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Too Sure for Trust. The Paradoxical Effect of Calibrated Confidence in Case of Uncalibrated Trust in Hybrid Decision Making
No full textPhubbing en estudiantes universitarios: desafíos para la convivencia y el bienestar en la era digital
No full textEl phubbing, término surgido de la combinación de phone (teléfono) y snubbing (ignorar), describeun fenómeno reciente, que consiste en la acción de ignorar a las personas que nos rodean paracentrar nuestra atención en el teléfono móvil (Karadaǧ et al , 2015). Este fenómeno adquiere unarelevancia particular entre los estudiantes universitarios al influir directamente en la calidad desus relaciones interpersonales, y su bienestar emocional (Davey et al , 2018). En una etapa de lavida marcada por la construcción de la identidad, la búsqueda de un sentido de pertenencia, y laautonomía la dependencia hacia los dispositivos digitales y las redes sociales introduce nuevastensiones en la forma de comunicarse y vincularse. Este trabajo analiza cómo el phubbing semanifiesta en contextos académicos, especialmente entre estudiantes universitarios, y de quémodo afecta a diversos aspectos del bienestar de los estudiantes (Guzmán-Brand et al , 2022).Además, se explora si existen diferencias entre sexos y su relación con el contexto social. A partirdel análisis de la prevalencia de este fenómeno reciente en diferentes contextos internacionales,y, especialmente, en España, se estudia cómo afecta a los diferentes aspectos de los adultosjóvenes y las consecuencias de esta práctica en sus dos dimensiones: Perturbación de la comuni-cación (interrupción de la comunicación cara a cara mediante el uso del teléfono) y Obsesión porel teléfono (necesidad compulsiva del teléfono en contextos sociales). (Barbed-Castrejón et al ,2024). Asimismo, se exploran los factores que fomentan el phubbing, como diversas adicciones,la necesidad de validadación constante o el miedo a perderse algo (Fear of Missing Out, FOMO).Desde una perspectiva educativa, se proponen estrategias de intervención que promuevan unaconvivencia digital saludable: desarrollo de competencias de autocontrol tecnológico, diseño deespacios libres de dispositivos en actividades colaborativas y fomento de la atención plena enla comunicación cotidiana. Finalmente, se plantea la necesidad de repensar el papel de la uni-versidad como entorno formativo y social capaz de equilibrar la conexión digital con la conexiónhumana, favoreciendo una cultura de presencia, respeto y bienestar compartido en la era de la hiperconectivida
Inclusive and Sustainable Digital Innovation Within the Amara Berri System
Full text linkThe current debate on digital education is at a crossroads between the need for technological innovation and the growing concern about the impact of passive screen use. In this context, identifying sustainable pedagogical models that integrate Information and Communication Technologies (ICT) in a meaningful and inclusive way is an urgent need. This article presents a case study of the Amara Berri System (ABS), aiming to analyze how inclusive and sustainable digital innovation is operationalized within the system and whether teachers’ length of service is associated with the implementation and perceived impact of inclusive ICT practices. The investigation is based on a mixed-methods sequential design. A questionnaire was administered to a sample of 292 teachers to collect data on their practices and perceptions. Subsequently, a focus group with eight teachers was conducted to further explore the meaning of their practices. Quantitative results show that the implementation and positive evaluation of inclusive ICT practices correlate significantly with teachers’ seniority within the system, which suggests that the model is formative in itself. Qualitative analysis shows that ICTs are not an end in themselves within the ABS, but an empowering tool for the students. The “Audiovisual Media Room”, managed by students, functions as a space for social and creative production that gives technology a pedagogical purpose. The study concludes that the sustainability of digital innovation requires coherence with the pedagogical project. Findings offer valuable implications for the design of teacher training contexts that foster the integration of technology within a framework of truly inclusive educatio
Prognostic analysis of BMI, nutritional risk score (NRS2002), age, and heart failure in in-hospital mortality: An examination of interactions in acute myocardial infarction patients
Full text linkDanza Movimiento Terapia y desarrollo de la motricidad básica en personas con Trastorno del Espectro Autista
Full text linkIntroduction: Individuals with Autism Spectrum Disorder (ASD) and Intellectual Disability frequently exhibit motor difficulties that hinder their autonomy and limit participation in daily activities.
Objective: This study aims to examine the potential of Dance Movement Therapy (DMT) to foster the development of basic motor skills in individuals with ASD, thereby contributing to their personal growth and functional independence.
Methodology: A descriptive and interpretative case study employing a qualitative design was conducted with two participants diagnosed with ASD and intellectual disability. The qualitative data were analysed using Atlas.ti 9 software to identify variations in motor performance and bodily responses throughout the therapeutic process.
Results: Regular engagement in DMT sessions facilitated both the acquisition and refinement of diverse motor skills—such as vertical jumping, longitudinal turning, and object manipulation and throwing—that had not been observed prior to the intervention.
Discussion: When tailored to individual functional profiles, DMT promotes active participation, motor learning, and systematic monitoring of progress, underscoring its adaptability as a therapeutic approach.
Conclusion: The findings suggest that DMT constitutes an effective therapeutic strategy for enhancing fundamental motor development and fostering autonomy and quality of life among individuals with ASD and intellectual disabilities.Introducción: Las personas con Trastorno del Espectro Autista (TEA) y Discapacidad Intelectual presentan con frecuencia dificultades en el área motora que repercuten en su autonomía y participación en la vida cotidiana.
Objetivo: analizar cómo la práctica de Danza-Movimiento-Terapia (DMT) puede favorecer la adquisición de habilidades motrices básicas en el colectivo TEA, contribuyendo así a su desarrollo personal y funcional.
Metodología: se desarrolló un estudio de caso descriptivo e interpretativo, con enfoque cualitativo, en el que participaron dos personas con TEA y Discapacidad Intelectual. Para el análisis de la información se utilizó el software Atlas.ti 9, a fin de identificar cambios en la ejecución motriz y en la respuesta corporal durante el proceso terapéutico.
Resultados: la práctica sistemática de DMT facilitó la adquisición y mejora de diversas habilidades motrices —como saltos verticales, giros longitudinales y manipulación y lanzamiento de objetos— que previamente no eran realizadas.
Discusión: la DMT, cuando se adapta a la diversidad funcional individual, potencia la participación activa, el aprendizaje motor y la observación detallada de los progresos.
Conclusión: la DMT se presenta como una estrategia terapéutica eficaz para promover el desarrollo de la motricidad básica, favoreciendo la autonomía y la calidad de vida de las personas con TEA y Discapacidad Intelectual.Introdução: Os indivíduos com Perturbação do Espectro do Autismo (PEA) e Deficiência Intelectual apresentam frequentemente dificuldades motoras que prejudicam a sua autonomia e limitam a participação nas atividades diárias.
Objectivo: Este estudo visa examinar o potencial da Dança Movimento Terapia (DMT) para promover o desenvolvimento das competências motoras básicas em indivíduos com PEA, contribuindo assim para o seu crescimento pessoal e independência funcional.
Metodologia: Um estudo de caso descritivo e interpretativo, empregando uma abordagem qualitativa, foi conduzido com dois participantes diagnosticados com PEA e deficiência intelectual. Os dados qualitativos foram analisados utilizando o software Atlas.ti 9 para identificar variações no desempenho motor e nas respostas corporais ao longo do processo terapêutico.
Resultados: A participação regular em sessões de DMT facilitou tanto a aquisição como o aperfeiçoamento de diversas competências motoras — como o salto vertical, a rotação longitudinal e a manipulação e lançamento de objetos — que não tinham sido observadas antes da intervenção.
Discussão: Quando adaptada aos perfis funcionais individuais, a DMT promove a participação ativa, a aprendizagem motora e a monitorização sistemática do progresso, sublinhando a sua adaptabilidade enquanto abordagem terapêutica.
Conclusão: Os resultados sugerem que a DMT constitui uma estratégia terapêutica eficaz para melhorar o desenvolvimento motor fundamental e promover a autonomia e a qualidade de vida em indivíduos com PEA e deficiência intelectual
An emotional competences in higher education: an multidimensional study on gender, academic discipline and educational stage
Full text linkLexical Availability in L2/L3 EFL Learners: An Exploration of Cognates and Prototypes in the Prompt "The Countryside"
Full text linkEmerging evidence highlights the cognitive and linguistic advantages of multilingualism, particularly in terms of accessing and organizing vocabulary across languages. While heritage (L3) and non-heritage (L2) speakers often show similar lexical output, qualitative differences, such as in lexical organization and cognate use, suggest greater variation influenced by multilingual experience. Prototype research has further illuminated how multilinguals retrieve central or typical lexical items, offering insight into how conceptual categories are structured across languages. Building on this perspective, the present preliminary study introduces the radial category ‘Countryside’ to examine how multilingual learners engage with cognitively flexible category structures beyond classical definitions. The objectives are twofold: (i) to determine whether there are quantitative differences between the groups regarding the number of words produced, and (ii) to explore qualitative differences between the groups, analysing in particular the type/token ratios and the presence of cognates and prototypes in the words retrieved by heritage and non-heritage English as a foreign language (EFL) learners. Results point to a distinct quantitative advantage for L2 learners in relation to their language proficiency, productive vocabulary, and performance in the lexical availability prompt ‘Countryside’. By comparison, qualitative findings indicate that lexical performance varies by prompt type and reveal evidence of word prototypicality in the participants’ responses. This study emphasizes the importance of using diverse lexical prompts to foster vocabulary development in both heritage and non-heritage learners. Teachers should also consider learners’ multilingual experiences by emphasizing cognate recognition and prototypical vocabulary to improve lexical access and organization across language background
