This study examined how disciplinary background and assignment type were associated with intrinsic motivation, discussion-post behaviors, self-regulated learning (SRL), and learning outcomes in higher education. A total of 171 university students from computer science and humanities and social sciences completed either implementation or written assignments. Learning processes were recorded using nStudy, and questionnaires on motivation, discussion-post behaviors, and critical thinking were administered; course grades were collected. Results showed significant differences by disciplinary background and assignment type in motivation, selected discussion-post behaviors, and critical thinking, whereas fewer differences were found in trace-based SRL behaviors. No significant interaction effects were found. Regression analyses further showed that discussion-post behaviors were more consistent predictors of critical thinking and course grade than intrinsic motivation or SRL behaviors. These findings highlight the importance of considering disciplinary background and assignment type when interpreting students’ learning processes and outcomes.
El objetivo de esta investigación es comprobar en qué medida los alumnos que participan en el programa mejoran significativamente su competencia emocional y social y la visión del docente en cuanto al desarrollo de esas competencias. Se utilizó un método cuasiexperimental pretest-postest con grupo control no equivalente con la prueba no paramétrica de Wilcoxon y Mann Whitney para ver si había diferencias estadísticamente significativas entre los diferentes grupos. En el estudio participaron un total de 204 alumnos y 31 docentes de varios centros educativos. Al grupo experimental se le aplicó el Programa Anual de Inteligencia Emocional EMOTI. Los resultados manifestaron que los niños que participaron en el estudio son menos agresivos y tienen mayor competencia social y comunicativa, lo que repercute muy positivamente en su desarrollo emocional y social. Los profesores consideran tan importantes los problemas de convivencia como los que tienen que ver con el rendimiento académico.
Children at risk of mathematical difficulties (MD) are increasingly prevalent worldwide. This study developed a digital game–based intervention grounded in the Triple-Code Model (TCM) and aligned with the standardized mathematics curriculum and learning indicators. The intervention design followed the ADDIE and digital game-based learning frameworks. Instruments were validated by experts and piloted with 45 children at risk of MD. Seventy primary school students aged 9–11 years were randomly assigned to experimental or control groups. Computerized tests of mathematical achievement, verbal working memory, and spatial working memory were administered. Results revealed significantly greater post-training improvements in the experimental group across all measures, with large effect sizes. The findings suggest that the digital TCM game effectively enhances mathematical performance and cognitive functioning, possibly through mechanisms involving positive emotion, goal-directed processing, and reduced cognitive load, supporting its potential as a supplementary educational tool for children at risk of MD.
The School Burnout Inventory (SBI) is a brief scale designed to assess three key dimensions of school burnout: exhaustion, cynicism, and inadequacy. Although numerous validation studies exist, its psychometric properties remain unclear, particularly in the Spanish context, where previous studies have introduced significant modifications to item content and factor structure. This study aims to evaluate the factorial structure, reliability, metric invariance, and nomological validity of the original version of the SBI in a sample of 503 Spanish secondary school students. Confirmatory factor analysis (CFA) indicated that both the three-factor correlated model and the second-order global school burnout model exhibit satisfactory fit indices. The SBI was found to be invariant across gender and educational levels. The SBI scores showed significant associations with academic achievement, well-being, self-efficacy, and school engagement. These findings provide strong evidence that the SBI is a reliable and valid tool for assessing school burnout in Spanish secondary students. El Inventario de Agotamiento Escolar es una escala breve que eval & uacute;a las tres dimensiones principales del agotamiento acad & eacute;mico: cansancio, cinismo e inadecuaci & oacute;n. Sus propiedades psicom & eacute;tricas todav & iacute;a no resultan completamente claras en el contexto espa & ntilde;ol en la etapa de la adolescencia, en que los estudios de validaci & oacute;n previos han introducido modificaciones en el contenido y distribuci & oacute;n de los & iacute;tems entre factores, as & iacute; como en su escala de respuesta, respecto a la versi & oacute;n original del mismo. Este estudio analiza la estructura factorial, fiabilidad, invarianza m & eacute;trica y validez nomol & oacute;gica de la versi & oacute;n original del SBI en una muestra de 503 estudiantes de Educaci & oacute;n Secundaria en Espa & ntilde;a. Los resultados destacan que tanto un modelo de tres factores de primer orden como un modelo jer & aacute;rquico factorial de segundo orden muestran & iacute;ndices de ajuste satisfactorios, y que el inventario no var & iacute;a en funci & oacute;n del g & eacute;nero y del nivel educativo de los participantes. Las puntuaciones del SBI presentan una asociaci & oacute;n significativa con el rendimiento acad & eacute;mico, el bienestar personal, la autoeficacia en el aprendizaje y el compromiso escolar. Estos resultados aportan una s & oacute;lida evidencia de que el SBI constituye un instrumento fiable y v & aacute;lido para evaluar el agotamiento escolar en estudiantes espa & ntilde;oles de Educaci & oacute;n Secundaria.
This study aimed to examine the effects of a virtual reality (VR) innovation training program on response time and accuracy of verbal ability among students with hearing impairments, using a pretest-posttest control group design. Fifty participants were randomly divided equally into an experimental and a control group. The experimental group received eight sessions of VR training, each lasting 30-45 minutes over four consecutive weeks. The training consisted of various immersive scenarios where students engaged in interactive language-related tasks with immediate feedback. The experimental group showed significant improvements between pretest and posttest in accuracy (t = 2.51, p 0.05, d = 0.50) and response time (t = -2.38, p 0.05, d = 0.49). Post-test comparisons between groups revealed that the experimental group achieved significantly higher accuracy scores than the control group, F(1, 45) = 5.92, p = .02, eta 2 = .12, after controlling for grade level as a covariate. Es estudio se propone analizar los efectos de un programa innovador en realidad virtual sobre el tiempo de respuesta y la precisi & oacute;n de la aptitud verbal en alumnos con discapacidad auditiva, mediante un dise & ntilde;o pretest-postest de grupo de control. Se distribuy & oacute; a los 50 participantes por igual en un grupo experimental y otro control. El grupo experimental recibi & oacute; ocho sesiones de formaci & oacute;n de realidad virtual de 30-45 minutos cada una durante cuatro semanas seguidas. El entrenamiento constaba de diversos escenarios de inmersi & oacute;n en los que los alumnos se enfrascaban en tareas de lenguaje interactivas con retroalimentaci & oacute;n inmediata. El grupo experimental tuvo avances significativos entre el pretest y el postest en cuanto a precisi & oacute;n (t = 2.51, p 0.05, d = 0.50) y tiempo de respuesta (t = -2.38, p 0.05, d = 0.49). Las comparaciones postest entre grupos mostraban que el grupo experimental ten & iacute;a una precisi & oacute;n netamente superior que el grupo control, F(1, 45) = 5.92, p = .02, eta 2 = .12, despu & eacute;s de controlar el nivel de calificaci & oacute;n como covariable.
The study aims to develop a scale to measure self-regulated learning and estimate its psychometric indices. It is framed on a wider development of a smartphone app containing tools for college undergraduates to self-assess and train their self-regulated learning strategies. Therefore, 209 items were created using a mixed rational-empirical approach. Content and face validity analyses led to retaining 68 items, later examined via exploratory factor analysis. The extracted solution retained 31 items, grouped into 5 factors - Cognitive, Meta-Cognitive, Motivational, Emotional, and Social. Such structure was tested via an exploratory structural equation modeling analysis, obtaining optimal fit indices as well. Factorial invariance, criterion validity, and stability-reliability were also verified. In sum, a scale with adequate psychometric features is here introduced. It has been added to the smartphone app that lets students get the results of their learning strategies self-assessment and recommendations to self-regulate them. El estudio busca desarrollar una escala para medir el aprendizaje autorregulado y calcular sus & iacute;ndices psicom & eacute;tricos. Se enmarca en el desarrollo m & aacute;s amplio de una aplicaci & oacute;n para tel & eacute;fonos m & oacute;viles que contiene herramientas para que estudiantes universitarios autoeval & uacute;en y entrenen sus estrategias de aprendizaje autorregulado. Se crearon 209 & iacute;tems utilizando un enfoque racional-emp & iacute;rico mixto. Los an & aacute;lisis de contenido y validez aparente permitieron retener 68 & iacute;tems, que posteriormente se examinaron mediante an & aacute;lisis factorial exploratorio. La soluci & oacute;n extra & iacute;da conserv & oacute; 31 & iacute;tems, agrupados en cinco factores: cognitivo, metacognitivo, motivacional, emocional y social. Dicha estructura se prob & oacute; mediante un an & aacute;lisis exploratorio de modelos de ecuaciones estructurales, obteniendo & iacute;ndices de ajuste & oacute;ptimos. Tambi & eacute;n se verificaron la invariancia factorial, la validez de criterio y la estabilidad-fiabilidad. En resumen, se presenta una escala con caracter & iacute;sticas psicom & eacute;tricas adecuadas. Se ha a & ntilde;adido a la aplicaci & oacute;n para tel & eacute;fonos m & oacute;viles, lo que permite a los estudiantes obtener los resultados de la autoevaluaci & oacute;n de sus estrategias de aprendizaje y recomendaciones para su autorregulaci & oacute;n.
Understanding how different forms of parental involvement influence the motivational process of students is crucial for educational stakeholders. To address this issue, we conducted a systematic review of research articles published between 2014 and 2024 that explored the relationship between parental involvement and students' academic goal orientation. We use the PRISMA statement as a guiding framework in the process of systematizing the search. Our review covers 24 research articles in which we analyze the different approaches to assessing the variables involved, synthesize the findings and identify key trends. The analysis reveals significant differences in the configuration of student goal orientation depending on parental involvement variables such as parental volitional actions (task support, promotion of learning at home, and home-school communication, and parental interest), parental motivational support (parental aspirations and expectations, academic socialization, and emotional support), parenting dimensions and forms of involvement (control/autonomy support, parental acceptance/rejection), or parenting styles. Comprender c & oacute;mo las diferentes formas de participaci & oacute;n parental influyen en el proceso motivacional del alumnado es crucial para los profesionales educativos. Para abordar esta cuesti & oacute;n, realizamos una revisi & oacute;n sistem & aacute;tica de art & iacute;culos de investigaci & oacute;n publicados entre 2014 y 2024 que exploraron la relaci & oacute;n entre la participaci & oacute;n parental y la orientaci & oacute;n hacia las metas acad & eacute;micas del alumnado. Utilizamos la declaraci & oacute;n PRISMA como marco gu & iacute;a para sistematizar la b & uacute;squeda. Nuestra revisi & oacute;n abarca 24 art & iacute;culos de investigaci & oacute;n en los que analizamos los diferentes enfoques para evaluar las variables implicadas, sintetizamos los hallazgos e identificamos las tendencias clave. El an & aacute;lisis revela diferencias significativas en la configuraci & oacute;n de la orientaci & oacute;n hacia las metas del alumnado en funci & oacute;n de variables de participaci & oacute;n parental, como las acciones voluntarias parentales (apoyo en las tareas, potenciar el aprendizaje en casa, comunicaci & oacute;n entre el hogar y la escuela e inter & eacute;s parental), el apoyo motivacional parental (aspiraciones y expectativas parentales, socializaci & oacute;n acad & eacute;mica y apoyo emocional), las dimensiones y formas de participaci & oacute;n parental (apoyo al control/autonom & iacute;a, aceptaci & oacute;n/rechazo parental) o los estilos de crianza.
This research aims to evaluate the effect of the MindKinder adult program (MK-A) on the variables of life satisfaction and positive and negative affect. We also intend to analyse the differential effects in the experimental group depending on the level of previous emotional well-being and previous trait emotional intelligence. A total of 137 university students (pre-service teachers) in their first year of the Education degree program at a university participated in the study. Participants were randomly assigned to the experimental group (n = 72) and the control group (n = 65) using a cluster-randomised controlled trial. The results showed significant improvements in the experimental group compared to the control group in terms of subjective well-being, positive affect, and negative affect. Regarding the experimental group's results, based on previous emotional well-being and trait emotional intelligence scores, the findings suggest that individuals with greater psychological vulnerability may benefit more from interventions like these. Esta investigaci & oacute;n tiene como objetivo evaluar el efecto del programa para adultos MindKinder (MK-A) sobre las variables de satisfacci & oacute;n con la vida y el afecto positivo y negativo. Tambi & eacute;n se pretende analizar los efectos diferenciales en el grupo experimental en funci & oacute;n del nivel de bienestar emocional y la inteligencia emocional previos. En el estudio participaron un total de 137 estudiantes universitarios (futuros docentes) de primer a & ntilde;o de la carrera de Educaci & oacute;n. Los participantes fueron asignados aleatoriamente al grupo experimental (n = 72) y control (n = 65) mediante un ensayo controlado aleatorizado por conglomerados. Los resultados mostraron mejoras significativas en el grupo experimental en comparaci & oacute;n con el grupo de control en cuanto a bienestar subjetivo, afecto positivo y afecto negativo. En lo que respecta a los resultados del grupo experimental, basados en las puntuaciones previas de bienestar emocional e inteligencia emocional, los resultados indican que las personas con mayor vulnerabilidad psicol & oacute;gica pueden beneficiarse m & aacute;s de intervenciones como estas.
With the development of the field of educational neuroscience, the relationship between neuroscience and education is becoming increasingly close. The application of neurotechnology is gradually shifting from laboratories to real teaching environments. This study explores the acceptance and ethical views of teachers from six Chinese primary and secondary schools on neurotechnology applications in education through questionnaire surveys and semi-structured interviews. The findings revealed that teachers’ acceptance of neurotechnology was primarily influenced by their perceptions of safety, practicality, and educational fairness. In addition, students’ learning abilities interacted with the type of neurotechnology to shape teachers’ acceptance levels. However, teachers’ neuroscience training experience did not show a significant effect. The qualitative results further summarized internal and external factors influencing teachers’ acceptance. These findings highlight the need for policymakers, educators, and school administrators to prioritize student privacy, ensure fairness, and promote student development when integrating neurotechnology into educational contexts.
Teaching is one of the scenarios in which gender segregation is most visible, finding a higher number of women in this profession. Thus, the choice of the future university degree seems to be closely related to gender stereotypes. Therefore, the aim of this study is to know whether students of Early Childhood and Primary Education have gender stereotypes related to their future profession. The total sample of the study is constituted by 433 students (323 women and 110 men). Gender-stereotype adjectives were presented to them, and they were asked to rate the importance they granted the adjectives in relation to their future career. Adjectives such as "compassionate", "delicate", and "art & iacute;stic" were rated as much more important in females and in those who studied Early Childhood. Therefore, our results suggest that our sample perpetuates both the gender stereotypes and the representations that underlie teaching career. La ense & ntilde;anza es uno de los & aacute;mbitos en los que la segregaci & oacute;n de g & eacute;nero resulta m & aacute;s visible, encontr & aacute;ndose un mayor n & uacute;mero de mujeres en esta profesi & oacute;n. As & iacute;, la elecci & oacute;n de la futura titulaci & oacute;n universitaria parece estar estrechamente relacionada con los estereotipos de g & eacute;nero. Por tanto, el objetivo de este estudio es conocer si los estudiantes de Educaci & oacute;n Infantil y Educaci & oacute;n Primaria presentan estereotipos de g & eacute;nero relacionados con su futura profesi & oacute;n. La muestra total del estudio est & aacute; compuesta por 433 estudiantes (323 mujeres y 110 hombres). A los participantes se les presentaron adjetivos asociados a estereotipos de g & eacute;nero y se les pidi & oacute; que valoraran la importancia que otorgaban a dichos adjetivos en relaci & oacute;n con su futura carrera profesional. Adjetivos como "compasiva", "delicada" y "art & iacute;stica" se valoraron como mucho m & aacute;s importantes en las mujeres y en quienes estudiaban Educaci & oacute;n Infantil. Por lo tanto, nuestros resultados indican que la muestra analizada perpet & uacute;a tanto los estereotipos de g & eacute;nero como las representaciones que subyacen a la carrera docente.
The burnout syndrome is a psychosocial phenomenon that occurs as a chronic response to occupational stressors. Teachers are considered a risk group for developing the syndrome. Teachers do not belong to a homogeneous group, as within this categorization there are differences in roles and responsibilities and different risks of developing burnout syndrome. This study aimed to verify whether there was any difference in the prediction of occupational stressors, regulatory focus, and emotional labor as variables of burnout syndrome, depending on different levels of education. Participants were 1,284 Brazilian teachers and professors who answered an online instrument, including the Spanish Burnout Inventory, the General Regulatory Focus Scale, the Emotion at Work Scale, and the Evaluation Scale of Psychosocial Stressors. The results revealed that there are differences between each other, confirming that the explanatory variables depend on the specificities of each level of education, allowing for actions to be proposed according to each group. El s & iacute;ndrome de agotamiento es un fen & oacute;meno psicosocial que ocurre como una respuesta cr & oacute;nica a factores estresantes interpersonales en situaciones relacionadas con el trabajo. Los docentes son considerados un grupo de riesgo para desarrollar el s & iacute;ndrome. Los docentes no pertenecen a un grupo homog & eacute;neo, ya que dentro de esta categorizaci & oacute;n existen diferencias en roles y responsabilidades y distinto riesgo de desarrollar el s & iacute;ndrome de agotamiento. Este estudio tuvo como objetivo comprobar si exist & iacute;a alguna diferencia en la predicci & oacute;n de los estresores laborales, el enfoque regulatorio y el trabajo emocional como variables del s & iacute;ndrome de agotamiento, dependiendo de los diferentes niveles de educaci & oacute;n. Participaron 1,284 docentes y profesores brasile & ntilde;os que respondieron un instrumento en internet, incluido el Cuestionario para la Evaluaci & oacute;n del S & iacute;ndrome de Agotamiento, la Escala de Enfoque Normativo General, la Escala de Emoci & oacute;n en el Trabajo y la Escala de Evaluaci & oacute;n de Factores de Estr & eacute;s Psicosociales. Los resultados mostraron que existen diferencias entre s & iacute;, confirmando que las variables explicativas dependen de las especificidades de cada nivel educativo, permitiendo proponer acciones seg & uacute;n cada grupo.
This study aims to validate the Kaleidoscope Career Scale (KCS), an assessment instrument designed to measure the three parameters of the Kaleidoscope Career Model, for the Portuguese population. A total of 331 Portuguese workers participated, 163 men (57.4%), with an average age of 27.7 years (SD = 9.22; Median = 25; Min-Max = 18-70). Confirmatory factor analyses supported KCS three-factor structure, chi(2)(83) = 184, p < 0.001; chi(2)/df = 2.217; CFI = .933; TLI = .915; SRMS = .06089; RMSEA (90% CI = .0609 [.0491, .0727]), and Cronbach's alpha estimates supported its good reliability. Convergent and discriminant validity also proved to be adequate. Multigroup analyses indicated adequate configural, metric and scalar invariance across genders. These findings support KCS usage as a valid and reliable measure to assess strategic career behaviors among Portuguese workers both in research and practice.
Introduction: School-based literacy development involves the acquisition of complex cognitive and motor skills, among which handwriting plays a central role. This study examined the relationship between handwriting performance-quality and speed-and visual-motor integration in Uruguayan schoolchildren. Method: A cross-sectional study was conducted using two-stage probabilistic cluster sampling. Participants included 158 fourth-grade students (50.6% girls) from public schools in Montevideo classified in the fifth quintile according to the National Public Education Administration. Instruments used included the Concise Assessment Method for Children's Handwriting and the second version of the Bender Visual-Motor Gestalt Test. Cluster analysis was applied as an exploratory tool to identify performance subgroups. Results: Handwriting quality and speed were significantly correlated with visual-motor integration. Cluster analysis revealed four distinct performance profiles integrating handwriting and visual-motor variables. Girls outperformed boys in handwriting legibility, with no significant sex differences in handwriting speed or visual-motor skills. Conclusions: Visual-motor integration is strongly linked to handwriting performance. The identification of heterogeneous performance profiles underscores the importance of moving beyond binary sex-based comparisons to inform early assessment and targeted educational interventions. These findings enhance our understanding of handwriting development in the Uruguayan context. Introducci & oacute;n: La alfabetizaci & oacute;n escolar requiere habilidades cognitivas y motoras complejas, entre las que la escritura manuscrita desempe & ntilde;a un rol central. Este estudio analiz & oacute; la relaci & oacute;n entre el desempe & ntilde;o en la escritura manuscrita-calidad y velocidad-y la integraci & oacute;n visomotriz en escolares uruguayos. M & eacute;todo: Se realiz & oacute; un estudio transversal con muestreo probabil & iacute;stico estratificado por conglomerados en dos etapas. Participaron 158 estudiantes de cuarto grado (50.6 % ni & ntilde;as) de escuelas p & uacute;blicas de Montevideo clasificadas en el quintil cinco seg & uacute;n la Administraci & oacute;n Nacional de Educaci & oacute;n P & uacute;blica. Los instrumentos utilizados fueron el M & eacute;todo Conciso de Evaluaci & oacute;n de la Escritura en Ni & ntilde;os y la segunda versi & oacute;n del Test Gest & aacute;ltico Visomotor de Bender. Se hizo adem & aacute;s un an & aacute;lisis de cl & uacute;steres como herramienta exploratoria para identificar subgrupos de desempe & ntilde;o. Resultados: La calidad y velocidad de la escritura se correlacionaron significativamente con la integraci & oacute;n visomotriz. El an & aacute;lisis de cl & uacute;steres identific & oacute; cuatro perfiles de desempe & ntilde;o diferenciados en las variables de escritura manuscrita y visomotoras. Las ni & ntilde;as mostraron mejor legibilidad que los varones, sin diferencias significativas en velocidad ni habilidades viso-motrices. Conclusiones: La integraci & oacute;n visomotriz se vincula estrechamente con el desempe & ntilde;o en la escritura manuscrita. La identificaci & oacute;n de perfiles de rendimiento heterog & eacute;neos subraya la necesidad de superar las comparaciones binarias por sexo, promoviendo evaluaciones oportunas y estrategias educativas ajustadas. Los resultados enriquecen la comprensi & oacute;n del desarrollo de la escritura manuscrita en el contexto uruguayo.
Drawing on the Expectancy-Value Theory, the present study aims to analyze high school students' developmental patterns of self-concept of ability, expectancies, intrinsic values, and utility values in various subject areas during the transition to post-compulsory secondary education (Baccalaureate) in Spain. A total of 1,805 secondary students (881 males, 924 females) participated the study. Most of the participants belonged to intermediate SES families. The results of the LGC analysis using a multiple group procedure show significant declines in all motivational dimensions and domains during the transition to Baccalaureate. Similarly, the initial level of each motivational dimension predicted its degree of development over the four-year period. The value components experienced further declines than the expectancies components. Gender differences were observed, with females showing more stability over time in the development of motivation in Spanish language. The theoretical and practical implications of these findings for future career-related choices are further discussed. Tomando como referencia la teor & iacute;a de expectativa-valor, el presente estudio analiza patrones de desarrollo evolutivo del autoconcepto de habilidad, las expectativas, el valor intr & iacute;nseco y la utilidad percibida en varias asignaturas cursadas por estudiantes de secundaria a lo largo de la transici & oacute;n a la educaci & oacute;n secundaria post-obligatoria (Bachillerato) en Espa & ntilde;a. Participaron en el estudio un total de 1,805 estudiantes (881 hombres y 924 mujeres), la mayor & iacute;a pertenecientes a familias con nivel socioecon & oacute;mico intermedio. Los resultados de los an & aacute;lisis mediante la curva de crecimiento latente con un procedimiento multi-grupo muestran una disminuci & oacute;n significativa de todas las dimensiones motivacionales de las distintas materias durante la transici & oacute;n al Bachillerato. Igualmente, el nivel inicial de cada dimensi & oacute;n motivacional predice su grado de desarrollo a lo largo de los 4 a & ntilde;os observados. Las dos dimensiones del componente valor experimentaron un mayor declive que las dimensiones del componente expectativa. Se han observado asimismo diferencias de g & eacute;nero, siendo las chicas las que mayor estabilidad mostraron a lo largo del tiempo en el desarrollo de la motivaci & oacute;n en lengua y literatura castellana. Se discuten las implicaciones te & oacute;ricas y pr & aacute;cticas de estos resultados con respecto a la elecci & oacute;n de carrera.
Current theories on the origin and development of specific learning disabilities (SLD) suggest that changes in general cognitive abilities, such as executive function, are associated with the onset of both dyslexia and dyscalculia. In this study, the executive functions of primary school children diagnosed with dyslexia, dyscalculia, a comorbidity of both disorders, and without learning difficulties were analyzed. The executive functions of visuospatial working memory, inhibitory control, cognitive flexibility, and fluid intelligence were assessed. The results showed significantly lower performance in executive functions in SLD groups compared to the control group, but no significant differences were found between the groups diagnosed with SLD, only in cognitive flexibility between children with dyslexia and children with dyscalculia. These findings support the theoretical hypothesis that the onset and development of SLD is associated with deficits in executive functioning. Las teor & iacute;as actuales sobre el origen y el desarrollo de los trastornos espec & iacute;ficos del aprendizaje (TEAp) proponen que las alteraciones en las capacidades cognitivas de dominio general, como las funciones ejecutivas, se asocian a la aparici & oacute;n tanto de dislexia como de discalculia. En este estudio se analiza el funcionamiento ejecutivo de escolares de Primaria diagnosticados de dislexia, discalculia o comorbilidad de ambos trastornos y de escolares sin dificultades en el aprendizaje. Se evaluaron las funciones ejecutivas de memoria de trabajo visoespacial, control inhibitorio, flexibilidad cognitiva e inteligencia fluida. Los resultados mostraron un rendimiento significativamente inferior en el funcionamiento ejecutivo en los grupos con TEAp con respecto al grupo control, pero no se encontraron diferencias significativas entre los grupos cuyo diagn & oacute;stico era TEAp, solo en flexibilidad cognitiva entre los ni & ntilde;os con dislexia y los ni & ntilde;os con discalculia. Los resultados respaldan la hip & oacute;tesis te & oacute;rica de que la aparici & oacute;n y el desarrollo de los TEAp est & aacute;n asociados con d & eacute;ficits en el funcionamiento ejecutivo.
This study investigates the long-term effects of the loss of regular in-person preschool stimulation during the COVID-19 pandemic on various cognitive aspects in 4- and 5- year-old children in Spain (N = 307). Specifically, the study examines whether this disruption differentially affected early numeracy and literacy skills, working memory, and non-verbal reasoning and whether the impact varies as a function of the child's developmental stage. Results reveal that children in the post-COVID cohorts show delays across both academic and non-academic domains. Younger children, who experienced the disruption during their first year of preschool, exhibit more pronounced deficits. These findings suggest that the pandemic's disruption to preschool routines, including periods of school closures, remote learning, and atypical in-person stimulation, negatively impacted cognitive development, particularly for those at earlier developmental stages. The findings highlight the importance of regular in-person preschool stimulation for young children's cognitive development. El presente estudio analiza los efectos a largo plazo de la p & eacute;rdida de estimulaci & oacute;n presencial habitual en Educaci & oacute;n Infantil durante la pandemia de COVID-19 sobre diversos aspectos cognitivos en ni & ntilde;os y ni & ntilde;as de 4 y 5 a & ntilde;os en Espa & ntilde;a (N = 307). En particular, se examina si dicha interrupci & oacute;n afect & oacute; de forma diferencial las habilidades tempranas de alfabetizaci & oacute;n y competencia matem & aacute;tica, la memoria de trabajo y el razonamiento no verbal, y si el impacto vari & oacute; en funci & oacute;n de la etapa del desarrollo infantil. Los resultados muestran que los ni & ntilde;os y ni & ntilde;as pertenecientes a las cohortes posteriores a la pandemia presentan retrasos tanto en dominios acad & eacute;micos como no acad & eacute;micos. Aquellos que experimentaron la interrupci & oacute;n durante su primer a & ntilde;o de escolarizaci & oacute;n en Educaci & oacute;n Infantil presentan d & eacute;ficits m & aacute;s marcados. Estos hallazgos sugieren que la disrupci & oacute;n de las rutinas en educaci & oacute;n infantil-incluidos los cierres de los centros, la ense & ntilde;anza a distancia y una estimulaci & oacute;n presencial at & iacute;pica-afect & oacute; negativamente al desarrollo cognitivo, especialmente en los niveles m & aacute;s iniciales del desarrollo. Los resultados subrayan la relevancia de la estimulaci & oacute;n presencial regular en Educaci & oacute;n Infantil para favorecer el desarrollo cognitivo en la primera infancia.
School anxiety is one of the most prevalent school attendance problems in Spanish children. Despite its importance, no instruments are available for a precise diagnosis and to establish gender and age differences. This study analyzed the measurement invariance and the latent mean differences of the School Anxiety Inventory for Primary Education (SAI-PE) scores across gender and age in a sample of Spanish children. The sample comprised 1,203 children between 8 and 11 years (M = 10.2, SD = 1.32), selected through random sampling. Findings showed that the SAI-PE presents measurement invariance across gender and age in Spanish children. The latent means analysis revealed that girls scored significantly higher than boys on all SAI-PE dimensions. School anxiety was significantly higher among eight-year-old students. The SAI-PE is the only instrument reliably assessing school situations and anxiety responses in the Spanish child population. La ansiedad escolar constituye uno de los problemas de asistencia a ni & ntilde;os en edad escolar m & aacute;s prevalentes en poblaci & oacute;n infantil espa & ntilde;ola. A pesar de su importancia, no se dispone de instrumentos que permitan un diagn & oacute;stico preciso o la detecci & oacute;n de diferencias en funci & oacute;n del g & eacute;nero y la edad. Este estudio analiz & oacute; la invarianza de medida y las diferencias de medias latentes en las puntuaciones del Inventario de Ansiedad Escolar en Educaci & oacute;n Primaria (IAEP) seg & uacute;n el g & eacute;nero y la edad en una muestra de ni & ntilde;os espa & ntilde;oles. La muestra estuvo compuesta por 1,203 escolares de entre 8 y 11 a & ntilde;os (M = 10.2, DT = 1.32), elegidos mediante un muestreo aleatorio. Los resultados muestran la invarianza de medida en funci & oacute;n del g & eacute;nero y la edad en la poblaci & oacute;n infantil espa & ntilde;ola del IAEP. El an & aacute;lisis de medias latentes muestra puntuaciones significativamente m & aacute;s elevadas en las ni & ntilde;as que en los ni & ntilde;os en todas las dimensiones del IAEP. Asimismo, la ansiedad escolar es significativamente mayor en los estudiantes de ocho a & ntilde;os. El IAEP es el & uacute;nico instrumento que mide de manera fiable las situaciones escolares y las respuestas de ansiedad en la poblaci & oacute;n infantil espa & ntilde;ola.
Educational escape rooms (EERs) have shown to be a motivating and enjoyable teaching activity, yet few studies have examined their impact on learning when compared to traditional teaching techniques. This study investigates the impact of EERs on students' academic experiences, focusing on their effectiveness in promoting learning outcomes compared to traditional teaching methods. A total of 83 psychology students participated. This study employed both quantitative and qualitative methodologies. Quantitative results revealed that participants evaluated EERs positively, with the experimental group achieving superior learning outcomes. No differences in learning based on EER structures were identified in the analysis. Qualitative analysis supported the quantitative findings but also identified challenges, such as task distribution, difficulty managing group work, and handling pressure or frustration. Teachers raised concerns regarding the activity's complexity and its limited impact on learning outcomes. Despite these challenges, EERs were perceived as motivating and beneficial for learning specific contents. Las salas de escape educativas (SEE) constituyen una actividad did & aacute;ctica motivadora y gratificante, si bien hay pocos estudios que analicen su influencia en el aprendizaje en comparaci & oacute;n con las t & eacute;cnicas de ense & ntilde;anza tradicionales. Este estudio analiza la repercusi & oacute;n de las SEE en las experiencias acad & eacute;micas de los estudiantes, centr & aacute;ndose en su eficacia en los resultados del aprendizaje en comparaci & oacute;n con los m & eacute;todos de ense & ntilde;anza tradicionales. En el estudio participaron 83 estudiantes de psicolog & iacute;a, emple & aacute;ndose tanto metodolog & iacute;as cuantitativas como cualitativas. Los resultados cuantitativos muestran que los participantes tienen una opini & oacute;n positiva de las SEE, siendo mejores los resultados del aprendizaje del grupo experimental y no se apreciaron diferencias en el aprendizaje seg & uacute;n las estructuras de las SEE. El an & aacute;lisis cualitativo confirm & oacute; los resultados cuantitativos, aunque tambi & eacute;n surgieron dificultades, como la distribuci & oacute;n de tareas, complicaciones en la gesti & oacute;n del trabajo en grupo y del tratamiento de la presi & oacute;n o la frustraci & oacute;n. Los profesores expresaron preocupaci & oacute;n por la complejidad de la actividad y su efecto limitado en los resultados del aprendizaje. A pesar de estas dificultades, se consider & oacute; que las SEE eran motivadoras y beneficiosas para el aprendizaje de contenidos espec & iacute;ficos.
The ability to maintain attention is key in the cognitive development and academic performance of schoolchildren. This study analyzed sustained attention in 220 children (aged 7 to13), evaluating hits, false alarms, reaction times, sensitivity, and response criterion, according to Signal Detection Theory (SDT). The results showed that younger children had lower performance compared to older ones, who made fewer errors, had greater ability to discriminate between stimuli, and had faster reaction times with more conservative response criteria. There was a discontinuity observed in the development of attention, which increased up to the age of 8 and remains thereafter. Although no differences in performance were found between boys and girls, either in sensitivity or response criterion, boys were faster in their responses than girls. These findings suggest that educational programs should be tailored to the developmental needs of each age group and consider gender differences in reaction times.
Peer evaluation, in which students assess their peers' work, promotes personal and professional skills in education. However, there is a lack of tools to analyze beliefs about this practice in Spain. The Beliefs about Peer Feedback Questionnaire (BPFQ) assesses attitudes and beliefs in university students with good psychometric properties. This study adapts the questionnaire to Spanish and examines its psychometric properties, as well as the differences between knowledge fields. A total of 607 students from the University of Alicante participated in this instrumental study. The results substantiated the four-dimensional structure and a bifactor model, consisting of both the general factor and the four subscales, and the internal consistency of the questionnaire in Spanish. Students from Education and Science showed greater acceptance of peer evaluation than students from Social and Legal Sciences. The BPFQ is a valid and reliable questionnaire for assessing student beliefs about peer review, being useful for evaluating the introduction of new peer review systems at the university.
