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This study aimed to adapt and assess the validity and reliability of the Spanish version of the Exercise in Eating Disorders Questionnaire (EED-Q) in order to diversify and offer a more comprehensive, effective, and standardized assessment of maladaptive exercise (ME) in ED. The EED-Q is a self-reported questionnaire that assesses eating disorders (ED) patients' attitudes towards exercise. Based on the four-factor model of the original version, the EED-Q was adapted through forward and back-translation and inconsistencies were addressed through a committee of experts. Then, the EED-Q Spanish version (S-EED-Q) was administered to 172 patients with eating disorders (age = 15.28 ± 1.64 years). An exploratory factor analysis was computed to assess the construct validity. Inter-item correlations, item-factor correlations, McDonald's Omega, and Cronbach's Alpha were estimated to test the internal consistency (reliability). In addition, convergent validity was tested by relating EED-Q and the Eating Disorders Inventory 2 (EDI-2) scores, discriminant validity was assessed comparing EED-Q item-factor correlations, and divergent validity was conducted by analyzing EED-Q factor correlations. The S-EED-Q revealed significant generalized correlations among the scale items and showed good reliability scores (McDonald's Omega and Cronbach's alpha >0.7) except for Factor 2 (McDonald's Omega = 0.63 and Cronbach's alpha = 0.58). After eliminating items 8 and 15 due to their low factor loadings, the EFA revealed a robust empirical factor structure, adequate to the theoretical model, with good levels of total explained variance (65%). Convergent, discriminant and divergent validity showed good performance: results showed expected correlations between EED-Q and EDI-2, all items achieved higher item-factor correlations in their theoretical factor than in the others, and all factor-factor correlations were as expected. This study is the first to adapt and validate the S-EED-Q. The psychometric properties of the S-EED-Q compared to the original version were supported with some limitations. Although the psychometric properties of the scale are adequate and the construct, convergent, discriminant and divergent validity are endorsed, some of the original items are questionable. Likewise, the items of the positive and healthy exercise factor require an in-depth revision. • Unhealthy exercise behavior is a key predictor of relapse in eating disorders (ED). • Positive exercise improves symptomatology and physical health in ED patients. • EED-Q instrument evaluates positive and negative relationships with activity in ED. • The Spanish version's properties are similar to the original but with limitations. • A Spanish version of EED-Q expands accessibility reaching more diverse patients. [ABSTRACT FROM AUTHOR]

• Decision trees enable the detection of factors that predict school effectiveness. • The predictive model is more accurate for low effectiveness schools. • A single negative factor at school escalates the risk of low effectiveness. With the main goal of identifying the process factors associated with school effectiveness in secondary education, this work presents an innovative methodological proposal. Based on secondary data from the Spanish sample of PISA 2015, high- and low-effectiveness schools were selected by analysing the residuals of the school level (level 2) in multilevel models. Subsequently, decision trees were used to identify the process variables with a greater predictive power for the identification of high- and low-effectiveness schools. While the hierarchical linear models obtained show inter-school variance scores greater than 10%, decision trees achieve a precision greater than 90%. We conclude by analysing the suitability of using decision trees in data originating from large-scale assessments, and examining the obtained factors associated with school effectiveness. [ABSTRACT FROM AUTHOR]

• The studied variables affect achievement, with some gender and country differences. • Male achievement tends to be more affected by the variables in Finland and the UK. • All correlations yielded significant results except the feeling of belonging in Spain. • Parent support, belonging and motivation reduce gender differences in achievement. The aim of this study is to define the moderating effect of gender on the relationship between academic achievement and some explanatory factors, according to the PISA 2015 results in the United Kingdom, Finland and Spain. Based on an exploratory correlational study, multivariate statistical techniques were applied with moderate regression analysis in these countries, which were considered relevant examples for understanding the current situation. The results obtained suggest that gender is a variable that, at a general level, moderates the relationship between the explanatory factors studied, with the exception of anxiety, and academic achievement, mainly in the Finnish student population. Ultimately, the relevance of gender as a moderating variable for the improvement of student achievement and educational quality is verified. [ABSTRACT FROM AUTHOR]