European Journal of Child Development, Education and Psychopathology
The European Journal of Child Development, Education and Psychopathology (EJPAD), ISSN: 2340-924X, was created in 2013 by the Spanish Scientific Society for Research and Training in Health Sciences (ASUNIVEP) and since its creation has oriented to disseminate research related to the development of the child, dealing with topics of interest in the field of education and developmental psychology, conducted in Ibero-America, and in close collaboration with the Universidad Autonoma de Chile. From 2021 the Journal is published in Santiago de Chile by the Universidad Autonoma de Chile, in this way the journal EJPAD is constituted as the official body of its Faculties of Education and Social Sciences and the Spanish Scientific Society for Research and Training in Health Sciences (ASUNIVEP) Its ISSN registration: 2340-924X was transferred to the agency ISNN Chile (https://portal.issn.org/resource/ISSN/2530-0776) The Journal, publishes scientific papers related to child development, addressing topics of interest in the fields of developmental psychology, education, and psychopathology. The journal also provides an international platform for the dissemination of scientific knowledge, including empirical research and case studies. The European Journal of Child Development, Education and Psychopathology (EJPAD) is a peer-reviewed, peer-reviewed journal with continuous periodicity. It has an international reach and focus in Ibero-America, is open access and uses a Creative Commons Attribution License -Non-Commercial- without derivatives 4.0 International ( CC BY-NC-ND 4.0 ). Content is available in open access immediately after publication. Objective : Its objective is the dissemination and publication of empirical works - research and /or theorists from any field related to child development, education and psychology, in its broadest aspect, extending its coverage to professionals from other related disciplines. Vision : EJPAD seeks to be a space for academic discussion and multidisciplinary dialogue in the area of health sciences in all its aspects, which contributes to scientific communication between research and academic peers in the area. Aimed at professionals, academics and researchers in the field of education, psychology, social work and related specialties. The Journal publishes original articles, case reports, review articles, brief communications and letters to the editor in English or Spanish. EJPAD has no article processing charges (APC) or item shipping charges for any of the editorial or publishing processes.
The publication are distributed under the Creative Commons Attribution-NonCommercial-Non Derivatives 4.0 International license (CC BY-NC-ND 4.0). The rights of the works published in this journal are the property of the author and they are free to distribute and disseminate them, as long as the source is correctly cited, no derivative works are generated and these acts do not have commercial purposes.
Effects of the Compassionate Mindfulness Model on Pre-Competitive Anxiety, Mindfulness, and Compassion in High-Performance Taekwondo Athletes: A Randomized Controlled Trial
This randomized controlled trial evaluated the efficacy of a Compassionate Mindfulness Model (CMM) intervention for reducing pre-competitive anxiety and enhancing mindfulness and compassion in elite taekwondo athletes. Twenty-seven sub-21 black-belt athletes from Mexico City were assigned to either a CMM intervention group (n = 14) or an active control group receiving diaphragmatic breathing (n = 13). Outcomes were assessed at pretest, posttest, and three-month follow-up using validated measures of mindfulness (FFMQ-M), compassion (ECOM), and competitive state anxiety (CSAI-2R). Mixed-design ANOVA analyses revealed significant Group × Time interactions across all ten measured factors (ηp² = .346–.792, p ≤ .002). The intervention group showed substantial increases in mindfulness and compassion, a marked reduction in cognitive anxiety (M = 19.43 to M = 6.00), and improved self-confidence, with sustained effects at follow-up. In contrast, the control group exhibited smaller, non-maintained changes. These findings support the superior and sustained efficacy of compassionate mindfulness interventions over breathing-based techniques for managing pre-competitive anxiety and enhancing psychological functioning in combat sport athletes.
Copyright (c) 2026 Luis Barrera Gutiérrez, Ana Beatriz Moreno Coutiño https://creativecommons.org/licenses/by-nc-nd/4.0
Does Parenthood Foster Psychological Growth? Investigating Big Five and Autotelic Personality Trait Differences in Adulthood
Parenthood and personality development are increasingly examined within the Big Five framework and flow-related constructs. This cross-sectional study investigated whether parenthood is associated with differences in Big Five personality traits and autotelic personality in adulthood, as well as the role of gender and sociodemographic factors. Data were collected from 708 adults (77.1% women) using the Ten-Item Personality Inventory and the Autotelic Personality Questionnaire. Parents (n=330) showed significantly higher levels of extraversion, conscientiousness, and emotional stability compared to non-parents (n=378), alongside elevated autotelic traits, including persistence, intrinsic motivation, low self-centeredness, and attentional control. Within-group analyses revealed that education, employment, and socioeconomic status were positively associated with adaptive personality profiles, while gender differences varied across parental status. Parents with higher education, employment, or multiple children demonstrated stronger self-regulation and resilience indicators. Among non-parents, employment and education were linked to improved emotional stability and attentional control. These findings suggest that parenthood is associated with enhanced adaptive personality traits and psychological resources, supporting its role as a developmental context for adult personality maturation, although causal inferences remain limited due to the cross-sectional design
Copyright (c) 2026 Carla Fonte, Cláudia Augusto https://creativecommons.org/licenses/by-nc-nd/4.0
Engagement with Knowledge and Epistemic Cognition in Children During the COVID-19 Lockdown: An Interpretative Phenomenological Study Using the AIR Model
This study examines children’s engagement with knowledge during the COVID-19 lockdown through the lens of epistemic cognition and the AIR model. Using a qualitative design grounded in Interpretative Phenomenological Analysis, semi-structured interviews were conducted with a purposive sample of five students, five teachers, and five mothers. Findings indicate a predominance of maladaptive epistemic strategies, including prioritization of non-epistemic goals such as grades, convenience, and task completion over conceptual understanding, alongside reliance on unreliable processes like copying during online assessments and passive class participation. Although limited, instances of adaptive epistemic engagement emerged when teachers demonstrated sustained pedagogical commitment and emotional support, and when students engaged in skill-based or exploratory learning activities. However, digital distractions, reduced interaction, and negative emotional states such as boredom and fatigue significantly hindered epistemic engagement and learning outcomes. Participants consistently perceived online learning as less effective than traditional classroom instruction. The study concludes that pandemic-induced educational disruptions were not only technological but fundamentally epistemic, underscoring the need for targeted online pedagogies and support systems that foster adaptive epistemic cognition, ethical learning practices, and sustained student engagement.
Copyright (c) 2026 Ahmed Rasheed S M, Lalit Kumar Mishra, Gyanesh Tiwari https://creativecommons.org/licenses/by-nc-nd/4.0
Promoting inclusion in higher education through authentic assessments
This article is based on a qualitative study conducted with Nursing students enrolled in the course Coaching II: A Tool for Learning during the first semester of 2025. The research focuses on a key dimension of professional training: assessment, conceived as an essential component for certifying specific competencies, particularly those related to communication in academic and professional contexts, which are especially relevant in sensitive areas such as healthcare. The aim of the study was to analyze the potential of authentic assessment to value student learning and to acknowledge the diversity of educational trajectories among Nursing students. These trajectories, diverse and non-linear, demand assessment models that recognize prior experiences and the knowledge acquired in different educational settings. The classroom-based research experience made it possible to implement an authentic assessment approach, highlighting its potential to foster meaningful learning in both real and simulated situations, and to facilitate the transfer of such learning into clinical practice settings. The article presents the main results obtained, as well as the challenges faced by higher education institutions in effectively integrating diversity into their training processes. Finally, it emphasizes the need to continue strengthening the role of faculty as reflective practitioners and researchers, capable of creating inclusive and sustainable learning environments throughout life.
Copyright (c) 2025 Ana María Calderón Jaramillo https://creativecommons.org/licenses/by-nc-nd/4.0
Social representation and school failure: discourses, contents and images during COVID-19
School failure and social representations gained renewed relevance during COVID-19 due to the rapid implementation of emergency remote teaching. This study aims to analyze the social representations of school failure constructed by high school students in a rural educational context in Colombia during the pandemic. A qualitative design was employed with a quota sample of 100 students aged 12 to 18 years. Data were collected with a free word association questionnaire and analyzed using IRAMUTEQ through descending hierarchical classification and similarity analysis. Findings indicate that school failure is primarily associated with demotivation, lack of family support, difficulties in adapting to virtual learning, and limited internet connectivity. The results also reveal that negative emotional experiences, such as stress and frustration, are central to students’ representations, reinforcing the perception of virtual education as a barrier to academic success. The study concludes that school failure during emergency remote teaching is shaped predominantly by contextual and relational factors rather than individual deficiencies, highlighting the need for educational policies that address digital inequality and socio-emotional support in virtual learning environments.
Copyright (c) 2026 Edgar Martín Osorio Sepúlveda, Hiram Reyes-Sosa, Pedro Zamudio-Elizalde https://creativecommons.org/licenses/by-nc-nd/4.0
Leadership Styles and Grit Personality in Elite Taekwondo Coaches: A Cross-Sectional Correlational Study
Leadership styles and grit personality are critical constructs in sport psychology and coaching effectiveness. This study aimed to determine the relationship between leadership styles and grit personality in elite taekwondo coaches. A quantitative, descriptive-correlational, cross-sectional design was applied to a sample of 20 coaches affiliated with USA Taekwondo (USAT). Leadership styles were assessed using the Multifactor Leadership Questionnaire (MLQ 5X), and grit personality was measured using the Grit Scale. Results revealed a statistically significant negative relationship between laissez-faire leadership and grit personality (p<0.001), including its subdimensions of consistency of interest and perseverance of effort. Coaches with higher grit scores were less likely to exhibit passive leadership behaviors. Transformational leadership emerged as the predominant style (M=3.20±0.59), while grit levels were high (M=4.25±0.44), particularly in perseverance (M=4.45±0.40). No significant associations were found between grit and transactional or transformational leadership. These findings suggest that higher levels of passion and perseverance are inversely associated with non-leadership tendencies, reinforcing the relevance of active leadership approaches in elite sport coaching contexts.
Copyright (c) 2025 Guillermo Andrés Sáez Abello , Andrés Mauricio Ariza Viviescas, Felipe Andrés Rosas Treuque https://creativecommons.org/licenses/by-nc-nd/4.0
Professionalization of University Teaching: and Impact Evaluation of the Faculty Development Pathway at Universidad Autónoma de Chile
University faculty training has evolved from a remedial approach to a continuous and context-based professionalization process. This shift aims not only at the acquisition of pedagogical competencies but also at the development of a reflective and critical teaching identity. Through this approach, educators can interpret, transform, and theorize their teaching practice, fostering continuous improvement in instruction. In this context, the Universidad Autónoma de Chile has designed the Ruta Formativa Docente (RFD), an innovative initiative based on structured and progressive courses that contribute to the professionalization of higher education teaching. To assess its impact, the Kirkpatrick evaluation model was applied during the 2018–2024 period, analyzing three levels: reaction, learning, and results. The findings reveal a high level of participant satisfaction, significant progress in the conceptualization of the university teaching role, and measurable improvements in academic performance indicators. These results reaffirm the importance of the Teaching Development Pathways as a key institutional strategy for ensuring educational quality through the continuous development of teaching competencies.
Copyright (c) 2025 Hernán Viguera Figueroa, Patricia Carolina Ibañez Polanco, Cintia Susana Montenegro Villalobos, Gustavo Alfredo Pavez von Martens https://creativecommons.org/licenses/by-nc-nd/4.0
Personality Traits and Expression Mediated by Intelligence and Executive Functions in Childhood
Personality is a neuropsychological construct, identified by information processing patterns and interaction models, expressed in neurotic, introversion, extraversion and psychoticism type traits. The intense, inflexible and frequent expression of the trait causes personality problems with significant damage. The study considers intelligence and executive functions as factors involved in the expression of the trait, allowing its regulation and adaptability. In view of this fact, the aim is to identify, associate and describe the behavior between traits, intelligence and executive behavior in childhood. Quantitative methodology, with descriptive and correlational model, in a sample of 107 students between eight and ten years old, the instruments used were CPQ, K-bit and Banfe-3. The results identify low association with negative behavior between intelligence, executive functions and traits of anxiety, introversion and psychoticism, with regression analysis, not higher than 17 %. The results increase the evidence, which describes the interference of cognitive actions in the modulation of personality. Conclusion: The performance of intelligence and executive behavior, intervenes in the regulation and expression of anxiety, allows the search for reflective spaces with introversion, and reduces the motivation to manipulate other individuals.
Copyright (c) 2025 Oscar Armando Erazo Santander, Juan Felipe Martínez Flórez, Erika Patricia Ruiz Gonzalez https://creativecommons.org/licenses/by-nc-nd/4.0
Satisfaction and service quality in a public Mexican university
Student satisfaction and perceived quality of service are strategic dimensions in higher education institutions. In the university context of a Mexican public institution, this study assessed the effect of five dimensions of perceived quality on student satisfaction and also analyzed their importance and performance. A cross-sectional research design was used in a non-probabilistic sample of 866 students. The analysis techniques were a PLS structural equation model and an importance-performance map. The results confirm the positive effect of perceived service quality on student satisfaction. Furthermore, it was identified the importance of having competent, knowledgeable and experienced teachers, willing to help, and with fair and ethical behaviors.
Copyright (c) 2024 Aurora Irma Maynez Guaderrama, Juan Francisco Hernández Paz, Erwin Adán Martínez Gómez https://creativecommons.org/licenses/by-nc-nd/4.0
Youth playfulness and inter/intrapersonal resilience
There is an increasing number of studies that examine playfulness as a personality trait in young people and adults. However, compared childhood, the importance and role of play in adulthood are still not entirely clear. Conversely, it is looking for sources of resilience of young people and adults. Therefore, researchers are looking for sources of resilience in young people and adults. Therefore, the tasks of this research are to examine the playfulness of young people, investigate the inter/intrapersonal resilience of young people, and explore the connection between playfulness and inter/intrapersonal resilience in young people. Two hundred young people aged 19 to 29 participated in the research. The results indicate that young people achieved a moderately high score on the playfulness scale (AS=99.39, possible max=133), with significant differences in the scores on the Fun-seeking motivation subscale in relation to financial situation and gender. When it comes to inter/intrapersonal resilience there are also significant differences in related to financial situation and gender. Finally, the study shows a significant correlation between playfulness and inter/intrapersonal resilience (p=.00, Pearson coefficient.410**). Our study suggests the need for further research into potential ways to enhance young people’s playfulness in order to improve lives and wellbeing.
Copyright (c) 2024 Dušica Stojadinović, Aleksandra Pavlović https://creativecommons.org/licenses/by-nc-nd/4.0
How do teachers metacognitive talk about math and writing support first-graders metacognition and self-regulation in everyday classrooms?
Our main research question was to examine how do teachers metacognitive talk about math and writing in everyday classrooms support first-graders metacognition and self-regulation. An exploratory and observational study was conducted with 40 children and two teachers in first-grade classrooms. We adapted the C.Ind.Le coding framework to analyze teacher metacognitive talk with young children. We coded metacognitive knowledge, metacognitive regulation, and emotional and motivational regulation. We identified 141 micro-episodes of teacher metacognitive talk during math and writing lessons. Our results discussing prior studies that showed elementary school teachers seldom evidence metacognitive talk with young children. Also, we found that teacher metacognitive talk was distinguished by the instructional style. The interdirect teacher spent more time promoting knowledge of tasks as well as emotional and motivational monitoring than the interconstructive teacher did, but she worked more time fostering planning, monitoring, and evaluation. These findings may support practices and policy to promote educational contexts that encourage metacognitive and self-regulatory development
Copyright (c) 2024 Ana Clara Ventura, Federico Carreño https://creativecommons.org/licenses/by-nc-nd/4.0
Analysis of motivation in the primary education
Motivation is one of the most important aspects to consider in the teaching-learning process. However, one of the most common problems in primary school classrooms, which teachers usually encounter when teaching, is the lack of interest shown by students in the school content being taught. In this sense, the aim of this research is to know the reasons and objectives that cause students to engage or not to engage in their learning in a sample of students in the second cycle of primary education. For this purpose, the Academic Goals Questionnaire was used as an instrument, which was administered as a group by the different classrooms to which the participants belonged. The results obtained show that the goals set by the participants are mainly reward goals, so that it is recommended to design and implement certain intervention measures to improve the motivational tendencies of the students in the classroom, given the implications this has for learning. In this regard, it is necessary to help students set specific, short-term, achievable and relatively challenging goals, and to provide feedback to inform students’ progress toward achieving their goals.
Copyright (c) 2024 Mónica Cuesta Arquelladas, Patricia Ayllón Salas https://creativecommons.org/licenses/by-nc-nd/4.0
Self-concept in mathematics and statistics in high school students: design and validation of two short questionnaires
Academic self-concept has been studied assiduously in psychology and education, being considered as a relevant predictor of educational achievement. Theorists recommend that this construct be assessed by differentiating specific domains such as mathematics, statistics and other areas, to ensure a timely and contextualized assessment. This study was developed in order to design and validate two brief questionnaires for high school students, which assess specific domains of self-concept in mathematics and statistics. An instrumental design was used to construct a bank of items that subsequently formed short questionnaires consisting of six items. The factorial structure of the two questionnaires was tested by means of two independent studies with 326 and 381 participants, respectively. The Confirmatory Factor Analysis identified that both instruments show adequate psychometric properties, with good fit indices, as well as high internal consistency. This study makes available to educators, psychology professionals and researchers in these and other related areas, two brief domain-specific instruments of mathematical and statistical self-concept, easy to understand, allowing a quick and efficient completion, which can be useful for applied research.
Copyright (c) 2024 José Ávila Toscano, Leonardo Vargas Delgado, Yurley Alejandra Badillo Rueda, Kevin José Goenaga Pineda https://creativecommons.org/licenses/by-nc-nd/4.0
Personality Traits and Emotional Intelligence in Elite Taekwondo Athletes
Introduction: The literature has provided evidence demonstrating relationships between certain personality traits and a better ability to regulate and manage emotions. Objective: To determine the relationship between different personality traits and emotional intelligence in American Taekwondo practitioners. Methodology: Descriptive and quantitative research was conducted in a group of Taekwondo practitioners who are part of sports camps affiliated with the national federation of the United States. The sample consisted of (n=470) participants belonging to different categories within this sport. During the study, personality traits were analyzed using the MINI IPIP, while emotional intelligence was assessed through the Schutte Self-Report Emotional Intelligence Test (SSEIT). Results: A negative correlation was identified in the trait of neuroticism (-0.047, p<0.310), indicating that a higher score on the emotional intelligence test is associated with lower neuroticism, and vice versa. The other traits showed positive relationships with emotional intelligence. None of the variables exhibited statistically significant correlations. Conclusion: A consistent and significant relationship between personality traits according to the Five-Factor Model and emotional intelligence was not found. However, a inversely proportional relationship between emotional intelligence and the trait of neuroticism was highlighted, as these two aspects differ in terms of emotion management and regulation. Additionally, a trend toward openness to experience was observed in this group of Taekwondo practitioners.
Copyright (c) 2024 Lynda Louise Laurin https://creativecommons.org/licenses/by-nc-nd/4.0
Motivation and self-regulation of learning in health sciences undergraduate students
Learning motivation can be influenced by an individual's capacity for self-regulation of learning. Therefore, this study aimed to analyze the motivations and self-regulation of learning among students in Physiotherapy, Nursing, and Podiatry at the Faculty of Health Sciences, University of León. We conducted a cross-sectional descriptive study with a representative sample of students from the Nursing, Physiotherapy, and Podiatry programs at the University of León. In the analysis differentiated by degree, only the Control domain in the Self-regulation of Learning showed significant differences (p = 0.03), with Nursing participants obtaining higher scores. Regarding Motivational Strategies for Learning, Extrinsic Goals (p < 0.001) and Test Anxiety (p = 0.02) also differed among the subgroups. In the teaching-learning process of Health Sciences Degrees, it is crucial for educators to consider that, among the three degrees analyzed, Nursing students exhibited the highest concern for these types of goals and the greatest anxiety before exams. Similarly, teaching professionals involved in Physiotherapy education should be aware of the lower scores obtained by students in this degree regarding their ability to concentrate, maintain focus, and prioritize learning tasks.
Copyright (c) 2024 Raquel Leirós-Rodríguez, Lorena Álvarez-Barrio, María José Álvarez-Álvarez , Óscar Rodríguez-Nogueira , Arrate Pinto-Carral https://creativecommons.org/licenses/by-nc-nd/4.0
Evaluation in higher education: Analysis of the Faculty’s Perspective
Evaluation in higher education is an essential process for measuring the quality of education, student learning, and the effectiveness of academic programs. This process can take a variety of forms and encompass different aspects, such as program evaluation, course evaluation, teacher evaluation, and student learning assessment. The aim of this research is to analyse what type of assessment UPV/EHU teaching staff use in their teaching practice A total of 403 people participated in this study. The sample was recruited from all the teaching staff of the University of the Basque Country (UPV/ EHU). The survey had different questions that participants had to answer. For variables measured using Likert scales from 1 to 7, ANOVAs and student’s t-tests will be used to establish whether there are differences between the groups of participants. The results found differences by the field of work of the teachers or by the years they had taught with respect to the use of the exam to assess learning, the type of assessment, the activities carried out in the tests, the use of classroom or out-of-class activities to evaluate students. The results of the evaluation should be carefully analyzed to identify areas for improvement and development opportunities for programs, courses, faculty, and students. In this way, informed and effective decisions can be made to improve the quality of education.
Copyright (c) 2024 Nahia Idoiaga Mondragon, Ion Yarritu Corrales, Cristina Arriaga Sanz, Nekane Beloki Arizti https://creativecommons.org/licenses/by-nc-nd/4.0
Differences between school refusal and assertiveness based on the factors of the School Refusal Assessment Scale - Revised
School refusal is a repeated negative attitude towards attending and/or staying at school for the whole school day. Among its serious consequences is the development of psychopathologies, which could be reduced by having an adequate emotional regulation and being assertive. Regarding assertiveness, although it is considered one of the most recurrent interpersonal difficulties in adolescence, there is no empirical evidence on how it affects school rejection. Therefore, the main objective of this study focused on analysing the differences between school refusal profiles and assertiveness in a sample of 847 Spanish adolescents aged 15–18 years. For this purpose, the School Refusal Assessment Scale-Revised (SRAS-R) and the Questionnaire for the Assessment of Interpersonal Difficulties in Adolescence were used. Mean scores were compared between high and low-scoring profiles for each factor of the SRAS-R according to the difficulties in being assertive. Among adolescents scoring high and low on the first two factors, there were statistically significant differences in assertiveness with moderate and small magnitudes, respectively. Possible explanations and implications for Educational Psychology are discussed.
Copyright (c) 2024 Andrea Fuster-Rico, María Pérez-Marco, Nuria Antón Ros https://creativecommons.org/licenses/by-nc-nd/4.0
Effect of games on children's creativity according to the performed physical activity level
The main objectives of the study were 1) to analyze the relationship between physical activity and creativity in students aged 10-12 years, and 2) to measure the creativity outcomes of a game-based intervention program according to the level of physical activity of the participants. A game intervention program was carried out and the CREA and PAQ-C tests were done before (PRE) and after (POST) the intervention program. The results showed that after the game-based program, all students improved their creativity results with the CREA test (p < 0.01, TE = 0.6 to 1.3, moderate to large). However, no significant correlations (p > 0.05) were obtained between physical activity and creativity. Furthermore, no significant differences (p > 0.05) were found in the creativity according to the level of physical activity of the children. In conclusion, the present study shows that games are an effective way to improve creativity of boys and girls between 10 and 12 years old, and that there are no differences between the effect of games on creativity between boys and girls who have a medium-low and medium-high level of physical activity.
Copyright (c) 2024 Josune Rodríguez-Negro, Eva Guijarro, Juan Vicente-Sierra https://creativecommons.org/licenses/by-nc-nd/4.0
New trends in integral education at the university. A systematic review according to the PRISMA Statement
The objective of this work is to determine the current trends on Integral Education (IE) currently being developed by Higher Education Institutions (HEIs), as reported in the scientific literature, given the importance of the topic of integral education for higher education. The methodology employed is based on a systematic review of scientific articles deposited in three databases such as Web of Science (WoS), EbscoHost and Scopus, through a bibliometric design in accordance with the Prisma Statement. For this purpose, a search equation with its respective Booleans was established. Inclusion and exclusion criteria were established. The results show that there are trends associated with IE that do not necessarily fit the traditional concept. These trends are: research, competencies for professional performance, generic academic competencies that include transversal skills such as effective communication, critical thinking, problem solving and the capacity for autonomous learning, collaborative learning, holistic education, tutoring models and personalized follow-up, learning communities, ethical competencies and moral education, working with communities, global and intercultural competencies and the incorporation of technology. It is concluded that the IE in universities has been adjusting to expectations in line with the times and contextual needs of this era, although the holistic principle of humanity has not been completely abandoned.
Copyright (c) 2023 Yildret Rodriguez Avila, Francia Moncada-Navas https://creativecommons.org/licenses/by-nc-nd/4.0
Virtual education during the pandemic: An analysis of the academic reality from the perspective of students at the Universidad P olitécnica y Artística del Paraguay (UPAP)
Virtual education became the go-to tool for universities to respond to the challenges posed by the COVID-19 pandemic. As one of Paraguay’s major universities, UPAP adapted and invested in the CANVAS platform to enable professional academic training across various degree programs and regions of the country. The objective of this research was to describe students’ experiences with two years of face-to-face and virtual classes in different degree programs and regions of the university. Specifically, the study aimed to investigate student preferences for pedagogical development in virtual education and a possible return to face-to-face classes. A survey was conducted on 415 students from various degree programs across 12 branches of the institution. The results showed that although the virtual modality was well-accepted, students preferred face-to-face classes, followed by hybrid classes. These findings shed light on the effectiveness of virtual education, the importance of student preference, and highlight the success of the CANVAS platform in enabling academic continuity during the pandemic.
Copyright (c) 2023 José Enrique Schröder, Mónica Miehe https://creativecommons.org/licenses/by-nc-nd/4.0
Personality traits with the model of the five factors MINI-IPIP in taekwondists
Introduction: The great boom that Taekwondo has gained over the years and its involvement in the Olympic Games has motivated the study of the different factors that can influence the preparation of athletes and their performance. Among these factors are those linked to personality. Objective: To evaluate the personality traits of American taekwondo athletes in different categories. Methods: Quantitative study, with a descriptive scope, carried out in a population of (N=415) Taekwondo players from different categories. Personality traits were assessed using the big five MINI-IPIP model. Results: A greater tendency to the intellect/imagination trait was identified in male (3.71±0.74) and female (3.87±0.70) cadets. Intellect/imagination in juvenile males (3.95 ±0.65) and awareness in their female counterparts (4.01 ±0.67). Senior athletes identified more with the intellect/imagination trait (3.98±0.60) and (3.96±0.78) for men and women, respectively. In addition, all taekwondo athletes in general presented little affinity with the neurotic personality trait. Conclusions: It was possible to identify that the evaluated taekwondo players have a tendency towards the personality traits of intellect and awareness, characterized by being proactive individuals, who value experience, and who did not show resistance to exploring the known and the unknown, with a higher index goal-oriented, with a high degree of impulse control, as well as organized, with a sense of duty.
Copyright (c) 2023 Lynda L. Laurin, Guillermo A. Saéz Abello, Andrés M. Ariza Viviescas, Luis Eduardo Pupo Sfeir https://creativecommons.org/licenses/by-nc-nd/4.0
Lifestyles and academic performance in students of Uniciencia University in Bucaramanga, Colombia
Objective: To determine the relationship between lifestyles and academic performance in students of the Uniciencia University in Bucaramanga, Colombia. Methodology: Study of quantitative approach, and descriptive-correlational scope carried out in a population of students belonging to the Uniciencia University with ages between 18 and 21 years. Two instruments are applied called: Fantastic Questionnaire, which evaluates the Lifestyle. For academic performance, an evaluation scale of 1.0 to 5.0 was obtained with a 60% requirement provided by the educational institution. Results: Women have a tendency towards a superior lifestyle in relation to their male counterparts. It was possible to identify that the highest averages were acquired by the students of the systems engineering faculty and that women have higher averages compared to men. Positive and statistically significant correlations were observed in the family dimension. Conclusions: Finally, it was possible to determine that there is no conformity in the relationship between lifestyles and academic performance in this population, in addition, a strong and statistically significant relationship could be identified in the family dimension and the academic average in both sexes; so it can be concluded that strong family ties, healthy and adequate relationships in the family and social environment can favor greater academic performance.
Copyright (c) 2023 Guillermo Andrés Sáez Abello, Valentín Sierra Arias, Andrés Mauricio Ariza Viviescas, Lynda Louise Laurin, Paula Andrea Mora Pedreros https://creativecommons.org/licenses/by-nc-nd/4.0
Parental attachment on suicide risk in Colombian women: the role of power and dating violence
Dating violence (DV) is a social problem with severe consequences for the victims. Studies in Colombia on the protective factors for DV against women are scarce. Therefore, this study examines the relationship between parental attachment and suicide risk (SR) and the mediating role of relationship power and DV in 210 Colombian female students (adolescents: 13-18 years; emerging adults: 19-24 years). The results show that 89.55 % of the girls had experienced DV, and 55.2 % had experienced suicidal ideation. Adolescent girls show greater power in the relationship, greater SR, and less parental attachment than those in the emerging adulthood stage. In all participants, a greater parental attachment was associated with lower SR. Serial mediation analysis found a significant indirect effect for parental attachment on SR through power and DV (B = -0.031, SE= 0.015, 95 % CI: -0.063/-0.005). A positive relationship w ith parents could enhance greater power for young womenin their relationships, reducing the likelihood of suffering from DV and SR. This study highlights the importance of reinforcing the role of parents in promoting the empowerment of their daughters to reduce DV and its consequences on their mental health.
Copyright (c) 2023 Marcela Gracia Leiva, Silvia Ubillos Landa, José Luis González Castro, Alicia Puente Martínez, Gina Arias Rodríguez https://creativecommons.org/licenses/by-nc-nd/4.0
Dating cyber-violence, use of coping strategies and suicide risk: Gender differences in Colombian youth
Dating cyber-violence (cyber-DV) affects men and women, albeit differently. Suffering cyber-DV can lead to employing coping strategies (CS) that increase suicide risk (SR). This study analyzes sex differences among young people in Colombia regarding the frequency of cyber-DV victimization and the use of CS (rumination and gratitude) to deal with couple conflicts, SR among cyber-DV victims, and predictor variables (cyber-DV, CS) of SR. A total of 482 university students (female:74.5 %) (Mage = 20.67, SD = 2.36; range: 18-26) in a heterosexual relationship participated. Results show that women report more frequency of cyber-DV than men, and within victims, they score higher than men in rumination use and SR. A higher frequency of suffered cyber-DV, higher rumination, and lower gratitude predict higher SR in women. The implementation of preventative interventions for DV is important for both sexes. However, this study suggests the need to apply programs specifically for women that show the impact of cyber-DV on SR, reduce the use of rumination and encourage gratitude to buffer the effects of cyber-DV suffered in all areas of a person’s development.
Copyright (c) 2023 Silvia Ubillos Landa , Marcela Gracia Leiva, José Luis González Castro, Gina Arias Rodríguez, Alicia Puente Martínez https://creativecommons.org/licenses/by-nc-nd/4.0
Didactic experiences in the field of sustainability of Compulsory Secondary Education teachers:in the Community of Madrid
The aim of this study, of a cross-sectional and multicentric nature, is to investigate the didactic experiences on sustainability carried out by Compulsory Secondary Education teachers who teach in the Community of Madrid. It has a non-probability sampling for convenience, made up of a total of 153 participants. A questionnaire was prepared through the Google Forms platform, which was submitted to the process of validation of experts and reliability. The information obtained on the didactic experiences developed by Compulsory Secondary Education teachers in their teaching practice was analyzed using ATLAS TI 9 qualitative analysis software. The results show that the activities to promote education for sustainable development, incorporated by Compulsory Secondary Education teachers promote caring for the environment, focusing especially on climate change. Others were linked to social aspects such as inequality and some, although to a lesser extent, to economic ones. However, part of the teachers did not promote education for sustainable development in their classrooms. As a conclusion, didactic practices that lack interconnection between them are detected. Therefore, it is considered that teachers need training in sustainability to achieve transformation at a global level.
Copyright (c) 2023 María del Rosario Mendoza Carretero, Valentín Gonzalo Muñoz https://creativecommons.org/licenses/by-nc-nd/4.0
Evolution of attitudes towards mathematics in university students
Mathematics is a fundamental tool to overcome the challenges of today’s society. Thus, it is essential to study their teaching and the aspects that intervene in this process. This work focuses on attitudes towards mathematics and the factors that form their affective domain with the aim of verifying how each of them evolves through two moments of the 2021/2022 academic year in 81 students of the Degree in Primary Education of a university located in the southeast of Spain with a mean age of 20.37 years (19.8% male students and 80.2% female students). The Auzmendi (1992) questionnaire was used to collect information about attitude factors: anxiety, confidence, liking, usefulness and motivation. The results obtained showed medium-low values for liking and anxiety, medium values for utility, and adequate values for confidence and motivation. Regarding the evolution, the dimensions of the attitudes followed the same trend in both moments, except for a slight increase in motivation. In conclusion, it is crucial to continue working to achieve adequate assessments of attitudes towards mathematics in trainee teachers given the impact on how the student will transmit mathematical knowledge in the future.
Copyright (c) 2023 Belén García-Manrubia, Inmaculada Méndez, Jaime García Montalbán https://creativecommons.org/licenses/by-nc-nd/4.0
Levels of self-compassion and coping with daily demands in Elementary Education students
Inevitably, in their day-to-day Elementary Education students must face multiple and heterogeneous academic and extra-academic demands. These daily demands constitute a potential threat to child well-being. Therefore, the identification of personal resources that favor more constructive ways of coping acquires special importance. From this proactive approach, the present study analyzed the role of self-compassion in coping with daily demands in Elementary Education students. Specifically, the study examined the differences between the coping strategies of the students based on their level of self-compassion. The sample was composed by 487 students from fourth, fifth and sixth years of Elementary Education. An ex post facto cross-sectional design was carried out. The students with higher levels of self-compassion showed a significantly higher use of all the approach-coping strategies evaluated. On the contrary, the use of unproductive coping strategies was significantly lower in the more self-compassionate students. These findings suggest that self-compassion can be an effective personal resource when it comes to favoring adaptive coping with daily demands in the upper years of Elementary Education.
Copyright (c) 2023 María del Mar Ferradás Canedo, Carlos Freire Rodríguez https://creativecommons.org/licenses/by-nc-nd/4.0
Salas multisensoriales en educación especial. Un estudio de caso
This article aims to investigate the educational potential of Snoezelen sensory stimulation rooms within the field of special education. To do this, first of all, theoretical and technical questions are raised about these rooms, about the elements and materials they can house and about the benefits they provide in the field of special education. Secondly, a case study developed in a specific center in the Valencian Community (Spain) is presented. After designing the materials of the multisensory rooms, elaborated from an artistic, aesthetic and personalized perspective to the needs of the recipients of the educational center, the intervention is exposed with 11 students aged between 8-12 years of age. For this study, information collection techniques are used through photographic documentation and evaluation records carried out during and after the experience. As aspects to observe in the students, the level of motivation, the level of attention, the emotional well-being, the degree of relaxation and the level of communication detected in the participating students were taken into account. Finally, an interview is conducted with the management team of the center in order to find out their opinions on the effectiveness of the room and its possible implementation in the future. The analysis of results shows the positive response from the participating students, as well as the interest aroused by the proposal for a multisensory room with manufactured and artistic materials among the teachers of the center.
Copyright (c) 2023 Carla Marzal Peiró, Eva Muñoz-Guinea https://creativecommons.org/licenses/by-nc-nd/4.0
Influence of anxiety and body dissatisfaction on risky eating behaviors in a Mexican sample of female adolescents
Body dissatisfaction (BD) is an important predictor of risky eating behaviors (REB), although BD commonly presents with symptoms of anxiety, it is unknown if this moderates the relationship between BD and REB in the adolescent population. Objective: to analyze the moderating effect of anxiety symptoms in the relationship between BD and REB. Method: Explanatory cross-sectional study. Non-probabilistic sampling n = 500 female adolescents in school, ages between 14 and 19 years old (M = 16.81, SD = 1.33). The participants answered the Eating Attitudes Test-26, Body Shape Questionnaire-8D and Hospital Anxiety and Depression Scale. Informed consent was obtained from parents and informed consent from participants. Results: anxiety symptoms moderated the relationship between BD and REB, a stronger association in high levels of anxiety (b = .51, p <.001) than in low levels (b = .32, p <.001). Post-hoc analysis showed that the slopes of high vs low anxiety symptoms were significantly different (t = 2.90; p <.001). Discussion: Anxiety moderates the relationship of two predictors of eating disorders, influencing the increased risk of developing them. Practical implications at the level of prevention and treatment of eating disorders are discussed.
Copyright (c) 2021 Violeta Rubi Castro Lopez, Karina Franco Paredes, María Ángeles Peláez Fernández https://creativecommons.org/licenses/by-nc-nd/4.0
Cognitive polyphasia and social representations: analysis of the school trajectories of Mexican adolescents
Studies on school trajectories are characterized by analyzing the trajectories of students in a linear way (theoretical trajectory), without considering the biographical paths that students build during their educational process. The present study had a double objective. In the first place, it was intended to know the social representation of the biographical school trajectories in the Sinaloan high school student. Second, the notion of cognitive polyphasia present in the representation was analyzed. A semi-structured interview was applied to 10 high school students, with a mean age of 17 years (SD = .77). The results show that the discourses of the representation on biographical trajectories of school success and failure are linked. On the one hand, common elements are presented that refer to three discourses: a) experiences on educational transition; b) the teaching strategies of teachers and; c) the family construction of the academic future. On the other hand, the contradictory elements that show cognitive polyphasia refer to the way in which students represent their school trajectory, which can be successful (success, person, school, achieve, society, example) or school failure (failure, characteristic, bad, irresponsible, experience).
Copyright (c) 2021 Pedro Damián Zamudio Elizalde, Hiram Reyes-Sosa https://creativecommons.org/licenses/by-nc-nd/4.0