14 research outputs found
Actitudes, sentimientos y preocupaciones hacia la educación inclusiva de futuros docentes
No full textThe attitude of future teachers towards diversity and inclusive education is a key aspect for the promotion of an inclusive school that guarantees learning opportunities for all students. The objectives of this study were to describe the attitudes, sentiments and concerns towards inclusive education of future teachers based on gender and type of institution and to examine whether there are significant differences based on sociodemographic variables (gender and type of institution) and the instrument considered. For this, 632 university students from the 2nd year of the Primary Education Degree participated. An ad-hoc questionnaire was used to establish the sociodemographic variables and the Revised Scale of Sentiments, Attitudes and Concerns about Inclusive Education. The results obtained showed that, depending on the type of institution, there are significant differences around the three analysis variables. However, in relation to sex, differences have only been found for the sentiments variable. These results, although not conclusive, can be taken as a reference to design training actions that raise awareness among future teachers and offer them the necessary tools to promote and develop quality inclusive practices.La actitud de los futuros docentes hacia la diversidad y la educación inclusiva se configura como un aspecto clave para la promoción de una escuela inclusiva garante de oportunidades de aprendizaje para todo el alumnado. Los objetivos de este estudio fueron describir las actitudes, sentimientos y preocupaciones hacia la educación inclusiva de los futuros docentes en función del género y el tipo de institución y examinar si existen diferencias significativas en función de las variables sociodemográficas (género y tipo de institución) y el instrumento considerado. Para ello, participaron 632 estudiantes universitarios de 2º curso del Grado de Educación Primaria. Se utilizó un cuestionario ad-hoc para establecer las variables sociodemográficas y la Escala Revisada de Sentimientos, Actitudes y Preocupaciones sobre la Educación Inclusiva. Los resultados obtenidos mostraron que, en función del tipo de institución, existen diferencias significativas en torno a las tres variables de análisis. Sin embargo, respecto al sexo, solo se han encontrado diferencias respecto a la variable de sentimientos. Estos resultados, pese a no ser concluyentes, pueden tomarse como referente para diseñar actuaciones formativas que permitan sensibilizar a los futuros docentes y ofrecerle las herramientas necesarias para promover y desarrollar prácticas inclusivas de calidad
Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?
No full textUnderstanding the emotional profile of students during their training, as well as associated
psychosocial factors such as optimism versus pessimism and self-esteem, is critical to improving
student performance, especially in the post-pandemic period. In this study, 798 university students
participated, belonging to the Degrees of Early Childhood and Primary Education, with a mean age
of 24.52 years ( 5.48). The following instruments were used: Wong Law Emotional Intelligence
Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES).
The objective was to determine the predictive value of self-esteem on emotional intelligence and
optimism vs. pessimism. A positive relationship between several dimensions of the instruments used
(p < 0.01) were found. Moreover, the regression model predicted an association between emotional
intelligence (use of emotions), pessimism and self-esteem. The practical consequences suggest the
importance of the acquisition of emotional competences by university students is essential to obtain
higher performances
Relationship between Learning Strategies and Motivation of University Students
No full text(1) Background: To achieve a quality education, within the university context, has become
a fundamental issue in the educational agenda and objectives of Sustainable Development, mainly
by corroborating that the knowledge acquired and the level of competence determine academic
performance and are related to motivational factors. The objective was to analyze the relationship of
the learning strategy through its different dimensions (learning support strategies, intrinsic motivation,
and study habits) according to the motivational profile of Education students. (2) Methods: In
this study, 436 students from the Faculties of Education of Granada and Jaén (Spain) participated,
318 women (73.6%) and 118 men (26.4%), with a mean age of 19.40 years ( 3.67). The ACRA scale on
Learning Strategies and the Academic Motivation Scale were used. (3) Results: The results showed
that the determination coefficients Learning support strategies [(Q2 = 0.216); (R2 = 0.559)], Intrinsic
motivation [(Q2 = 0.225); (R2 = 0.364)], and Study habits [(Q2 = 0.149); (R2 = 0.315)], in the estimation
of the measurement model, indicated a great adjustment of the model. (4) Conclusions: The present
investigation is not conclusive; however, it presents evidence that could indicate a better performance
in the students when implementing motivational strategies.Teaching Invocation Project of the Office of the Vice-Rector for Teaching Coordination and Quality of the University of Jaen PIMED02_20212
Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?
No full textUnderstanding the emotional profile of students during their training, as well as associated psychosocial factors such as optimism versus pessimism and self-esteem, is critical to improving student performance, especially in the post-pandemic period. In this study, 798 university students participated, belonging to the Degrees of Early Childhood and Primary Education, with a mean age of 24.52 years (±5.48). The following instruments were used: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The objective was to determine the predictive value of self-esteem on emotional intelligence and optimism vs. pessimism. A positive relationship between several dimensions of the instruments used (p < 0.01) were found. Moreover, the regression model predicted an association between emotional intelligence (use of emotions), pessimism and self-esteem. The practical consequences suggest the importance of the acquisition of emotional competences by university students is essential to obtain higher performances
Resilient Moderating Effect between Stress and Life Satisfaction of Mothers and Fathers with Children with Developmental Disorders Who Present Temporary or Permanent Needs
No full text(1) Background: The stress experienced by parents with children with developmental disorders who present temporary or permanent needs, makes them experience a series of daily situations that may be linked to coping strategies. Resilient attributes are considered one of the factors that have a decisive influence on the behavior of parents related to raising their children and that affect greater well-being and life satisfaction. The objective of this research is to study the mediating effect of resilient attributes between parental stress and life satisfaction; (2) Methods: In this study, mothers and fathers of boys and girls from 0 to 6 years old with developmental disorders from different Early Childhood Care Centers (CAIT) in the Province of Jaén (Andalusia) [Spain]. Of them, 96 are mothers (78.0%) and 27 are fathers (22.0%), with a mean age of 37.85 years (±5.043). The Parenting Stress Index-Short Form (PSI-SF), Resilience Scale (RS-14), and Satisfaction with Life Scale (SWLS) were used. The structural equations model (PLS-SEM) was applied to estimate the proposed theoretical model, from an explanatory-predictive perspective; (3) Results: The results showed the coefficients of determination Parental distress [(Q2 = 0.144); (R2 = 0.329)]; Personal competence [(Q2 = 0.106); (R2 = 0.246)]; Acceptance of self and life [(Q2 = 0.094); (R2 = 0.172)] and Life satisfaction [(Q2 = 0.182); (R2 = 0.563)], in the estimation of the reflective model, indicating a moderate fit; (4) Conclusions: The present investigation is not conclusive; however, the implications of these findings are discussed and suggestions for future research are considered
Mapeo sobre el uso de la Neurotecnología en educación desde una perspectiva ética
No full textNeurotechnology has a long tradition in the clinical field. However, it is increasingly present in the field of education. This review
aims to provide an overview of research based on educational neurotechnology that considers the ethical component in its
design and implementation. For this purpose, the PRISMA guidelines for systematic reviews and meta-analyses in the
databases Web of Science, Scopus, ERIC and Science Direct were followed. After the double review process with the inclusion
and exclusion criteria considered, the review sample was set at 12 articles. The main findings found support the effectiveness
of using neurotechnology in the field of education, especially for students with special educational needs. It also shows its
usefulness in the acquisition of instrumental learning and for obtaining improvements in different areas of development such
as attention, memory and motivation. However, in addition to their implicit benefits, the inclusion of educational
neurotechnology implies a number of challenges for both teachers and educational institutions, related to training, ethics and
the administrative and economic management of these resources and tools. Similarly, despite the existence of different
theoretical studies, there is a call for more empirical studies on this topic.La neurotecnología posee una gran tradición desde el ámbito clínico. Sin embargo, cada vez está más presente en el campo
de la educación. Este trabajo de revisión trata de ofrecer una panorámica sobre las investigaciones basadas en
neurotecnología educativa que consideren el componente ético en su diseño e implementación. Para ello, se siguieron las
directrices PRISMA para la realización de revisiones sistemáticas y metaanálisis en las bases de datos Web of Science,
Scopus, ERIC y Science Direct. Tras el proceso de doble revisión con los criterios de inclusión y exclusión considerados, la
muestra de la revisión quedó fijada en 12 artículos. Los principales hallazgos encontrados reivindican la efectividad de utilizar
la neurotecnología en el campo de la educación, especialmente para el alumnado con necesidades educativas especiales.
Asimismo, muestra su utilidad para la adquisición de aprendizajes instrumentales y obtener mejoras en diferentes ámbitos de
desarrollo como la atención, la memoria o la motivación. Sin embargo, además de los beneficios implícitos, la inclusión de la
neurotecnología educativa implica una serie de retos tanto para el profesorado, como para las instituciones educativas,
relacionadas con la formación, la ética y la gestión administrativa y económica de estos recursos y herramientas. De igual
modo, pese a existir diferentes estudios de naturaleza teórica, se hace un llamado para la realización de más estudios
empíricos sobre esta temática.Proyecto de I+D+i, PID2019-108230RB-I00, 494 financiado por MCIN/ AEI/10.13039/50110001103
Relationship between Learning Strategies and Motivation of University Students
No full text(1) Background: To achieve a quality education, within the university context, has become a fundamental issue in the educational agenda and objectives of Sustainable Development, mainly by corroborating that the knowledge acquired and the level of competence determine academic performance and are related to motivational factors. The objective was to analyze the relationship of the learning strategy through its different dimensions (learning support strategies, intrinsic motivation, and study habits) according to the motivational profile of Education students. (2) Methods: In this study, 436 students from the Faculties of Education of Granada and Jaén (Spain) participated, 318 women (73.6%) and 118 men (26.4%), with a mean age of 19.40 years (±3.67). The ACRA scale on Learning Strategies and the Academic Motivation Scale were used. (3) Results: The results showed that the determination coefficients Learning support strategies [(Q2 = 0.216); (R² = 0.559)], Intrinsic motivation [(Q2 = 0.225); (R² = 0.364)], and Study habits [(Q2 = 0.149); (R² = 0.315)], in the estimation of the measurement model, indicated a great adjustment of the model. (4) Conclusions: The present investigation is not conclusive; however, it presents evidence that could indicate a better performance in the students when implementing motivational strategies
Uma abordagem histórico-jurídica do processo de normalização da educação física no currículo da escola primária durante o período democrático espanhol
No full textResumen:
Introducción: El sistema educativo español ha sufrido un proceso de reconversión educativa donde se diferencian tres períodos distintos de cambios desde la entrada de la democracia. Uno coyuntural centrado en el cambio de paradigma, otro estructural donde se modifica el currículum tradicional y por último, una fase donde las adaptaciones en la educación son dictadas por las exigencias de un mercado globalizado. Por su parte y de forma paralela, la asignatura de Educación Física (EF) y los docentes especializados en esta área han tenido su propio proceso de normalización y reconocimiento con el resto de materias escolares y de titulaciones universitarias relacionadas con la docencia de Educación Primaria. Método: Este estudio de investigación se fundamenta en una búsqueda de la literatura, donde se llevará a cabo un análisis crítico documental de la literatura histórico-legal relacionada con el área de EF y con su evolución dentro del currículum de Educación Primaria durante el período democrático español. Resultados y discusión: Entre los resultados se evidencia que, aunque su integración ha tenido altibajos, en la actualidad, el área de EF comparte el mismo estatus normativo y académico que el resto de disciplinas universitarias y de asignaturas de carácter curricular. Conclusiones: No obstante, aún le quedan espacios sin cubrir dentro de su propio proceso de normalización y un horizonte lleno de retos pendientes en los que se espera mucho de ella con respecto al nuevo paradigma educativo, es decir, el de una educación plena e inclusiva de todo el alumnado.Abstract:
Introduction: The Spanish education system has undergone a process of educational reconversion in which three distinct periods of change can be distinguished since the advent of democracy. One of these is a conjunctural one centred on the change of paradigm, another structural one in which the traditional curriculum is modified and finally, a phase in which adaptations in education are dictated by the demands of a globalised market. At the same time, the subject of Physical Education (PE) and the teachers specialising in this area have undergone their own process of standardisation and recognition with the rest of the school subjects and university degrees related to Primary Education teaching. Method: This research study is based on a literature search, where a critical documentary analysis of the historical-legal literature related to the area of PE and its evolution within the Primary Education curriculum during the Spanish democratic period will be carried out. Results and discussion: The results show that, although its integration has had ups and downs, at present, the area of PE shares the same regulatory and academic status as the rest of university disciplines and curricular subjects. Conclusions: Nevertheless, there are still spaces to be filled within its own process of normalisation and a horizon full of pending challenges in which much is expected of it with respect to the new educational paradigm, i.e. that of a full and inclusive education for all students.Resumo:
Introdução: O sistema educativo espanhol sofreu um processo de reconversão educacional em que se podem distinguir três períodos distintos de mudança desde o advento da democracia. Uma delas é uma conjuntura centrada na mudança de paradigma, outra estrutural em que o currículo tradicional é modificado e, finalmente, uma fase em que as adaptações na educação são ditadas pelas exigências de um mercado globalizado. Ao mesmo tempo, a disciplina de Educação Física (EP) e os professores especializados nesta área passaram pelo seu próprio processo de normalização e reconhecimento com o resto das disciplinas escolares e graus universitários relacionados com o ensino do Ensino Primário. Método: Este estudo de investigação baseia-se numa pesquisa bibliográfica, onde será realizada uma análise documental crítica da literatura histórico-legal relacionada com a área da Educação Física e a sua evolução no âmbito do currículo do Ensino Primário durante o período democrático espanhol. Resultados e discussão: Os resultados mostram que, embora a sua integração tenha tido altos e baixos, actualmente, a área de EP partilha o mesmo estatuto regulamentar e académico que o resto das disciplinas e disciplinas curriculares universitárias. Conclusões: No entanto, há ainda espaços a preencher no seu próprio processo de normalização e um horizonte cheio de desafios pendentes em que muito se espera dele em relação ao novo paradigma educacional, ou seja, o de uma educação plena e inclusiva para todos os estudantes
Educational guidance in social contexts: syllabus
No full textGuía docente de la asignatura para el curso académicoTeaching guide of the subject for the current academic yea
Resiliencia como factor de protección hacia las creencias y actitudes violentas de estudiantes universitarios del ámbito educativo
No full textThe justification of violence based on gender and minorities is supported on differential socialization processes, so that resilience against the phenomena of violence in the university is very important. It constitutes a collective resource for coping with situations of violence. 406 university students (n=406), from the University of XXXX (Spain), of whom 77.8% were female and 22.2% male, with a mean age of 23.68 years (±7.03) have participated in this research. The instruments used were: The 14-Item Resilience Scale (RS-14) and the Questionnaire of Attitudes towards Diversity and Violence (CADV). The aim was to determine the relationship between Resilience and attitudes towards diversity and violence of university students. Results show that, regarding gender, in the dimensions justification of violence and sexist beliefs, men present higher rates, while, in personal competence, where women obtained higher scores (p<.05). Regression analysis confirms the predictive value of personal competence on acceptance of self and life and tolerant beliefs and the rejection of violence. Findings suggest important and necessary implications for enhancing prevention and intervention strategies on violent attitudes in the university context.Introducción. La justificación de la violencia en función del género y las minorías se fundamenta en los procesos de socialización diferencial, por lo que la resiliencia frente a los fenómenos de violencia en la universidad, cobra gran importancia ya que constituye un recurso colectivo para su afrontamiento.
Método. En la presente investigación participaron 406 estudiantes universitarios de la Universidad de Jaén (España), de los cuales el 77.8% fueron mujeres y el 22.2%, hombres, con una edad media de 23.68 años (±7.03). Se utilizaron los instrumentos: The 14-Item Resilience Scale (RS-14) y el Cuestionario de Actitudes hacia la Diversidad y la Violencia (CADV). El objetivo fue determinar la relación entre la Resiliencia y las actitudes hacia la diversidad y la violencia.
Resultados. Los resultados muestran que, respecto al género, en las dimensiones justificación de la violencia y creencias sexistas los hombres presentan índices más altos, mientras que, en la competencia personal, las mujeres obtuvieron puntuaciones más elevadas (p<.05). El análisis de regresión confirma el valor predictivo de la resiliencia sobre la competencia personal; aceptación de uno mismo y de la vida; y creencias tolerantes y rechazo de la violencia.
Discusión y conclusiones. Los hallazgos tienen implicaciones necesarias para reforzar estrategias de prevención sobre las actitudes violentas en el contexto universitario.
