El estudio “Educar para prevenir la ciberagresión en adolescentes: eficacia de dos programas breves en inteligencia emocional y psicoeducación” tenía como objetivo analizar la eficacia de dos programas breves en inteligencia emocional (IE) y psicoeducación. Para ello, se empleó un diseño cuasiexperimental de medidas repetidas con seguimiento, sin grupo control. Participaron 251 adolescentes asignados a uno de los programas. La ciberagresión se evaluó pre, post y a los tres meses. Se observaron reducciones significativas del tamaño de efecto de pequeño a mediano: en psicoeducación en la post-intervención y en IE en el seguimiento. La interacción grupo x tiempo no fue significativa en el ANOVA factorial mixto. Los resultados apoyan el potencial preventivo de ambos enfoques.
En este artículo se presenta el estudio realizado con profesorado de Educación Primaria, Secundaria obligatoria y no obligatoria de centros educativos españoles (N=617) sobre satisfacción laboral docente. Para ello se ha utilizado la Escala de Satisfacción Laboral-Versión para Profesores (ESL-VP) (Anaya y Suárez, 2007). Los resultados obtenidos revelan, de manera general, un nivel de satisfacción medio-alto. Las variables sociodemográficas no predicen la satisfacción laboral docente y la variable más relevante es la titularidad del centro: el profesorado de centros concertados-privados muestra más satisfacción en los aspectos que tienen que ver con el diseño del trabajo o la realización personal, mientras que existe más satisfacción del profesorado de centros públicos en el salario y en condiciones de vida asociadas al trabajo.
This study explores collaborative governance in highereducation residential centers as a means to promote character development. Its aim is to analyze how this practice is designed and implemented, the challenges it faces, and the opportunities it offers. A mixed-methods questionnaire was administered to directors of 35 centers across six countries. Results show that, although collaborative governance is common, it rarely relies on evidence-based pedagogical models or systematic assessment. Findings reveal training gaps, limited student participation in key decisions, and opportunities to strengthen character development through intentional, research-informed governance design.
Este estudio longitudinal examinó los cambios en el clima escolar asociados a la implementación del modelo PRIMED (Prioritizing Relationships, Integrity, Modeling, Empowerment y Development). El clima escolar percibido por estudiantes y docentes en diez colegios públicos de Bogotá-Colombia fue medido entre 2023 y 2025. Los análisis revelaron que la apropiación progresiva del principio de modelamiento –coherencia entre discurso y práctica del liderazgo escolar– interactuó significativamente con las trayectorias del clima escolar. El efecto del modelamiento se fortaleció con el tiempo y varió entre colegios, lo que sugiere que la efectividad de PRIMED depende de su implementación contextualizada y del compromiso del liderazgo institucional.
Rising immigration levels have notably impacted the Chilean education system, stressing the importance of understanding the cultural and psychological factors that shape immigrant students’ school experiences. This cross-sectional study examined the relationships between cultural dissonance, cultural self-efficacy, and school satisfaction among 236 Latin-American immigrant secondary students. Cultural dissonance showed an adverse effect on school satisfaction by diminishing students’ cultural self-efficacy. Sociodemographic variables such as sex, nationality, age, and length of stay in Chile had no impact on students’ satisfaction with school. These findings underscore the importance of cultivating culturally responsive educational communities that foster the development of intercultural competencies.
The study aims to explore the characteristics of tutors and guidance counselors for 3rd and 4th grade of compulsory Secondary Education based on their attitudes and level of knowledge about guidance, and the criteria they use for academic and career advising. A quantitative, descriptive and correlational approach was adopted, using an ad hoc questionnaire directed at teachers (N=697) from Andalusia, Asturias, Catalonia, and Madrid. The main results show that guidance actions are determined to a greater extent by attitudes towards the counselling function rather than by the teaching role.
School absenteeism in Spain is a complex phenomenon to define, conceptualized differently across various regional regulations. This study aims to explore, from a dimensional perspective, how these regulations conceptualize absenteeism through a qualitative approach using content analysis. The results reveal variability in definitions, identifying convergences in the inclusion of quantitative indicators and divergences in the consideration of antecedent behaviors of absenteeism, as well as its intermittent presence. The findings highlight the existence of various regional intervention initiatives, although a national framework could foster the standardization of interventions and optimization of outcomes.
This study addresses the vision of university faculty on ethics and academic integrity in research. The aim is to find out their perception regarding the frequency and severity of certain academic misconduct in research and to check differences by areas of knowledge and years of experience. A questionnaire was applied to 243 professors from Galician universities, the results ofwhich show a low assessment of the frequency of certain conducts and a high estimate of the severity of other actions, highlightingthe need to design educational strategies focused on training on ethics and integrity, aimed especially at teaching and research staff.
University dropout is a global challenge, affecting 21% of students according to the OECD. Objective. To assess dropout ideation, its main motivations, and the potential relationship with academic engagement. Method. 627 students from universities in Spain and Bolivia were evaluated using an ad hoc instrument for dropout ideation and the engagement scale by L & oacute;pez-Aguilar etal. (2021). Results. 30.6% showed intermediate dropout ideation and 14.4% high ideation, influenced by psychological factors in Spain and socio-economic factors in Bolivia, with no significant relationship with engagement. Conclusion. Further exploration of the phenomenon is needed, considering other instruments and sociodemographic variables.
This study identifies motivational profiles based on combinations of academic goals, whose distribution is analyzed by gender and academic level, and examines differences in academic achievement in Spanish, English and Mathematics. With 730 ESO students and using Latent Profile Analysis (LPA), five different profiles were detected that vary in the combination and intensity of goals. Significant differences were found in the distribution of these profiles by gender and course, and in academic achievement. The profiles which integrate learning goals and performance approaches, together with the profile focused exclusively on learning goals, emerge as the most adaptive.
Student engagement in school activities is a crucial factor for their academic success, however, there are still doubts about which personal and contextual factors influence this engagement. We implemented an ad hoc questionnaire that we administered to 2737 students from 14 schools in Catalonia, with different features according to their ownership, stage, and socioeconomic level, and we analysed datawith descriptive and statistical analysis (ANOVA, Student-T, Mann-Whitney-U, and Kruskal-Wallis tests). The results show that levels of school engagement depend on gender, age, and other personal and contextual variables, and that personalisation strategies are key. Conclusions offer guidelines for teachers to promote learning of greater value and personal meaning for students.
This study identifies motivational profiles based on combinations of academic goals, whose distribution is analyzed by gender and academic level, and examines differences in academic achievement in Spanish, English and Mathematics. With 730 ESO students and using Latent Profile Analysis (LPA), five different profiles were detected that vary in the combination and intensity of goals. Significant differences were found in the distribution of these profiles by gender and course, and in academic achievement. The profiles which integrate learning goals and performance approaches, together with the profile focused exclusively on learning goals, emerge as the most adaptive.
The study aims to explore the characteristics of tutors and guidance counselors for 3rd and 4th grade of compulsory Secondary Education based on their attitudes and level of knowledge about guidance, and the criteria they use for academic and career advising. A quantitative, descriptive and correlational approach was adopted, using an ad hoc questionnaire directed at teachers (N=697) from Andalusia, Asturias, Catalonia, and Madrid. The main results show that guidance actions are determined to a greater extent by attitudes towards the counselling function rather than by the teaching role.
Introduction: The objective is to determine whether a juvenile facility contributes to the improvement of social skills and the reduction of aggressive or violent behaviours in juvenile offenders. Method: A quasi-experimental pretest-posttest quantitative design was used, applied to n= 40 individuals. Three pretest/posttest instruments were administered to this sample to determine whether a juvenile facility contributes to the improvement of social skills and the reduction of aggressive or violent behaviour. Results and discussion: The results did not show statistically significant differences in the level of improvement of social skills and psychological development or in the reduction of aggression (p > 0.05), but there were significant positive correlations (p < 0.001).
El objetivo fue revisar la bibliografía sobre las barreras hacia la inclusión del alumnado TEA desde la perspectiva del docente. Además, se evaluó si existen diferencias en la percepción de las barreras según el tipo de asignatura, diferenciando, aquellas materias que se llevan a cabo dentro del aula, y las clases de Educación Física. Tras el proceso de búsqueda se incluyeron 14 estudios que cumplieron los criterios de inclusión. Según los hallazgos, los desafíos se pueden clasificar en 3 categorías relacionadas con los síntomas del autismo, administrativos y sociales. Los participantes añaden una serie de desafíos según la disciplina pedagógica.
Social-emotional learning promotes positive development. A six-session programme was conducted to identify social-emotional changes among 83 students (meanage = 6 years). Self-reported and parent- reported pre- and post-test measures were used: a fluency task of naming emotions evaluated emotional awareness, the Strengths and Difficulties Questionnaire measured emotional regulation and relational skills, and the Behaviour Assessment System for Children-Parent Rating Scale assessed relational skills. Implementation was evaluated at the end of each session. Regardless of gender, children’s emotional awareness and regulation, relational skills, and wellbeing improved. Emotional symptoms decreased compared to a control group of a previous research. Despite the lack of a concurrent control group and the small sample size, this study introduces the evaluation of a programme worthy of further development.
La implicación del alumnado en las actividades escolares es un factor crucial para su éxito académico. Sin embargo, todavía existen dudas sobre qué factores personales y contextuales influyen en dicha implicación. Implementamos un cuestionario ad hoc que administramos a 2737 estudiantes procedentes de 14 centros educativos de Cataluña, diversos en función de su titularidad, la etapa y el nivel socioeconómico, y analizamos los datos mediante análisis descriptivo y pruebas estadísticas (ANOVA, T de Student, U de Mann-Whitney y Kruskal-Wallis). Los resultados muestran que los niveles de implicación escolar dependen del género, la edad y otras variables personales y contextuales, y que las estrategias de personalización son clave. Las conclusiones ofrecen orientaciones para que los docentes fomenten aprendizajes con mayor valor y sentido personal.
El abandono universitario es un reto global que afecta al 21% del estudiantado, según la OCDE. Objetivo. Valorar la ideación de abandono, sus principales motivaciones y la posible relación con el compromiso académico. Método. Se evaluaron 627 estudiantes de universidades en España y Bolivia, utilizando un instrumento ad hoc para la ideación de abandono y la escala de compromiso de López- Aguilar et al. (2021). Resultados. El 30,6% mostró ideación intermedia y el 14,4% alta, influida por factores psicológicos en España y socioeconómicos en Bolivia, sin relación significativa con el compromiso. Conclusión. Se requiere profundizar en el fenómeno, considerando otros instrumentos y variables sociodemográficas.
El absentismo escolar en España es un fenómeno complejo de definir, conceptualizado diversamente en diferentes normativas autonómicas. Este estudio tiene como objetivo explorar, desde una perspectiva dimensional, la conceptualización que incluyen estas normativas desde un enfoque cualitativo mediante el análisis de contenido. Los resultados revelan una variabilidad de definiciones, identificando convergencias en la inclusión de indicadores cuantitativos y divergencias en la consideración de comportamientos antecedentes del absentismo, así como de su presencia intermitente. Se evidencia la existencia de diversas iniciativas autonómicas de intervención, si bien, un marco estatal podría favorecer la homogeneización de las intervenciones y la optimización de resultados.
Este estudio aborda la visión del profesorado universitario sobre la ética y la integridad académica en la investigación. El objetivo es conocer su percepción respecto a la frecuencia y gravedad de determinadas conductas deshonestas en la investigación y comprobar posibles diferencias por áreas de conocimiento y años de experiencia. Se utilizó un cuestionario aplicado a 243 docentes de universidades gallegas, cuyos resultados evidencian una baja valoración de la frecuencia de determinadas conductas y una elevada estimación de la gravedad de otras acciones, resaltando la necesidad de diseñar estrategias educativas enfocadas a la formación sobre ética e integridad, dirigidas especialmente al personal docente e investigador.
