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Validation of an Academic Self-Attribution Questionnaire for Primary and Secondary School Students: Implications of Gender and Grade
Get PDFThe way in which students attribute causes to their successes and failures in school has
important implications for their development. The objectives of our research were to validate the
Academic Success and Failure Attribution Questionnaire (ASFAQ) and to analyze the gender and
grade differences in the ASFAQ data for primary and secondary school students in Spain. For
the construction and analysis of the psychometric characteristics of the scale, an exploratory factor
analysis (EFA) and a confirmatory factor analysis (CFA) were performed. To compare the ASFAQ
scores based on gender and school year, a parametric t-test for independent samples and a one-way
analysis of variance (ANOVA) was used. A total of 562 students in the fifth (n = 228) and sixth year
(n = 186) of primary studies and the first (n = 134) and second year (n = 94) of secondary studies
participated in the research. The results showed the adequate factorial structure, internal consistency,
and validity of the ASFAQ, in addition to statistically significant differences by gender and school
year. This research provides scientific evidence about the psychometric properties of the ASFAQ to
assess and understand attributional style in the educational context, as well as current and consistent
empirical evidence related to gender and grade differences in the attributional patterns of academic
success and failure for primary and secondary school students
Design and Validation of a Questionnaire on Risk Perception, Coping Behaviors and Preventive Knowledge against COVID-19 among Nursing Students
Get PDFAs shown in the previous literature, in view of the future responsibilities of nursing professionals and the consequences for healthcare, it is of great interest to examine their risk perceptions,
coping behaviors, and sense of coherency during the COVID-19 pandemic. The purpose of this study
is to design and to validate a specific questionnaire that evaluates the factors relating to perceived risk,
coping behaviors, and preventive knowledge against COVID-19 infection among nursing students
from Spain. This is a psychometric study of a questionnaire’s design and its validation in 1562 nursing
students at 16 undergraduate nursing institutions in Spain. An ad-hoc survey was designed by a
panel of six experts drawing from the literature. After a trial test, the questionnaire was formed
with four scales (perception, risk, coping, and knowledge of preventive practices for COVID-19),
with a total of 69 items. The final questionnaire was composed of 52 items grouped into four scales,
with good psychometric properties to measure risk perception (Cronbach’s alpha 0.735), factors
related to perceived risk (Cronbach’s alpha 0.653), coping behaviors (Cronbach’s alpha 0.80), and
knowledge of preventive practices against COVID-19 (Cronbach’s alpha 0.77). This questionnaire,
specifically designed and validated for nursing students, is the first to address four important areas
in the development of preventive measures against COVID-19.This research was funding by the Fundación Instituto de Investigación Marqués De Valdecilla
The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems
Get PDFThis Special Issue was completed with the support of the Research Group Recognized in Didactics of History and Social Sciences (DHISO), and the Group for Educational Innovation in Didactics of Social Sciences, Languages, and Literatures in Initial Teacher Training of Early Childhood Education and Primary Education (DiCSOL) of the University of Burgos. This publication is part of the R&D Project Teach and Learn to interpret contemporary problems and conflicts. What do the Social Sciences contribute to the formation of a critical global citizenship? (EDU2016-80145-P), financed by the Ministry of Economy and Competitiveness (Spanish Government), and Future Education and Democratic Hope. Rethinking Social Studies Education in changing times (PID2019-107383RBI00), financed by the Ministry of Science, and Innovation (Spanish Government)
Deformational behavior of self-compacting concrete containing recycled aggregate, slag cement and green powders under compression and bending: Description and prediction adjustment
Get PDFThe high fine-aggregate content of Self-Compacting Concrete (SCC) means that its deformational
behavior differs from that of vibrated concrete. SCC performance is further altered when industrial by-products are used as raw materials in those fractions. In this paper, the aim is to analyze
and to model the deformational behavior under compression and bending of SCC containing
100% coarse and 0%, 50%, and 100% fine Recycled Aggregate (RA), limestone and RA green
aggregate powders sized 0/0.5 mm, and Ground Granulated Blast-furnace Slag (GGBS) cement.
After the fresh and mechanical characterization of the 18 SCC mixes that were produced, their
compressive stress-strain and bending load-deflection curves were determined by continuously
recording the applied load and the strain/deflection values of the SCC test specimens. 100%
coarse RA yielded deformability levels in accordance with international standards, while higher
fine RA contents increased deformation under compression and reduced it under flexural stress.
SCC stiffness increased when GGBS was added, due to the adjustment of the proportion of
cementitious matrix, while the use of limestone powder and, especially, RA powder had the
opposite effect. Both compressive strain and flexural deflection were underestimated with
existing theoretical models. However, the incorporation in the models of both exponential
correction coefficients, dependent on the fine RA content, and partial adjustment coefficients,
dependent on the types of cement and aggregate powder, produced optimal fits with the experimental stress-strain and load-deflection curves. In view of the deformational behavior, which was
successfully modelled with maximum deviations of ±10%, fine RA may be used in combination
with GGBS and limestone powder, although it is recommended that fine RA should not exceed
proportions of 50%.The authors wish to express their gratitude for funding this research work to the Spanish Ministry of Universities, MICINN, AEI, EU, and ERDF [PID2020-113837RB-I00; 10.13039/501100011033; FPU17/03374]; the Junta de Castilla y Leon ´ (Regional Government) and ERDF [UIC-231]; and the University of Burgos [SUCONS, Y135. GI]
Using recycled aggregate concrete at a precast-concrete plant: A multi-criteria company-oriented feasibility study
Get PDFNumerous test results at laboratory scale confirm the utility of Recycled Aggregate (RA) for the development of
concrete that demonstrates durability and adequate in-fresh and mechanical behavior. However, feasibility
evaluations of the use of RA in real industrial applications are necessary, before any large-scale industrial
application of these products can begin. In this research, the feasibility of producing precast-concrete components containing large amounts of coarse RA at a precast-concrete plant is analyzed. Two Self-Compacting
Concretes (SCC) were produced incorporating 0% and 100% coarse RA, respectively, at both laboratory scale
(0.08 m3
) and industrial scale (2 m3
). Work took place at the industrial-scale facilities of a precast-concrete
company that was collaborating in this study. Flowability and mechanical behavior were maintained as concrete production volumes increased, and concrete strength even increased after adding coarse RA, due to a
careful mix design. However, the durability performance worsened by around 20% when produced at industrial
scale, being this worsening higher whether coarse RA was used. A Multi-Criteria Decision-Making (MCDM)
analysis, in which the criteria of the precast-concrete company defined the relative importance of each concrete
property, showed the feasibility of manufacturing precast-SCC components containing coarse RA for interior
usage, whose fundamental requirement is adequate mechanical strength. The results of the MCDM analysis also
underlined the lower cost of coarse RA, making its use in SCC components cast with large concrete volumes
advisable. Overall, the addition of coarse RA in the precast-concrete industry is recommended in the interests of a
greener construction sector.The authors wish to express their gratitude for funding this research work to the Spanish Ministry of Universities, MICINN, AEI, EU, ERDF and NextGenerationEU/PRTR [PID2020-113837RB-I00; 10.13039/ 501100011033; TED2021-129715B-I00; FPU17/03374]; the Junta de Castilla y Leon ´ (Regional Government) and ERDF [UIC-231]; and the University of Burgos [SUCONS, Y135.GI]. In addition, Priyadharshini Perumal acknowledges the financial support received from the project DeConcrete [grant # KO 4068: Eco-efficient Arctic technologies cooperation] funded by the Kolarctic CBC initiative of the European Union. Finally, the support and assistance of ARTEPREF S.A. for the development of this study is also highly appreciated
Use and value of music as a didactic tool in Primary School Education
Get PDFLa música se ha considerado tradicionalmente como una herramienta didáctica valiosa en el proceso enseñanza-aprendizaje de los estudiantes. Son mínimos los estudios empíricos realizados sobre el uso y la valoración de la música como un recurso transversal en el ámbito escolar. En esta investigación han participado un total de 258 docentes (74,2% mujeres y 25.8% hombres) en activo de Educación Primaria de la Comunidad de Castilla y León (España). El 74,4% de los participantes desempeñan su trabajo en colegios públicos y un 67.1% tienen 10 o más años de experiencia. Se trata de un estudio descriptivo transversal presentado mediante encuesta a través de un cuestionario ad hoc en el que los docentes deben reflexionar sobre el uso y valoración de la música en sus clases. Los resultados muestran que existen diferencias en el uso de la música en función de las áreas en donde se imparte docencia; así es muy frecuente su uso en Inglés, Plástica, Educación Especial/Audición y Lenguaje o en Religión/Valores Sociales y Cívicos, y poco frecuente en asignaturas como Ciencias de la Naturaleza o Matemáticas. El 90% de los maestros encuestados que cuentan con formación musical especializada, hacen un uso habitual de la música en sus clases, frente al 51% de los que no la tienen. El 85% de los docentes encuestados, considera que, en general, la música está insuficientemente valorada en la etapa. Por último, se discuten los datos y se justifica la necesidad de mejorar la formación musical de los maestros a la luz de la utilidad y beneficios que esta supone en la formación integral de los niños.Music has traditionally been considered as a valuable didactic tool in the teaching-learning process of students. The empirical studies carried out on the use and evaluation of music as a transversal resource in the school environment are minimal. A total of 258 teachers (74.2% women and 25.8% men) in active Primary Education in the Community of Castilla y León (Spain) have participated in this research. 74.4% of the participants carry out their work in public schools and 67.1% have 10 or more years of experience. This is a descriptive cross-sectional study presented by means of a survey through an ad hoc questionnaire in which the respondents had to reflect on the use and assessment of music in their classes. The results show that there are differences in the use of music depending on the areas where teaching is taught; thus, its use is very frequent in English, Plastic, Special Education / Hearing and Language or in Religion / Social and Civic Values, and infrequent in subjects such as Natural Sciences or Mathematics. 90% of the teachers surveyed and who have specialized musical training make regular use of music in their classes, compared to 51% of those who do not. 85% of the teachers surveyed consider that, in general, music is insufficiently valued in the stage. Finally, the data are discussed and the need to improve the musical training of teachers is justified in light of the usefulness and benefits that this entails in the comprehensive training of children
Education for fighting against gender discrimination and violence in the immigrant population: a systematic literature review
Get PDFThis systematic review is one of the products of the 360 REWIN project
(REsilient immigrant Women interventions for INclusion)Las mujeres migrantes están expuestas a una doble vulnerabilidad, como mujeres y como migrantes. Esto genera una demanda de especial atención por parte de profesionales del ámbito social, sanitario y psicológico para comprender sus necesidades. Este trabajo pretende indagar en la complejidad del fenómeno migratorio de las mujeres en la literatura científica para establecer las líneas prioritarias de apoyo en los planes de estudios universitarios. Para ello, se presenta una revisión sistemática que finalmente profundiza en 63 documentos. El estudio tiene tres fases de búsqueda en las bases de datos Web of Science y Scopus. En la primera fase, los términos que se consideran son “discriminación de género” Y “violencia” Y “migrante”, seleccionando seis ítems; un segundo bloque incluye solamente "discriminación de género" Y "migrante", agregando 40 artículos, y el tercer bloque, "discriminación de género" Y "violencia" O "migrante" Y "educación" Y "intervención" Y "mujeres", donde 17 nuevos artículos son seleccionados.
Los resultados muestran siete categorías emergentes según su tema nuclear: legal, social, desarrollo y mercado laboral, salud, integración, discriminación de género e intervención. El estudio presenta una discusión para cada categoría, convergiendo en la relevancia de la necesidad de sensibilizar a la población en su conjunto. El estudio pretende centrar el interés en líneas prioritarias de intervención, entre las que destacan: la atención sanitaria en general, la educación sexual, la ampliación de las redes sociales en el destino, la búsqueda de oportunidades laborales, el acceso a la tecnología o la promoción de la salud vida y actividad física. Este análisis converge en la necesidad de que las instituciones brinden recursos a las personas que sufren violencia de género de cualquier tipo, con énfasis en la población migrante, ya que son menos los casos institucionalizados. Por ello, también es relevante dotar de recursos a los profesionales que trabajan con este colectivo social.Migrant women are exposed to double vulnerability, as women and as migrants.
This generates a demand for special personalized attention from professionals
in the social, health and psychology fields in order to understand their needs.
This work aims to understand the complexity of the migratory phenomenon in
women in the scientific literature to establish the priority lines of support in
university curricula. For this, a systematic review is presented that finally
analyzes 63 documents. The study has three search phases in Web of Science
and Scopus databases. In the first phase, the terms that are considered are
"gender discrimination" AND "Violence" AND "migrant", selecting six items;
a second block includes "gender discrimination" AND "migrant”, adding 40
items, and the third block, "gender discrimination" AND "Violence" OR
"migrant" AND "education" AND “intervention” AND "women, where 17
new articles are selected.
The results show seven emerging categories according to their central theme:
legal, social, development & market, health, integration, gender discrimination
and intervention. The study presents a discussion for each category, converging
on the relevance of the need to raise awareness among the population as a
whole. The study attempts to focus interest on priority lines of intervention,
among which the following stand out: health care in general, sexual education,
the expansion of social networks in the destination, the search for job
opportunities, access to technology or the promotion of healthy living and
physical activity. This analysis converges on the need for institutions to provide
resources to people who suffer gender-based violence of any kind, emphasizing
the migrant population, since fewer cases are institutionalized. For this reason,
it is also relevant to provide resources to professionals who work with this social
group.This work has been co-financed by Erasmus + 360 REWIN (Resilient immigrant Women interventions for Inclusion) (KA220-HED-F5265FF4)