered using ground-based data. The values of winter water flow were calculated for 12 measuring posts on rivers that have a number of observations of 50 years or more and flow into Lake Sevan. The dependencies of the winter river flow on the river slope from the most distant point and the area of their catchment areas have been identified. It has been established that the main factors influencing the increase in winter river flow in recent decades are an increase in average daily air temperature, as well as an increase in the number of winter thaws. It was found that at all hydrometric points there is a decrease in the number of days with ice phenomena. At the same time, a close connection between winter runoff and days with ice phenomena could not be established. We plan to conduct more detailed studies on this in our future wor
Molecular aromaticity: a quantum phenomenon
No full textPreprint in: ChemRxiv, 2025, https://doi.org/10.26434/chemrxiv-2025-tzc36This article version is a preprint and has not been peer-reviewedTo celebrate the International Year of Quantum Science and Technology (IYQ), we discuss how the concept of aromaticity emerges from the postulates of quantum mechanics. Based on this discussion, we analyze the case of cyclo [18]carbon, a molecule that was characterized for the first time in 2019 in a scanning tunneling microscope. From the very beginning, this molecule was classified as an aromatic molecule. In the present work, we challenge this classification and provide arguments to classify this molecule as a non-aromatic speciesFunding source: Departament d'Innovació, Universitats i Empresa, Generalitat de Catalunya: grant number: 2021SGR623; ICREA Academia prize 2024 to M.S.; Infrastruktura PL-Grid: grant number: PLG/2024/017801; Ministerio de Ciencia, Innovación y Universidades: grant number: PID2023-147424NB-I00 and Narodowe Centrum Nauki: grant number: 2021/42/E/ST4/0033
The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
No full textThe purpose of this study is to improve understanding of school failure and low motivation for learning observed in some secondary grade students. Specifically, we analysed variables that could be related to this phenomenon, such as the Internal Working Model of attachment (IWM), anxiety levels, and Adverse Childhood Experiences (ACE), as well as other sociodemographic and family characteristics. The sample consisted of 109 students aged between 13 and 20 years, 65 males and 74 females, enrolled in the same secondary school. A descriptive correlational study was conducted using the CAMIR-R questionnaire to evaluate the internal attachment model, the STAI for anxiety level, and the ACE questionnaire for Adverse Childhood Experiences. Academic performance was measured based on the average grade obtained in the subjects taken during the second semester of the course. The results show a significant link between a secure attachment model and better academic performance. Students with insecure attachment models score higher in anxiety and have been exposed to a greater number of adverse childhood experiences. Additionally, the avoidant attachment style of adolescents acts as a mediator between the experiences they had in their childhood (ACE) and their current academic performance. These results are discussed in relation to the importance of internal security operational models in learning processes.Objetivo do Estudo: O propósito deste estudo é aprofundar a compreensão do fracasso escolar e da baixa motivação para a aprendizagem apresentados por alguns estudantes do ensino médio e secundário. Em particular, analisamos variáveis que podem estar relacionadas a esse fenômeno, como o Modelo Interno de Trabalho de apego (IWM), o nível de ansiedade e as Experiências Adversas na Infância (ACE), além de outras características sociodemográficas e familiares. Método: A amostra foi composta por 109 estudantes entre 13 e 20 anos, sendo 65 meninos e 74 meninas, matriculados na mesma instituição de ensino secundário. O estudo seguiu um delineamento descritivo correlacional, utilizando os seguintes instrumentos: CAMIR-R: Para avaliar o Modelo Interno de Apego; STAI: Para medir o nível de ansiedade.; Questionário ACE: Para identificar Experiências Adversas na Infância.; O desempenho escolar foi avaliado por meio da média das notas obtidas nas disciplinas cursadas no segundo semestre do ano letivo. Resultados: Os resultados indicaram uma relação significativa entre um modelo de apego seguro e um melhor desempenho escolar. Estudantes com modelos de apego inseguro apresentaram níveis mais elevados de ansiedade e maior exposição a experiências adversas na infância. Além disso, verificou-se que o estilo de apego evitativo nos adolescentes funciona como um mediador entre as experiências adversas vividas na infância (ACE) e o desempenho acadêmico atual. Discussão: Os resultados são discutidos à luz da importância dos modelos operativos de segurança interna para os processos de aprendizagem. Um modelo de apego seguro parece oferecer maior resiliência emocional e cognitiva, impactando positivamente o desempenho escolar. Esses achados reforçam a relevância de intervenções voltadas para o fortalecimento da segurança no apego e o suporte emocional no ambiente escolar e familiarEl propósito de este estudio es profundizar en la comprensión del fracaso escolar y la baja motivación para el aprendizaje que presentan algunos estudiantes de secundaria y bachillerato. En concreto, analizamos variables que podrían estar relacionadas con este fenómeno, como el Modelo de Trabajo Interno de apego (IWM), el nivel de ansiedad y las Experiencias Adversas de la Infancia (ACE), así como otras características sociodemográficas y familiares. La muestra estuvo compuesta por 109 estudiantes entre 13 y 20 años, 65 niños y 74 niñas, matriculados en el mismo colegio de educación secundaria. Se realizó un estudio descriptivo correlacional utilizando el cuestionario CAMIR-R para la evaluación del modelo de apego interno, el STAI para el nivel de ansiedad y el cuestionario ACE para Experiencias Adversas de la infancia. El rendimiento escolar se midió a partir de la nota media obtenida en las materias cursadas en el segundo cuatrimestre del curso. Los resultados muestran una relación significativa entre un modelo de apego seguro y un mejor rendimiento escolar. Los estudiantes con modelos de apego inseguro obtienen puntuaciones más altas en ansiedad y han estado expuestos a un mayor número de experiencias infantiles adversas. Por otra parte, el estilo de apego evitativo de los adolescentes actúa como mediador entre las experiencias vividas en su infancia (ACE) y su rendimiento académico actual. Se discuten estos resultados en relación a la importancia de los modelos operativos de seguridad interna en los procesos de aprendizaj