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Background: The passage through university is a complex experience that can heighten personal susceptibility to eating disorders. The objective of this research is to determine how gender, age, course, educational faculty, and body mass index (BMI) can influence the risk of eating disorders among university students. Method: A transversal and descriptive study is conducted with a sample of 516 Spanish students (57.2% female, 42.8% male; Mage = 21.7, SDage = 4.1) following 26 university degrees. The Inventory Eating Disorder-Reference criterion (EDI-3-RF) was administered to the students. Contingency tables were used between categorical variables with the chi-squared statistic, at a significance level of p < 0.05. The Student t-test was used for two independent samples and a one-way ANOVA test with the post hoc Bonferroni test for more than two groups. Pearson’s correlation and a simple linear regression analysis were used to analyze the relationship between the variables in its quantitative version. Results: It was found that the female students enrolled in the second year presented a greater obsession with thinness and body dissatisfaction (p = 0.029; d = 0.338); the male students practiced more physical exercise to control their weight (p = 0.003); and that students under the age of twenty (p < 0.010; d = 0.584) and students from both the Health (p = 0.0.13) and Law (p = 0.021) educational faculties showed greater bulimic behavior (d = 0.070). More females are underweight (z = 2.8), and more men are overweight (z = 2.4). Normal-weight students scored significantly higher in thinness obsession (p = 0.033). Overweight students scored significantly higher on thinness obsession (p < 0.001) and body dissatisfaction (p < 0.001). Obese students scored significantly higher on body dissatisfaction (p = 0.04). Conclusions: The data obtained in this study, reinforce the hypothesis that the female gender, at an age within the limits of early adolescence, in the first year of the degree courses, with specific university qualifications, and a high BMI constituted factors that could provoke an eating disorder. Consequently, it is necessary to implement preventive measures adapted to the circumstances of each university student.

En las últimas décadas se está utilizando la metodología de investigación mixta en contextos naturales. Los diseños mixtos aúnan las ventajas de los métodos cuantitativos y cualitativos. Esto facilita la implementación de programas de intervención en contextos naturales. En este estudio, se presenta la utilización de métodos mixtos para el análisis de la percepción de los estudiantes de Ciencias de la Salud de la eficacia del uso en entornos Blended Learning de una metodología de Project Based Learning (PBL) con experiencias Flipped Classroom. Se utilizó un diseño mixto explicativo. Se analizaron datos cuantitativos, en una escala tipo Likert y cualitativos en preguntas abiertas. Estos últimos se procesaron aplicando una técnica de categorización con el software Atlas.ti v8, seguidamente se efectuó un análisis de frecuencias y de porcentajes en cada una de las categorías. Los resultados hallados con esta metodología ajusta la intervención a las necesidades reales del grupo de interés.

Background/ObjectiveSocial skills are essential in adolescence, both for their relational dimension and for their influence on other areas of adolescent life, so it is essential to include Social skills in the formal education of students.MethodThis paper presents the results of an experimental mixed factorial design pilot study in which an Interpersonal Skills Training Program for Adolescents (PEHIA1) was applied. The convenience sample consisted of 51 adolescents. An evaluation was carried out before and after the intervention, using the CEDIA (Adolescent Interpersonal Difficulties Assessment Questionnaire) and SAS-A (Social Anxiety Scale for Adolescents) questionnaires.ResultsThe mixed factorial ANOVA show significant differences in the overall measures and in most of the subscales of both questionnaires, indicating that PEHIA is effectiveness, at least in the short term.ConclusionsThe results obtained in assertiveness, interpersonal relationships and public speaking suggest that the program is feasible and shows promising results in reducing anxiety. However, a larger scale study should be conducted.

The scientific literature on mental health has found an association between physical activity and emotional wellbeing and recommends active leisure activities as a way of keeping stress under control. The purpose of this research study is to analyze the level of anxiety, the symptoms of depression and the level of self-esteem of people practicing speleology, as well as possible gender differences. This paper also attempts to understand whether self-esteem is associated with the presence of symptoms of depression in speleologists and whether anxiety has a mediating effect. We conduct a cross-sectional and descriptive research study with a sampling of 105 adult speleologists. The results reveal that the total mediation model is applicable, as self-esteem has a significant indirect association with depression through trait anxiety, as well as a partial mediation model that is applicable through state anxiety. This means that speleologists with high levels of self-esteem, who appreciate and value themselves adequately, reveal lower levels of trait anxiety, and this negatively influences their levels of depression (that is, a lower level of depressive symptoms). At the same time, speleologists with high levels of self-esteem, who appreciate and value themselves adequately, also reveal lower levels of state anxiety, which again has a negative impact on their levels of depression (with fewer symptoms of depression). Emotions such as anxiety, self-esteem, depression and their collateral effects are international topics of interest, which are relevant for people from all sporting backgrounds, therefore, value should be placed on supporting and carrying out further research into this topic.

En las ultimas decadas se esta utilizando la metodologia de investigacion mixta en contextos naturales. Los disenos mixtos aunan las ventajas de los metodos cuantitativos y cualitativos. Esto facilita la implementacion de programas de intervencion en contextos naturales. En este estudio, se presenta la utilizacion de metodos mixtos para el analisis de la percepcion de los estudiantes de Ciencias de la Salud de la eficacia del uso en entornos Blended Learning de una metodologia de Project Based Learning (PBL) con experiencias Flipped Classroom. Se utilizo un diseno mixto explicativo. Se analizaron datos cuantitativos, en una escala tipo Likert y cualitativos en preguntas abiertas. Estos ultimos se procesaron aplicando una tecnica de categorizacion con el software Atlas.ti v8, seguidamente se efectuo un analisis de frecuencias y de porcentajes en cada una de las categorias. Los resultados hallados con esta metodologia ajusta la intervencion a las necesidades reales del grupo de interes.

Actualmente, existe una gran preocupación por difundir una cultura emprendedora en todos los países de la Unión Europea. Esta inquietud por contribuir al desarrollo económico ha llevado a apostar por la educación emprendedora, incorporándola en todos los niveles del sistema educativo. El emprendimiento se ha convertido, así pues, en un fenómeno completamente afianzado en España, donde se ha puesto especial interés en promover su desarrollo. Esto ha llevado a abordar el concepto del emprendimiento desde diferentes ámbitos en los últimos años, pudiéndolo diferenciar desde distintas perspectivas. En nuestro caso, relacionamos el emprendimiento con la iniciativa personal, de modo que la persona pone en marcha voluntariamente cualquier tipo de acción. No obstante, para que la acción de emprender verdaderamente funcione, el individuo necesita establecer proyectos de vida que tengan significado y sentido para él, favoreciendo, así, su bienestar y desarrollo personal. Del mismo modo, necesita desarrollar la capacidad de resiliencia, es decir, la capacidad de resistir, ya que, durante el transcurso de la persecución de objetivos vitales, puede encontrarse con numerosos obstáculos de diversa índole, pudiendo dificultar o impedir el cumplimiento de estos. En este sentido, resulta fundamental que la persona desarrolle la capacidad de resiliencia emprendedora, entendida como la capacidad para afrontar adecuadamente cualquier adversidad y, al mismo tiempo, generar de nuevo proyectos más acordes a sus circunstancias personales

As entrepreneurial interest is believed to represent a causal factor increasing entrepreneurship, research has begun to explore how family systems affect youth entrepreneurial interests. In the present study, we attempt to identify different types of family influence on the entrepreneurial interests of young people. A questionnaire was used to obtain data from 1633 Spanish adolescents (15 to 18 years old) and another questionnaire was used to obtain data from 839 parents. Principal component analysis identified unique family types and revealed that they have differential associations to entrepreneurial interest among youth. These findings reaffirm the influence of family on the entrepreneurial ecosystem and the promotion of an entrepreneurial family culture. This study further suggests that early attention should focus on the detection of entrepreneurial interest among youth so that actions can be implemented in the families to incentivize an entrepreneurial family culture., This research was funded by the Ministry of Economy and Competitiveness. Government of Spain. Grant Number: EDU 2012-39080-C07-00 a 07.

Se considera la ansiedad ante la lectura como una reacción emocional desagradable ante la anticipación o el acto de leer. Este tipo de ansiedad genera repercusiones importantes en el rendimiento de la lectura de los estudiantes que la sufren. Sin embargo, son escasos los estudios que investigan empíricamente el tipo de intervención más favorable en este tipo de ansiedad. En el presente estudio de caso único se describe la aplicación de un tratamiento cognitivo-conductual en un adolescente de 17 años que presenta ansiedad ante la lectura en público desde los 13 años. El tratamiento tuvo como objetivos disminuir la ansiedad manifestada cuando el paciente se enfrentaba a la lectura en público y con ello mejorar la fluidez de lectura y la comprensión. La intervención constó de 24 sesiones más tres sesiones de seguimiento en consulta. Los resultados mostraron que se lograron los objetivos planteados. En la última sesión de seguimiento telefónico, a los dos años, se mantenían los logros terapéuticos. Con este trabajo se profundiza en el estudio de las técnicas cognitivo-conductuales en el tratamiento de la ansiedad ante la lectura. Cognitive-behavioral intervention in a case of anxiety about public reading: Improvement of fluency and comprehension. Reading anxiety is considered an unpleasant emotional reaction to anticipation or the act of reading. This type of anxiety generates important repercussions in the performance of the reading of the students who suffer it. However, there are few studies that empirically investigate the most favorable type of intervention in this type of anxiety. This case study describes the implementation of a cognitive-behavioral therapy in a 17 years old teenager who has suffered from anxiety about reading in public since he was 13 years old. The treatment aimed to reduce the anxiety manifested when the patient faced public reading and thereby improve reading fluency and comprehension. The intervention consisted of 24 sessions of treatment and three follow-up sessions in the consultation room. The results showed that the teenager managed to achieve the proposed goals. In the last telephone follow-up session, at two years, the therapeutic achievements were maintained. This work deepens the study of cognitive-behavioral techniques in the treatment of reading anxiety.

Eating disorders (ED) are a public health problem which it has been increasing. The aim of this study was to estimate the vulnerability of university students to an ED. We worked with a probabilistic sample of 561 students (Mage = 21.7; SD = 4.1), 42.8% men and 57.2% women. They completed the Inventory Eating Disorder-Reference criterion (EDI-3-RF), also we took anthropometric measures. The results show that: women have a significantly more obsession with thinness and body dissatisfaction; the students under 20 years old showed significant more bulimic behaviors; men prefer to do physical exercise as a way to control their weight; about 7.7% should be referred to a specialized center for having low weight along with excessive concern about food and weight. It is concluded that it is necessary to implement preventive programs and intervention measures aimed towards to the university students who promote healthy eating habits, improve the perception of their body image and diminish the obsessive preoccupation with thinness.

Currently, teaching in higher education is being heavily developed by learning management systems that record the learning behaviour of both students and teachers. The use of learning management systems that include project-based learning and hypermedia resources increases safer learning, and it is proven to be effective in degrees such as nursing. In this study, we worked with 120 students in the third year of nursing degree. Two types of blended learning were applied (more interaction in learning management systems with hypermedia resources vs. none). Supervised learning techniques were applied: linear regression and k-means clustering. The results indicated that the type of blended learning in use predicted 40.4% of student learning outcomes. It also predicted 71.9% of the effective learning behaviors of students in learning management systems. It therefore appears that blended learning applied in Learning Management System (LMS) with hypermedia resources favors greater achievement of effective learning. Likewise, with this type of Blended Learning (BL) a larger number of students were found to belong to the intermediate cluster, suggesting that this environment strengthens better results in a larger number of students. BL with hypermedia resources and project-based learning increase students´ learning outcomes and interaction in learning management systems. Future research will be aimed at verifying these results in other nursing degree courses., Consejería de Educación de la Junta de Castilla y León (Spain) (Department of Education of the Junta de Castilla y León), Grant number BU032G19, and grants from the University of Burgos for the dissemination and the improvement of teaching innovation experiences of the Vice-Rectorate of Teaching and Research Staff, the Vice-Rectorate for Research and Knowledge Transfer, 2020, at the University of Burgos (Spain).

Studies of the socio-economic function of entrepreneurship have emphasized the critical role that entrepreneurial competence and its implementation play at different stages of the education system. In this paper, as a research objective, we seek to determine the entrepreneurial interest of Spanish youth aged between 15 and 18 years of age enrolled in formal secondary education programs, an initial stage in the development of entrepreneurship. A previously validated ad hoc questionnaire is applied through simple random sampling to 1764 students at secondary school in Spain. A descriptive cross-sectional study is carried out. The analysis is done with Artificial Neural Networks (ANNs), a technique that reduces the high dimensionality of data through Cooperative Maximum Likelihood Hebbian Learning (CMLHL), applying neurocomputational methods to the educational sciences. We find as key results that Spanish youth express a medium level of interest in entrepreneurship. Analysis with ANNs shows that education in entrepreneurial competence is an influential aspect of interest in entrepreneurship. As a conclusion, our results suggest that educational and curricular reforms must be undertaken to promote the development of entrepreneurial competence at various stages of education in order to increase interest in entrepreneurship., This research was funded by MINISTRY OF ECONOMY AND COMPETITIVENESS. GOVERNMENT OF SPAIN, grant number EDU 2012-39080-C07-00 a 07.

Anxiety and body dissatisfaction are risk factors for eating behavior disorders (ACT). This research analyzes the levels of anxiety and body dissatisfaction, the relationship between these variables, and the differences according to gender, course and center in 516 university students of Burgos (Spain), using a stratified random sampling. 42.8 % were males and 57.2 % females, M = 21.7 years (SD = 4.1). Was carried descriptive study a cross-sectional. The State-Trait Anxiety Inventory and the subscale Body Dissatisfaction of the Eating Disorders Inventory are applied. About 20 % of participants have high levels of anxiety, not finding differences by gender, course and center. 61.4 % present high and median body dissatisfaction, mainly women, the more anxious and those of 2nd. In addition, there is an interrelation between factors. Therefore, in some students there are conditioning factors that are risk factors for the appearance of eating behavior disorders. Keywords: anxiety, body dissatisfaction, university, gender. A ansiedade e a insatisfação corporal são fatores de risco dos transtornos de comportamento alimentar e da ingestão de alimentos. Esta pesquisa procura analisar os níveis de ansiedade e de insatisfação corporal, bem como sua relação com as diferenças em função do gênero, do curso e do centro de estudos em 516 universitários de Burgos, Espanha — 42.8 % homens e 57.2 %, mulheres; M = 21.7 anos (DP = 4.1) —, utilizando uma amostra aleatória estratificada. Para isso, foi realizado um estudo descritivo transversal, no qual foi aplicado o Inventário de Ansiedade Traço-Estado e a subescala Insatisfação Corporal do Inventário de Transtornos de Comportamento Alimentar. Como resultados, ao redor de 20 % dos participantes apresentaram níveis altos de ansiedade, embora não se tenham encontrado diferenças por gênero, curso ou centro de estudos; além disso, 61.4 % apresentaram alta ou moderada insatisfação corporal, principalmente mulheres, pessoas ansiosas ou de segundo curso na universidade. Também foi encontrada inter-relação entre esses fatores, razão pela qual, em alguns universitários, pôde ser verificado determinado risco para o surgimento de transtorno de comportamento alimentar e da ingestão de alimentos. Palavras-chave: ansiedade, insatisfação corporal, universitários, gênero. La ansiedad y la insatisfacción corporal son factores de riesgo para los trastornos de conducta alimentaria y de la ingesta de alimentos. La presente investigación busca analizar los niveles de ansiedad e insatisfacción corporal, y su relación con las diferencias en función del género, curso y centro de estudios en 516 universitarios de Burgos, España –el 42.8 % fueron varones y el 57.2 %, mujeres; M = 21.7 años (DT = 4.1)–, utilizando un muestreo aleatorio estratificado. Para ello, se realizó un estudio descriptivo transversal en el que se aplicó el Cuestionario de Ansiedad Estado-Rasgo y la subescala Insatisfacción Corporal del Inventario de Trastornos de Conducta Alimentaria. Como resultados, alrededor del 20 % de los participantes presentó niveles altos de ansiedad, aunque no se encontraron diferencias por género, curso o centro; adicionalmente, el 61.4 % presentó alta o moderada insatisfacción corporal, principalmente si eran mujeres, personas ansiosas, o de segundo curso en la universidad. También se encontró interrelación entre estos factores, por lo cual en algunos universitarios se pudo identificar determinado riesgo para la aparición de trastornos de la conducta alimentaria y de la ingesta de alimentos. Palabras clave: ansiedad, insatisfacción corporal, universitarios, género.

Teaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning), (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning), (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide.

Mindfulness-based interventions (MBI) are a recognized effective psychological practice characterized by attention control, awareness, acceptance, non-reactivity, and non-judgmental thinking obtained through the practice of meditation. They have been shown to be useful in reducing stress and enhancing well-being in different contexts. In this research, the effectiveness of an MBI was evaluated on variables that can promote successful job performance such as mindfulness trait, positive and negative affect, forgiveness, personality strengths and satisfaction with life. The intervention was carried out through a smartphone application called &ldquo, Aire Fresco&rdquo, (Fresh Air) during 14 days in the middle of the quarantine produced by the Covid-19 pandemic. The study sample was composed of 164 Spanish people who were distributed in two groups: control group and experimental group, which were evaluated before and after the intervention. The MANCOVA performed showed an overall positive effect of the intervention on the variables evaluated. The different ANCOVAs carried out showed that the intervention was beneficial in increasing mindfulness trait, reducing negative affect or increasing life satisfaction, among others. Our study is, as far as we know, the first to demonstrate the effectiveness of a brief intervention in mindfulness conducted using a smartphone application in Spanish.

Background: Despite the abundant scientific literature on entrepreneurship, there is still only limited information on young students’ entrepreneurial intentions. The reasons may be generally found in the different conceptual approaches to entrepreneurial intention and particularly in the variables that regulate and act as antecedents to such intentions. This bias has generated different lines of investigation into the factors relating to entrepreneurial intention among students: one is centered on the variables that influence entrepreneurial intention, in particular, relational, educational, and psychological variables; and the other is centered on the antecedents of entrepreneurial intention, among which is entrepreneurial interest. Methods: In the present paper, we seek to analyze the relationship between the entrepreneurial interest of Spanish youth and a set of socio-educational, psychological, and health-related variables using principal component analysis. A previously validated ad hoc questionnaire was administered to 1764 students (15–18 years old). Results: Notably, few Spanish youth expressed significantly high entrepreneurial interest; those who did were mostly men with a family tradition of entrepreneurial parents, who held high perceptions of their health and quality of life and considered it important in business to detect opportunities beforehand and to create employment. Conclusions: Their principal motives were to improve their professional development, to put their ideas into practice, and to achieve economic independence. This paper proposes the early detection of entrepreneurial interests in young people in order to reinforce these interests as potential long-term initiatives.