Shadow education has become a global phenomenon fueled by escalating demands for academic success and competition. However, most existing research has focused on its relationship with academic achievement, leaving its impact on students’ mental well-being underexplored. South Korea offers a compelling case for examining shadow education due to its deeply ingrained cultural emphasis on educational achievement and its extensive shadow education system. In 2024, about 80% of South Korean students participated in shadow education, reflecting the widespread belief that educational achievement is closely tied to future social mobility and economic security. This study investigates the effects of shadow education on students’ mental well-being in South Korea, using data from the Korea Education Longitudinal Study of 2013 (KELS 2013). Results show that while participants initially reported better mental well-being, this association became nonsignificant after controlling for socioeconomic and psychosocial factors. Instead, peer relationships, teacher–student relationships, and parental emotional support were consistent predictors of positive mental health. These findings suggest that student mental well-being is shaped not by shadow education itself but by broader social contexts.
Multi-tiered system of supports (MTSS) has emerged as a key intervention strategy for school-based behavioral and academic initiatives. Greater attention is needed with respect to adherence to implementation guidelines and examinations of fidelity in rural settings. The present study examined the role of fidelity to MTSS procedures in rural schools over a five-year period. Student outcomes included average daily attendance and chronic absenteeism rates, domains of functioning (cultural and linguistic competence, relationships, emotional safety, physical safety, and social and emotional competences), and incidents involving controlled substances, alcohol, bullying, weapons, and violence. Fidelity ratings improved, remained stable, or eroded over time, and these trends were closely related to changes in average daily attendance and chronic school absenteeism rates. Analyses of individual years revealed some paradoxical findings, though higher fidelity ratings for a given school year were also related to enhanced student–educator relationships, emotional safety, and cultural and linguistic competence. These results suggest that examinations of MTSS procedures over time may be more instructive than examinations of MTSS procedures in one particular year.
In recent decades, reflection has occupied a prominent place in the field of professional development as the main way to learn professional practice. This is partly a consequence of an epistemology of practice that assumes that the knowledge guiding professional practice is situational in nature and constructed through inquiry, that is, through reflection. This article accepts the centrality of situational knowledge in practice but suggests that it can also be learned not through inquiry but through appropriation: that is, it can be learned from a more expert person. Within this framework, the article conceptualises the appropriation of professional practice through four points: recognition of the expert, decomposition of practice, appropriation of knowing-in-action and practice attempts. The differences and complementarities between appropriation and reflection processes are discussed, opening up new, alternative ways of learning professional practice.
Self-employment is vital for youth unemployment and socioeconomic development. However, youths exhibit passion but struggle with concrete action due to fear of failure (FoF), a significant psychological barrier. In East Asian families, parents often exert parental psychological control (PPC) to discourage youths from risk or uncertain career paths, such as self-employment, though its relationship with FoF remains underexplored. Guided by the Stressor-Strain Framework, this study examined how PPC affects youths’ FoF when pursuing self-employment, alongside the dual moderating effects of obsessive passion (OP) and harmonious passion (HP). Hierarchical regression analysis was conducted on survey data from 1,957 East Asian youths aged 18 to 24. The findings showed that youths’ perceived PPC significantly increases FoF. Additionally, OP weakens the influence of PPC on FoF, but HP strengthens it. Situated within the East Asian family context, this study offered a novel perspective on how PPC hinders youths’ non-traditional career pursuits. Practical implications were discussed for parents, career consulting services, and policymakers to support youth self-employment, further promoting social mobility and sustainable development.
Teachers are exposed to many workplace stressors, and the lack of resources hinders them from successfully coping with these demands, which increases the risk of suffering from burnout (BT) syndrome. Research indicates that emotional intelligence (EI) acts as a protective factor against BT. The goal of this systematic review is to examine the recent literature (2018–23) studying the relationship between EI and BT in teachers, bearing in mind the educational stage (primary and secondary), the mediating or moderating role of EI and other related variables and the conceptualization model of EI (skill, trait or mixed). A total of 16 articles were included after performing a bibliographic search in Web of Science, SCOPUS, ERIC and PsycINFO. The studies found significant negative correlations between EI and BT among teachers, in addition to mediating variables like perceived social support and affective balance. Likewise, EI seems to moderate the relationship between BT and work–family interference and job demands variables. Finally, similar results are found regardless of the conceptualization model of EI.
This study examines the relationship between maternal self-esteem and children’s reading time, mediated sequentially by maternal educational involvement and children’s academic stress. Using a large ( N = 1,190) sample of Korean sixth-grade elementary students, M age = 12.23 years, from the thirteenth wave of the Panel Study on Korean Children (2020), this study conducted a mediation analysis. The findings indicate that higher maternal self-esteem is associated with greater maternal educational involvement, which is in turn related to lower levels of children’s academic stress and linked to increased reading time. These patterns are notable in the context of sixth-grade students—the final year of elementary school in Korea—where parental involvement may still be perceived as encouraging rather than controlling. The data were collected during the COVID-19 pandemic, a period in which home-based support may have been salient due to the combination of in-person and remote learning. These associations remained significant after controlling for mother’s employment status, mother’s education, children’s gender and household income. These insights contribute to a deeper understanding of how to foster a positive reading environment for children.
Across Australia, early childhood (EC) teachers can work in a variety of settings in the prior-to-school sector (profit and not for profit). The EC teacher qualification must be recognised by the Australian Children's Education and Care Quality Authority. The settings are governed by differing enterprise bargaining agreements (EBAs) that oversee salaries and conditions. The literature reveals that gender, socioeconomic status and diversity underpin the experiences of the early childhood education and care (ECEC) workforce, yet the impacts of these dynamics are largely silent in the policy discourse. This article provides a snapshot of EBA variations for early childhood teachers by looking at salaries and conditions across the different settings and states. Drawing on EBAs that are publicly available, a content analysis was conducted to determine salary and condition variation. Findings show strong variation across settings, state and qualification, suggesting EC teachers need to be aware of the variation when they are applying for positions and engaged in enterprise bargaining with their employer. Questions must also be raised with the sector, however, on why there is strong variation for the same qualification, especially given the current shortage of EC teachers across Australia.
As generative artificial intelligence (AI) increasingly provides knowledge and outperforms students on conventional assessments, education faces a fundamental challenge. This paper argues that the appropriate response is to rethink what we mean by intelligence and reposition dialogic intelligence as a central educational aim. Dominant conceptions of intelligence as an individual trait, measured through rapid problem-solving, are historically tied to print literacy's cognitive affordances and obscure the relational conditions under which meaning emerges. The rise of large language models creates an opportunity to recover an older conception of intelligence as the capacity to sustain responsive relationships through which truth and value emerge. Dialogic intelligence arises in the relational space between people, between people and nature, and between people and technology. It involves dwelling in open inquiry, allowing new insights to emerge, and critically testing and refining them. While AI can support knowledge generation and verification, dialogic intelligence depends on uniquely human capacities for care, ethical responsibility, and sustained attention. The paper outlines pedagogical approaches and assessment frameworks foregrounding relational processes rather than individual performance alone. A medida que la inteligencia artificial (IA) generativa proporciona cada vez m & aacute;s conocimiento y supera a los estudiantes en las evaluaciones convencionales, la educaci & oacute;n enfrenta un desaf & iacute;o fundamental. Este art & iacute;culo sostiene que la respuesta apropiada es repensar lo que entendemos por inteligencia y reposicionar la inteligencia dial & oacute;gica como un objetivo educativo central. Las concepciones predominantes de la inteligencia como un rasgo individual, medido a trav & eacute;s de la resoluci & oacute;n r & aacute;pida de problemas, est & aacute;n hist & oacute;ricamente vinculadas a las affordances cognitivas de la alfabetizaci & oacute;n impresa y mascaran las condiciones relacionales subyacentes al significado. El surgimiento de grandes modelos de lenguaje crea una oportunidad para recuperar una concepci & oacute;n m & aacute;s antigua de la inteligencia como la capacidad de mantener relaciones receptivas en las cuales emergen la verdad y el valor. La inteligencia dial & oacute;gica surge en el espacio relacional entre las personas, entre las personas y la naturaleza, y entre las personas y la tecnolog & iacute;a. Implica mantener una postura de indagaci & oacute;n abierta, permitiendo que surjan nuevos insights y prob & aacute;ndolos y perfeccion & aacute;ndolos cr & iacute;ticamente. Si bien la IA puede respaldar la generaci & oacute;n y verificaci & oacute;n de conocimientos, la inteligencia dial & oacute;gica depende de capacidades exclusivamente humanas de cuidado, responsabilidad & eacute;tica y atenci & oacute;n sostenida. El art & iacute;culo describe enfoques pedag & oacute;gicos y marcos de evaluaci & oacute;n que priorizan los procesos relacionales en lugar del desempe & ntilde;o individual exclusivamente. (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(AI)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)--(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)--(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)--(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic), (sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic),(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic)(sic).
To examine whether zero-sum reasoning is related to children's envy-schadenfreude responses, we asked participants (N = 178, aged five to 11 years, 90 girls) about the characters' emotions in four stories depicting situations of upward social comparison-envy. When the envied person loses the advantage (in one condition it is deserved, in the other it is not) the envious person either gains it-in the "You lose, I win" condition-or does not gain it and the two become equal-in the "Nobody wins" condition. The results show that schadenfreude attribution is greater when the envied person's loss means a gain for the envious person than when equality is restored and no one wins. Older children (aged eight and over), but not younger children, rated schadenfreude as more intense when the advantage was undeserved than when it was deserved. The analysis of the arguments provided by participants shows that the zero-sum principle predominates in children's expectations in situations of envy. Para examinar si el razonamiento de suma cero est & aacute; relacionado con las respuestas de envidia-schadenfreude de los ni & ntilde;os, preguntamos a los participantes (N = 178, de cinco a 11 a & ntilde;os, 90 ni & ntilde;as) sobre las emociones de los personajes en cuatro historias que representan situaciones de comparaci & oacute;n social ascendente-envidia. Cuando la persona envidiada pierde la ventaja (en un caso es merecida, en el otro no), la persona envidiosa la gana (en la condici & oacute;n "T & uacute; pierdes, yo gano") o no la gana y ambas quedan en igualdad de condiciones (en la condici & oacute;n "Nadie gana"). Los resultados muestran que la atribuci & oacute;n de schadenfreude es mayor cuando la p & eacute;rdida de la persona envidiada supone una ganancia para la persona envidiosa que cuando se restablece la igualdad y nadie gana. Los ni & ntilde;os mayores (de ocho a & ntilde;os en adelante), pero no los m & aacute;s peque & ntilde;os, calificaron la schadenfreude como m & aacute;s intensa cuando la ventaja era inmerecida que cuando era merecida. El an & aacute;lisis de los argumentos presentados por los participantes muestra que el principio de suma cero predomina en las expectativas de los ni & ntilde;os en situaciones de envidia.
The increasing prevalence of media use among students has led to frequent media multitasking, which has been associated with higher levels of academic procrastination and its detrimental outcomes. This study seeks to identify protective factors that may mitigate academic procrastination in the era of media multitasking. A sample of 953 adolescents completed a paper-based survey at school. Structural equation modeling (SEM) was performed to address the study's objectives. Suppression effects were found for both self-control and grit on academic procrastination. While self-control was negatively associated with academic procrastination through its link to lower media multitasking, it was also related to more academic procrastination. Grit was directly and negatively associated with academic procrastination but might also be positively related to academic procrastination through its association with higher academic self-efficacy. This study has significant implications for preventing academic procrastination in the media multitasking era. La creciente prevalencia del uso de medios de comunicaci & oacute;n entre los estudiantes ha dado lugar a una frecuente multitarea medi & aacute;tica, lo que se ha asociado con mayores niveles de procrastinaci & oacute;n acad & eacute;mica y sus consecuencias perjudiciales. Este estudio busca identificar factores protectores que puedan mitigar la procrastinaci & oacute;n acad & eacute;mica en la era de la multitarea medi & aacute;tica. Una muestra de 953 adolescentes complet & oacute; una encuesta en papel en la escuela. Se realiz & oacute; un modelado de ecuaciones estructurales (SEM) para abordar los objetivos del estudio. Se encontraron efectos de supresi & oacute;n tanto del autocontrol como de la tenacidad (grit) en la procrastinaci & oacute;n acad & eacute;mica. Si bien el autocontrol se asoci & oacute; negativamente con la procrastinaci & oacute;n acad & eacute;mica a trav & eacute;s de su v & iacute;nculo con una menor multitarea medi & aacute;tica, tambi & eacute;n se relacion & oacute; con una mayor procrastinaci & oacute;n acad & eacute;mica. La tenacidad se asoci & oacute; directa y negativamente con la procrastinaci & oacute;n acad & eacute;mica, pero tambi & eacute;n podr & iacute;a estar relacionada positivamente con ella a trav & eacute;s de su asociaci & oacute;n con una mayor autoeficacia acad & eacute;mica. Este estudio tiene implicaciones significativas para prevenir la procrastinaci & oacute;n acad & eacute;mica en la era de la multitarea medi & aacute;tica.
The main aim of the research presented here was to explore the relevance of vocabulary knowledge, primarily deep vocabulary knowledge, in the reading accuracy and speed of Spanish readers. A total of 352 children took part in the research, all pupils in the third, fourth and fifth years of Spain's primary education system. They completed tasks to assess the breadth and depth of their receptive and expressive vocabulary, reading accuracy and speed, non-verbal intelligence and phonemic awareness. Our findings show that vocabulary depth and phonemic awareness are significant variables in predicting success in reading performance. We explore in greater depth the idea that as pupils progress on their learning path in reading, linguistic variables such as vocabulary have a greater influence on predicting reading accuracy and speed. We also discuss the implications for theory and practice. El objetivo principal de la presente investigaci & oacute;n fue explorar la relevancia del conocimiento de vocabulario, fundamentalmente en su dimensi & oacute;n profundidad, en la lectura precisa y veloz de lectores espa & ntilde;oles. Los participantes fueron 352 escolares de 3 degrees, 4 degrees y 5 degrees de Educaci & oacute;n Primaria que fueron evaluados en tareas de amplitud y profundidad de vocabulario receptivo y expresivo, precisi & oacute;n y velocidad lectoras, inteligencia no verbal y conciencia fon & eacute;mica. Los resultados revelaron que la profundidad de vocabulario y la conciencia fon & eacute;mica son variables significativas en la predicci & oacute;n del & eacute;xito en el rendimiento lector. Se profundiza en la idea de que a medida que la trayectoria en el aprendizaje de la lectura avanza, el efecto de variables ling & uuml;& iacute;sticas como el vocabulario muestra mayor influencia en la predicci & oacute;n de la precisi & oacute;n y velocidad lectoras. Se discuten las implicaciones para la teor & iacute;a y la pr & aacute;ctica.
This study analyses the development of shape-bias, a cognitive mechanism that favours the categorisation and learning of new words, in Spanish-speaking children. The framework of reference used was the Attentional Learning Account model, which suggests that this bias develops gradually with experience and increased vocabulary. Ninety Mexican children ages 12, 18 and 24 months old participated by performing a word-generalisation task using the Intermodal Preferential Looking Paradigm. The results showed that the 24-month-olds paid more attention to images that are similar in shape than 12- and 18-month-olds. Furthermore, a correlation was found between attention to shape and lexical production through the MacArthur-Bates Communicative Development Inventory (CDI). These results suggest that shape-bias is present in the Spanish language at the age of 24 months and is related to vocabulary development, supporting the idea that experience with statistical regularities in the environment influences this process. En esta investigaci & oacute;n se analiz & oacute; el desarrollo del sesgo hacia la forma en infantes hispanohablantes, un mecanismo cognitivo que favorece la categorizaci & oacute;n y el aprendizaje de nuevas palabras. El marco de referencia empleado fue el modelo Attentional Learning Account, que propone que este sesgo se desarrolla gradualmente con la experiencia y el aumento del vocabulario. Participaron 90 infantes mexicanos de 12, 18 y 24 meses, quienes realizaron una tarea de generalizaci & oacute;n de palabras utilizando el Paradigma Intermodal de Atenci & oacute;n Preferencial. Los resultados mostraron que los infantes de 24 meses prestaron mayor atenci & oacute;n a im & aacute;genes similares en forma que los de 12 y 18. Adem & aacute;s, se encontr & oacute; una correlaci & oacute;n entre la atenci & oacute;n hacia la forma y la producci & oacute;n l & eacute;xica, medida mediante el Inventario MacArthur-Bates del Desarrollo de Habilidades Comunicativas (CDI). Estos resultados sugieren que el sesgo hacia la forma est & aacute; presente en lengua hispana a los 24 meses y est & aacute; relacionado con el desarrollo del vocabulario, apoyando la idea de que la experiencia con regularidades estad & iacute;sticas del entorno influye en este proceso.
Self-regulated learning (SRL) is essential for lifelong learning but challenging to achieve without guidance. Teachers play a key role in fostering SRL, requiring diagnostic competence to assess students' SRL skills and provide tailored support. However, many teachers lack the ability to accurately assess SRL, highlighting the need to address this in pre-service teacher training. This study explored how SRL-specific tools influence pre-service teachers' cognitive processes and judgement accuracy in SRL assessment. An experimental study with 96 elementary education pre-service teachers (47 first-year and 49 fourth-year; M = 19.9 years) compared the use of a rubric and a rating scale for assessing SRL. Our results revealed that the rubric significantly enhanced pre-service teachers' cognitive processes, enabling them to recall observed actions and align them with assessment criteria, which led to more accurate judgements. These findings highlight the importance of integrating structured tools like rubrics into teacher training programmes to enhance SRL assessment and its development and support future educators in promoting SRL effectively. El aprendizaje autorregulado (AAR) es esencial para el aprendizaje permanente, pero resulta dif & iacute;cil de conseguir sin orientaci & oacute;n. El profesorado desempe & ntilde;a un papel esencial en el fomento del AAR y es necesario un diagn & oacute;stico de competencias para evaluar la capacidad de AAR del alumno y facilitar un apoyo personalizado. No obstante, muchos profesores carecen de las competencias necesarias para evaluar adecuadamente el AAR, lo que pone de relieve la necesidad de abordar esta cuesti & oacute;n en la formaci & oacute;n de los futuros docentes. En este estudio se explora la influencia que ejercen dos herramientas espec & iacute;ficas para la evaluaci & oacute;n del AAR en los procesos cognitivos de los docentes en formaci & oacute;n y en la precisi & oacute;n de los juicios emitidos durante su evaluaci & oacute;n del AAR. Se llev & oacute; a cabo un estudio experimental con 96 estudiantes universitarios de Educaci & oacute;n Primaria (47 de primer curso y 49 de cuarto curso; M = 19.9 a & ntilde;os) en el que se compar & oacute; el uso de una r & uacute;brica y de una escala de calificaci & oacute;n para evaluar el AAR. Los resultados revelan que el uso de la r & uacute;brica mejor & oacute; significativamente los procesos cognitivos de los docentes en formaci & oacute;n, permiti & eacute;ndoles recordar las acciones observadas y alinearlas con los criterios de evaluaci & oacute;n, lo que facilit & oacute; una mayor precisi & oacute;n en sus juicios. Estos resultados subrayan la importancia de integrar herramientas estructuradas como las r & uacute;bricas en los programas de formaci & oacute;n para mejorar la evaluaci & oacute;n del AAR y su desarrollo, as & iacute; como para facilitar apoyo a los futuros educadores para una ense & ntilde;anza eficaz del AAR.
Given that the conceptions of feedback can influence how teachers and students participate in teaching-learning situations, there has recently been a growing interest in exploring their conceptions about what feedback is and what it is used for. The objective of this study is to examine the attributes that characterize the conceptions of feedback and the existence of profiles of students who are just starting their teacher training. A total of 352 students in their first year of bachelor's degrees in preschool and primary school education defined the term 'feedback' and its purposes. These were then codified into a set of eight attributes (e.g., nature, level, sources, purpose). The results show that half the participants view feedback as information from teachers on student performance to improve that performance (Category 4) and/or their learning (Category 1); others view it as a dynamic, interactive process in which different stakeholders participate (Category 3); and yet others see it as formative assessment in which the teachers assess tasks to guide students (Category 2). These profiles reflect these university students' different conceptions, along with the need to identify those that fall within profile 4 to modify their static view geared at performance. Dado que las concepciones de feedback pueden influir en c & oacute;mo docentes y estudiantes participan en las situaciones de ense & ntilde;anza-aprendizaje, recientemente se ha incrementado el inter & eacute;s por explorar sus concepciones sobre qu & eacute; es y para qu & eacute; sirve el feedback. Este estudio tiene como objetivo examinar los atributos que caracterizan las concepciones de feedback y la existencia de perfiles entre los/as alumnos/as que inician su formaci & oacute;n docente. Un total de 352 estudiantes de primer curso de los grados en Maestro/a de educaci & oacute;n infantil y primaria definieron el t & eacute;rmino 'feedback' y sus funciones. Estas fueron codificadas en un conjunto de ocho atributos (e.g., naturaleza, nivel, fuente, funci & oacute;n). Los resultados muestran que la mitad de los participantes conciben el feedback como informaci & oacute;n de los/as maestros/as sobre el desempe & ntilde;o de los/as alumnos/as para mejorar su rendimiento (Clase 4) y/o su aprendizaje (Clase 1), otros como un proceso interactivo y din & aacute;mico en el que participan diferentes agentes (Clase 3), y otros como una evaluaci & oacute;n formativa en la que los/as docentes valoran las tareas para orientar a los/as alumnos/as (Clase 2). Estos perfiles reflejan diferentes concepciones que tienen estos/as estudiantes universitarios y la necesidad de identificar a los del perfil 4 para modificar su visi & oacute;n est & aacute;tica orientada al rendimiento.
The retention of serial order, a function of verbal Short-Term Memory (STM) and crucial in the processing of sequential information, is fundamental for early language acquisition. Few studies have explored this association between memory for serial order information and language development. This work focuses on the development of a Spanish Serial Order Reconstruction Task (SORT), adapted from a task originally designed to assess serial order retention capacity, and applied to Spanish-speaking children aged four and five (n = 84). Results show that SORT is appropriate for measuring serial order retention capacity in Spanish children of these ages and that this task is related to children's phonological, lexical and grammatical abilities. Regression analyses indicate that serial order retention capacity remains a significant predictor for language acquisition even after controlling for the effects of phonological memory measures. This study provides initial evidence on the utility of the SORT for measuring the retention of serial order capacity which underlies language acquisition. Future studies will unveil the task's potential as a valuable tool in early education and clinical settings. La retenci & oacute;n del orden serial, una funci & oacute;n de la memoria verbal a corto plazo (MCP) y crucial en el procesamiento de informaci & oacute;n secuencial, es fundamental para la adquisici & oacute;n temprana del lenguaje. Pocos estudios han explorado esta asociaci & oacute;n entre la memoria para la informaci & oacute;n del orden serial y el desarrollo del lenguaje. Este trabajo se centra en el desarrollo de una Tarea de Reconstrucci & oacute;n del Orden Serial (Serial Order Reconstruction Task, SORT) en espa & ntilde;ol, adaptada de una tarea dise & ntilde;ada originalmente para evaluar la capacidad de retenci & oacute;n del orden serial, y aplicada a ni & ntilde;os hispanohablantes de cuatro y cinco a & ntilde;os (n = 84). Los resultados muestran que SORT es apropiada para medir la capacidad de retenci & oacute;n del orden serial en ni & ntilde;os espa & ntilde;oles de estas edades y que esta tarea se relaciona con las habilidades fonol & oacute;gicas, l & eacute;xicas y gramaticales de los ni & ntilde;os. Los an & aacute;lisis de regresi & oacute;n indican que la capacidad de retenci & oacute;n del orden serial sigue siendo un predictor importante de la adquisici & oacute;n del lenguaje incluso despu & eacute;s de controlar los efectos de las medidas de memoria fonol & oacute;gica. Este estudio proporciona evidencia inicial sobre la utilidad de SORT para medir la capacidad de retenci & oacute;n del orden serial que subyace a la adquisici & oacute;n del lenguaje. Estudios futuros revelar & aacute;n el potencial de la tarea como una herramienta valiosa en la educaci & oacute;n temprana y en entornos cl & iacute;nicos.
This research employs the meta-analysis method to examine the reading comprehension, reading fluency and listening comprehension skills of students using cochlear implants and their hearing peers. The effect size of 35 studies that met the inclusion criteria was calculated. An examination of overall effect size reveals that students using cochlear implants perform poorly compared to their hearing peers in reading comprehension, reading fluency and listening comprehension skills. Additional analyses demonstrate that cochlear implant age and chronological age do not account for the difference in reading comprehension skills. In contrast, chronological age seems to be the underlying reason for the difference in reading fluency performance. Further, it has become clear that there is a need for various studies that can explain this difference regarding listening comprehension skills. Based on the research findings, it can be suggested that the assessment of the reading skills of students using cochlear implants may require a holistic approach encompassing not only reading comprehension skills but also reading fluency and listening comprehension with an eye to curriculum development improvement. En esta investigaci & oacute;n se aplica el m & eacute;todo del metan & aacute;lisis para analizar las competencias de comprensi & oacute;n lectora, fluidez de lectura y comprensi & oacute;n oral de alumnos usuarios de implantes cocleares y de sus compa & ntilde;eros con audici & oacute;n normal. Se analiz & oacute; el tama & ntilde;o del efecto de una muestra de 35 estudios que cumpl & iacute;an los criterios de inclusi & oacute;n. Un an & aacute;lisis general del tama & ntilde;o del efecto revela que el rendimiento de los alumnos usuarios de implantes cocleares es menor al de sus compa & ntilde;eros con una audici & oacute;n normal tanto en comprensi & oacute;n lectora como en fluidez de lectura y comprensi & oacute;n oral. Los an & aacute;lisis adicionales revelan que ni la edad del implante coclear ni la edad cronol & oacute;gica explican la diferencia de nivel en comprensi & oacute;n lectora. Por el contrario, la edad cronol & oacute;gica parece ser la raz & oacute;n subyacente de las diferencias en el rendimiento en fluidez lectora. Asimismo, se hace patente la necesidad de estudios adicionales para explicar esta diferencia respecto a las competencias de comprensi & oacute;n oral. Bas & aacute;ndonos en los resultados de la investigaci & oacute;n podemos sugerir que la evaluaci & oacute;n de las competencias lectoras de los alumnos con implantes cocleares podr & iacute;a requerir un enfoque hol & iacute;stico que abarque no solo el nivel de comprensi & oacute;n lectora sino tambi & eacute;n la fluidez de lectura y la comprensi & oacute;n oral con la vista puesta en mejorar el desarrollo curricular.
Teachers are exposed to many workplace stressors, and the lack of resources hinders them from successfully coping with these demands, which increases the risk of suffering from burnout (BT) syndrome. Research indicates that emotional intelligence (EI) acts as a protective factor against BT. The goal of this systematic review is to examine the recent literature (2018-23) studying the relationship between EI and BT in teachers, bearing in mind the educational stage (primary and secondary), the mediating or moderating role of EI and other related variables and the conceptualization model of EI (skill, trait or mixed). A total of 16 articles were included after performing a bibliographic search in Web of Science, SCOPUS, ERIC and PsycINFO. The studies found significant negative correlations between EI and BT among teachers, in addition to mediating variables like perceived social support and affective balance. Likewise, EI seems to moderate the relationship between BT and work-family interference and job demands variables. Finally, similar results are found regardless of the conceptualization model of EI.
The use of musical elements in early childhood education plays a key role in structuring interactions and pedagogical activities. However, their study has been fragmented, especially in the first cycle of early childhood education (ages 0-3). This paper presents a systematic literature review (2000-24) following PRISMA 2020, analysing music-based teaching strategies, the predominant methodological approaches found in the literature and their implications in early childhood development. After screening 4,427 articles, the final sample encompasses just 26 studies, highlighting the dearth of research in the 0-3 years stage and the predominance of descriptive studies on the educational use of music. The results emphasize the use of music for structuring routines, designing specific programmes and promoting children's participation. Although music fosters the cultural, emotional and creative expression of pupils, further research is needed on its actual implementation in the classroom and its impact on the quality of education and learning in early childhood. El uso de elementos musicales en educaci & oacute;n infantil desempe & ntilde;a un papel clave en la estructuraci & oacute;n de interacciones y actividades pedag & oacute;gicas. Sin embargo, su estudio ha sido fragmentado, especialmente en el primer ciclo de infantil (0-3 a & ntilde;os). Este trabajo presenta una revisi & oacute;n sistem & aacute;tica de la literatura (2000-24) siguiendo PRISMA 2020 que analiza las estrategias pedag & oacute;gicas musicales, los enfoques metodol & oacute;gicos que predominan en la literatura y sus implicaciones en el desarrollo temprano. Tras el cribado de 4.427 art & iacute;culos, se incluyeron 26 estudios que evidencian la escasez de investigaciones en la etapa 0-3 a & ntilde;os y el predominio de estudios descriptivos sobre el uso educativo de la m & uacute;sica. Los resultados destacan su empleo para estructurar rutinas, dise & ntilde;ar programas espec & iacute;ficos y fomentar la participaci & oacute;n infantil. Aunque la m & uacute;sica favorece la expresi & oacute;n cultural, emocional y creativa del alumnado, se requiere mayor investigaci & oacute;n sobre su implementaci & oacute;n real en las aulas y su impacto en la calidad educativa y aprendizaje en las primeras edades.
Socio-emotional competencies have been the subject of numerous studies that have explored their primary impact on school outcomes. Based on the CASEL model (Collaborative for Academic, Social and Emotional Learning), this study aimed to investigate whether socio-emotional competencies moderate the relationships between students' learning approaches and their academic performance in mathematics and reading. The sample consisted of 685 seventh- and eighth-grade students aged 12 to 15 (M = 13.92, SD = .69), of whom 54.6% were girls. The results showed that the relationship between the surface approach to learning and both types of grades was strongly negative only when the scores on the socio-emotional competencies scales were high. At the same time, these competencies did not moderate the relationships between the deep approach to learning and performance in the two disciplines. Although they did not impact all the relationships examined, fostering such skills may still enhance the learning process and support academic achievement through broader pathways. Las competencias socioemocionales han sido objeto de numerosos estudios que han explorado su impacto principal en los resultados acad & eacute;micos. Basado en el modelo de Colaboraci & oacute;n para el aprendizaje acad & eacute;mico, social y emocional (Collaborative for Academic, Social and Emotional Learning, CASEL), este estudio tuvo como objetivo investigar si las competencias socioemocionales moderan las relaciones entre los enfoques de aprendizaje de los estudiantes y su desempe & ntilde;o acad & eacute;mico en matem & aacute;ticas y lectura. La muestra estuvo constituida por 685 estudiantes de s & eacute;ptimo y octavo grado (equivalente a los primeros dos a & ntilde;os de secundaria en Espa & ntilde;a) entre 12 a 15 a & ntilde;os (M = 13.92; DT = .69), de los cuales el 54.6% eran chicas. Los resultados mostraron que la relaci & oacute;n entre el enfoque superficial del aprendizaje y ambos tipos de calificaciones fue fuertemente negativa solo cuando las puntuaciones en las escalas de competencias socioemocionales fueron altos. Al mismo tiempo, estas competencias no moderaron las relaciones entre el enfoque profundo del aprendizaje y el desempe & ntilde;o en las dos disciplinas. Si bien no afectaron todas las relaciones examinadas, fomentar dichas habilidades a & uacute;n puede mejorar el proceso de aprendizaje y respaldar el logro acad & eacute;mico a trav & eacute;s de v & iacute;as m & aacute;s amplias.
