The Home Numeracy Environment (HNE) plays a critical role in children's early mathematical development. Nevertheless, culturally adapted instruments to assess HNE remain scarce in Latin America, limiting cross-cultural research and local interventions. The aim of this study was to adapt and validate the HNE Questionnaire for the Argentine context. Using a cross-sectional, instrumental design, data were collected from 315 caregivers of children aged 3 to 8 years. Caregivers completed a self-report questionnaire assessing home numeracy activities, attitudes toward mathematics, and academic expectations. Reliability analyses showed excellent internal consistency (Cronbach's alpha = .89, McDonald's omega = .92), with item-test correlations above .30. Confirmatory factor analysis (CFA) confirmed a three-factor structure comprising (a) caregivers' academic expectations regarding children's mathematical learning, (b) attitudes and beliefs about mathematics, and (c) frequency of home numeracy activities. Overall model fit indices were satisfactory, supporting the construct validity of the instrument. Findings support the questionnaire as a psychometrically robust and contextually relevant tool for Argentina. Beyond methodological contributions, the instrument provides a foundation for advancing research on socio-cultural influences in mathematical learning and offers practical guidance for the design of early childhood educational practices and interventions.
This study evaluates the effects of a technology-enriched instructional design on academic achievement in higher education, statistically controlling for students' prior ability and knowledge. Grounded in constructivist and situated learning theories, the intervention integrates the ADDIE instructional design model with the SAMR framework for educational technology integration. A quasi-experimental design with non-equivalent control groups and pretest-posttest measures was implemented with 415 undergraduate students enrolled in the Pedagogy of Language and Literature program at the Central University of Ecuador between 2020 and 2023. Of these, 218 students participated in the experimental condition receiving a technology-supported instructional design implemented through Moodle and videoconferencing tools, while 197 students followed a traditional teaching approach. Data were analyzed using repeated measures ANOVA, incorporating university entrance examination scores as a covariate to control for prior ability and knowledge. Results indicate a statistically significant, though moderate, positive effect of the technology-enriched teaching method on global academic achievement, independent of initial differences in ability and prior knowledge. These findings contribute empirical evidence to the literature on instructional design effectiveness, educational technology integration, and academic achievement in teacher education programs.
Grounded in Self-Determination Theory, this study examined how peer autonomy-supportive and controlling interaction styles predict physical activity through basic psychological needs, motivation, and intention. A cross-sectional design with structural equation modeling was applied to data from 1,104 Mexican primary school students (mean age = 10.51 years). Results showed that peer autonomy support positively predicted autonomy, competence, and relatedness satisfaction, which in turn enhanced autonomous motivation and intention to engage in physical activity, ultimately increasing actual practice. In contrast, controlling peer style negatively affected autonomy and competence and showed minimal indirect effects on motivation and behavior. Competence emerged as the strongest predictor of autonomous motivation, while controlled motivation did not significantly predict intention. Findings highlight the central role of peer-driven autonomy support in fostering high-quality motivation and sustained physical activity engagement. These results underscore the importance of implementing autonomy-supportive, peer-based educational strategies in physical education contexts.
Cyberbullying in higher education has emerged as a growing concern, particularly regarding observed cyberaggressions among peers and toward faculty. This study aimed to design and validate the Cyber-aggressions Observed in the University Context between Peers and toward Faculty (COCUIP) scale. A quantitative, cross-sectional survey was conducted with 512 undergraduate students from the University of Huelva. The instrument initially comprised 19 Likert-type items, later refined to 14 items through exploratory and confirmatory factor analyses. Results demonstrated strong psychometric properties, including construct validity and internal consistency (alpha=.89), with a two-factor structure: observed cyberaggressions among peers and toward faculty. Model fit indices were satisfactory (chi(2)/df=3.50; RMSEA=.07; CFI=.93; TLI=.91), and measurement invariance was largely supported across gender, with partial invariance across academic disciplines and course levels. Findings confirm the scale as a reliable tool for assessing cyberaggressions from the bystander perspective in university settings, offering practical implications for prevention and awareness programs targeting digital violence in higher education.
This study investigates virtual reality (VR) learning objects by comparing immersive and desktop modalities in terms of academic performance and perceived usability. Using an experimental pretest-posttest design, 336 undergraduate education students were randomly assigned to immersive (Meta Quest 3) or desktop VR conditions. Usability was assessed through the System Usability Scale (SUS), while learning outcomes were measured via objective tests. Results indicate significant learning gains in both modalities, with higher posttest scores favoring the desktop condition, although effect sizes were moderate. Perceived usability was rated as notable in both formats, with no statistically significant differences, despite a slight preference for immersive experiences. A positive and moderate correlation between usability and academic performance was identified. The findings confirm that both VR delivery modes are effective for knowledge acquisition, highlighting the critical role of instructional design principles and time management in optimizing learning outcomes.
Los vínculos de amistad con profundidad y baja conflictividad en la adolescencia tienen beneficios para el desarrollo psíquico de las personas, por lo que es importante evaluar su predicción. Los objetivos de este trabajo fueron: evaluar las relaciones entre los valores para el desarrollo positivo adolescente, las dimensiones de la empatía y la amistad; poner a prueba un modelo de ecuaciones estructurales con las variables mencionadas. La muestra comprendió a 330 adolescentes argentinos: 137 varones (41,5 %) y 193 mujeres (58,5 %), de entre 11 y 16 años (M = 12,82 DS = 1,03). Se llevaron a cabo correlaciones y ecuaciones estructurales, que dieron resultados positivos con toma de perspectiva, reconocimiento emocional, acción empática, grado y profundidad de la amistad. A su vez, valores sociales y personales correlacionaron negativamente con dificultades en el vínculo. El grado y profundidad de la amistad correlacionó positivamente con acción empática, reconocimiento emocional y toma de perspectiva. Por su parte, dificultades en el vínculo correlacionaron negativamente con acción empática y regulación emocional. El modelo puesto a prueba explicó el 22 % de la variancia del grado y profundidad de la amistad. En dicho modelo la empatía tuvo un papel mediador importante entre los valores para el desarrollo adolescente, el grado y la profundidad de la amistad.
This study investigates the predictive role of socio-emotional competencies- empathy, prosocial behavior, and emotional autonomy-and emotional intelligence dimensions-attention, clarity, and regulation-in shaping attitudes toward inclusive education among 405 in-service primary school teachers in Spain's Valencian Community. Employing a quantitative, cross-sectional design, the research identifies significant associations between these psychological constructs and inclusive attitudes. Empathy and emotional autonomy emerged as the strongest socio-emotional predictors, while emotional attention, regulation, and clarity were robust predictors within the emotional intelligence domain. These findings highlight the relevance of emotional skills in fostering inclusive dispositions and underscore the need for targeted professional development programs to enhance teachers' emotional capacities and promote equity-driven educational practices.
This seven-year longitudinal study examines the relationship and predictive capacity of early learning motivation—specifically competence-motivation, attention-persistence, and attitude—on later mathematical performance and its core curricular components (numeracy, calculation, geometry, information and probability, and problem-solving) at the end of primary school. The study also explores early motivational profiles of students categorized by their subsequent mathematical achievement, using percentiles from the Global Mathematical Competence Index of the EVAMAT-6 battery. The sample consisted of 91 children assessed at ages 5–6 and again at 11–12. Analyses revealed that early motivational dimensions significantly predicted future mathematical outcomes, with competence-motivation emerging as the strongest predictor. Children who later presented mathematical learning difficulties exhibited significantly lower early motivation compared to peers across all achievement levels. Findings highlight early perceived competence and persistence as potential early indicators of future mathematical performance and difficulties.
La implicación de los padres en los deberes escolares representa una práctica extendida con posibles repercusiones a largo plazo en las estrategias de aprendizaje del alumnado. Este estudio longitudinal analizó a 229 estudiantes españoles desde 4º hasta 6º de Educación Primaria, con el objetivo de identificar cómo ciertas conductas parentales—ayuda con los deberes, interés por el progreso, priorización de las tareas, uso de recompensas y demostración de confianza—predicen la adopción de enfoques profundos o superficiales hacia los deberes. El modelado estructural evidenció que la priorización temprana de los deberes y el interés parental por el avance académico se asocian con un enfoque profundo en 6º curso, mientras que el uso de recompensas y la ayuda excesiva predicen un enfoque superficial. Asimismo, la confianza e interés manifestados por los padres contribuyen a reducir el aprendizaje superficial. Estos resultados subrayan la relevancia de promover prácticas parentales de apoyo y autonomía para favorecer una implicación reflexiva en los deberes durante la etapa final de la Educación Primaria.
La igualdad de género continúa siendo un eje prioritario en el ámbito educativo. Este estudio examina las diferencias por sexo y las relaciones entre el autoconcepto, la percepción de igualdad y la discriminación en clases de educación física en estudiantes de educación secundaria. Se evaluó a 418 alumnos mediante el Cuestionario de Percepción de Igualdad y Discriminación en Educación Física y la Escala de Autoconcepto AF5. Se aplicaron pruebas U de Mann–Whitney, correlaciones de Spearman y modelos de regresión. Los resultados revelan que los varones presentan mayor autoconcepto físico, social y familiar, mientras que las mujeres destacan en el autoconcepto emocional. En los hombres, la edad se asocia con mayor discriminación y menor autoconcepto académico y emocional; en las mujeres, con mayor percepción de igualdad y menor autoconcepto social. La percepción de igualdad correlaciona negativamente con la discriminación y positivamente con el autoconcepto académico en ambos sexos. El modelo de regresión indica que la discriminación y las dimensiones académica, social y familiar predicen positivamente el autoconcepto físico, mientras que el sexo y el autoconcepto emocional lo hacen de forma inversa. Estos hallazgos orientan intervenciones escolares y la formación docente para promover la equidad de género y el desarrollo del autoconcepto en contextos educativos.
Este estudio analiza el papel predictivo de las competencias socioemocionales—empatía, conducta prosocial y autonomía emocional—y de las dimensiones de la inteligencia emocional—atención, claridad y regulación—en la configuración de actitudes hacia la educación inclusiva en una muestra de 405 docentes de Educación Primaria en activo de la Comunidad Valenciana, España. Mediante un diseño cuantitativo de corte transversal, se identificaron asociaciones significativas entre estos constructos psicológicos y las actitudes inclusivas. La empatía y la autonomía emocional fueron los predictores más relevantes dentro de las competencias socioemocionales, mientras que la atención, la regulación y la claridad emocional destacaron en el ámbito de la inteligencia emocional. Los hallazgos subrayan la importancia de las habilidades emocionales para promover disposiciones inclusivas y señalan la necesidad de implementar programas de formación docente orientados a fortalecer dichas capacidades con miras a una educación más equitativa.
Las desigualdades socioeconómicas impactan fuertemente en el desarrollo lector infantil, aunque los mecanismos cognitivos subyacentes han sido poco explorados en contextos latinoamericanos. Este estudio analiza cómo las funciones ejecutivas (FE) y la fluidez lectora median los efectos del Nivel de Oportunidades Educativas (NOE)—un índice socioeconómico escolar—sobre la comprensión lectora en 348 estudiantes argentinos de nivel primario. Se evaluaron atención selectiva, flexibilidad cognitiva, inteligencia fluida y comprensión lectora mediante una batería digital. Los estudiantes de escuelas con NOE bajo mostraron menor desempeño en FE, lectura más lenta y menor comprensión. El análisis de senderos identificó dos vías de mediación independientes: una basada en la fluidez (NOE → velocidad de lectura → comprensión) y otra cognitiva (NOE → FE → inteligencia fluida → comprensión). La edad replicó esta mediación dual. Los resultados evidencian que el contexto socioeducativo escolar influye en la comprensión lectora a través de habilidades de razonamiento ejecutivo y fluidez, señalando rutas clave para intervenciones que mitiguen las brechas en alfabetización en entornos vulnerables.
This seven-year longitudinal study examines the relationship and predictive capacity of early learning motivation-specifically competence-motivation, attention-persistence, and attitude-on later mathematical performance and its core curricular components (numeracy, calculation, geometry, information and probability, and problem-solving) at the end of primary school. The study also explores early motivational profiles of students categorized by their subsequent mathematical achievement, using percentiles from the Global Mathematical Competence Index of the EVAMAT-6 battery. The sample consisted of 91 children assessed at ages 5-6 and again at 11-12. Analyses revealed that early motivational dimensions significantly predicted future mathematical outcomes, with competence-motivation emerging as the strongest predictor. Children who later presented mathematical learning difficulties exhibited significantly lower early motivation compared to peers across all achievement levels. Findings highlight early perceived competence and persistence as potential early indicators of future mathematical performance and difficulties.
Parental involvement in children's homework is a prevalent practice with potential long-term effects on students' learning strategies. This longitudinal study examined 229 Spanish primary students from 4th to 6th grade to analyze how specific parental behaviors-help with homework, interest in progress, prioritization of homework, use of rewards, and confidence-predict students' deep or surface approaches to homework. Structural modeling revealed that early parental prioritization and interest in children's progress positively influenced a deep learning approach by 6th grade, while the use of rewards and excessive help predicted a surface approach. Confidence and interest shown by parents also reduced surface learning tendencies. These findings highlight the importance of fostering supportive, autonomy-enhancing parental practices to promote reflective engagement in homework tasks during the final stages of primary education.
Socioeconomic disparities exert a substantial influence on children's reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)-a school-level SES index-on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO-* reading speed-* comprehension) and a cognitive route (LEO-* EF-* fluid intelligence-* comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.
Gender equality remains a critical focus in educational discourse. This study investigates sex-based differences and the interrelations among self-concept, perceived gender equality, and discrimination in physical education among secondary school students. A sample of 418 students was assessed using the Perception of Equality and Discrimination in Physical Education Questionnaire and the AF5 Self-Concept Scale. The analysis employed Mann-Whitney U tests, Spearman's correlations, and regression modeling. Findings show that male students report higher physical, social, and family self-concept, while female students show greater emotional self-concept. Age correlates with increased discrimination and reduced academic and emotional selfconcept in males, whereas in females, it associates with higher perceived equality and lower social self-concept. Perceived equality inversely correlates with discrimination and positively with academic self-concept across both sexes. Regression results indicate that discrimination, along with academic, social, and family self-concept, positively predicts physical self-concept, whereas emotional self-concept and sex have negative predictive effects. These insights inform educational interventions and teacher training programs to foster gender equity and self-concept development in school settings.
Deep friendships with low conflict in adolescence has positive benefits for the psychological life of individuals, so it is important to evaluate its predictive value. The aims of this study were: to evaluate the relationships between the values of positive adolescent development, the dimensions of empathy and friendship; to test a structural equation model with the aforementioned variables. The sample consisted of 330 Argentine adolescents: 137 males (41.5 %) and 193 females (58.5 %), aged 11-16 years (M = 12.82 SD = 1.03). Correlations and structural equations were carried out. It was found that social and personal values were positively correlated with perspective taking, emotional recognition, empathic action, degree and depth of friendship. These values in turn correlated negatively with bonding difficulties. Degree and depth of friendship correlated positively with empathic action, emotional recognition and perspective taking. Bonding difficulties correlated negatively with empathic action and emotional regulation. The model tested explained 22 % of the variance in the degree and depth of friendship. In this model, empathy played an important mediating role between adolescent developmental values and the degree and depth of friendship.
This study developed and psychometrically validated a scale to assess video game addiction in Colombian adolescents and young adults, based on Griffiths' theoretical model (2005). Using a sample of 385 participants, exploratory and confirmatory factor analyses were conducted. An initial seven-factor structure explained 62% of the total variance. The final confirmatory model retained five factors, with marginally acceptable fit and high internal consistency (alpha = 0.945). The scale identifies key behavioral patterns of video game addiction such as gaming-related impulsivity and pleasure, displacement of responsibilities, withdrawal-related anxiety and irritability, aggression, and intrusive thoughts. These findings enhance understanding of the disorder and support early diagnosis and the design of culturally adapted interventions. The scale proves to be valid, reliable, and useful for clinical, educational, and research applications in Colombian youth populations.
Creativity plays a central role in education, being recognized as a key competency in contemporary curricula. This study explores the beliefs and self-perceptions of creativity among 230 in-service teachers from Chile and Spain, considering variables such as educational level, gender, and national context. Using validated instruments -the Kaufman Domains of Creativity Scale (K-Docs) and the Teaching for Creativity Scales (TCS)- the research adopts a quantitative, descriptive, and correlational approach. Results reveal a moderate global creative self-perception, with statistically significant differences by gender and country. Furthermore, a strong positive correlation emerges between creative self-efficacy and global creative self-perception. The findings underscore the influence of teachers' beliefs on their ability to foster creativity in the classroom and highlight the need to strengthen professional development in this area to support creative teaching practices.
Introduction: To determine whether resilience dimensions are able to predict empathy dimensions based on individual resilience scores in a sample of health sciences students. Methods: The sample consisted of 1,093 students from the Faculty of Health Sciences of El Salvador. Descriptive statistics were estimated to characterize the sample and the prediction of the dimensions of resilience on those of empathy was estimated using structural equations. Results: It was found that the Engineering and Adaptive dimensions of resilience negatively predict the Adoption of Perspective and Compassionate Care dimensions of empathy, while the ecological dimension positively predicted the Adoption of Perspective and Compassionate Care dimensions of empathy. Conclusion: Individual resilience is a variable that can influence empathy and predict empathic behaviour in students from different careers or study programmes belonging to a Faculty of Health Sciences. These findings provide empirical evidence supporting the concept that empathy can be defined as a dependent variable regarding individual resilience. It is necessary to introduce training in resilience and empathy in a coordinated manner in the teaching-learning process in health sciences students.
