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This systematic review aims to summarize relevant studies that have evaluated an intervention to prevent bullying and its consequences, in order to highlight main strategies to prevent these episodes. A systematic review of PubMed, ERIC, Education Database, Scopus, SPORTDiscus, and FECYT databases was performed until April 20, 2022. From a total of 410 studies initially found, 12 were included in the qualitative synthesis. These 12 studies presented several interventions. Promising interventions included targeting bullying perpetrators, victims, and bystanders simultaneously, as well as building a perceived caring climate and increasing children's resilience. Summary conclusions found that targeting bullying perpetrators, victims, and bystanders simultaneously can prevent disruptive attitudes and bullying by focusing on social and emotional learning and a positive school climate, which can be helpful in providing physical education teachers with a central role in preventing bullying.

The study aimed to translate, culturally adapt and validate the Spanish version of the "Assessing Reasons for School Non-attendance" (ARSNA) originally developed by Havik, Bru and Ertesvåg in 2015 to assess the reasons for school absence in adolescents. We used the back-translation method to translate and adapt the instrument without substantially altering it. A total of 1168 Spanish adolescents (M = 15.03, SD = 2.40) enrolled in 6 secondary education institutes participated in the study. The confirmatory factor analysis establishes a four-dimensional model (FI: Somatic symptoms; FII: Subjective health complaints; FIII: Unjustified absences; FIV: School refusal) with 16 items and invariant depending on gender. The results obtained provide the Spanish version of the ARSNA with good understandability, internal consistency, and reliability for measuring the causes of lack of school attendance. This research makes a new instrument available to the Spanish population that evaluates reasons for school absenteeism.

This study uses self-determination theory to examine the effect of gamification on the students' behavioral, emotional, and cognitive engagement in online discussion forums by providing more instructor badges than automatic badges and using a quasi-experimental one-group pretest-posttest design. Behavioral engagement was measured using the number of posts and replies; emotional engagement was measured using perceived relatedness; and cogitative engagement was measured by the quality of the post/reply's content. Sixty participants used the developed online discussion website and held two 3-day discussion sessions (non-gamified and gamified) with different topics. The data were collected using user logs (number of posts and replies), questionnaire responses (perceived relatedness), and assessment rubrics (scores on the post/reply content), analyzed using the one-way repeated measures analysis of variance. The results revealed that gamification affected emotional engagement, which was influenced by the "like" feature, which made it easier for participants to appreciate others' activities. However, this feature also decreased the number of replies (behavioral engagement) because the students perceived "liking" as an easier way to appreciate other posts/replies instead of writing a reply. The number of posts also decreased since participants' motivation in the second session tended to focus on the quality of the content caused by the badge list page, which guides the expected best content from the participant. This study can provide guidance to universities in implementing gamification in LMS.

The implementation of educating "Basic Life Support (BLS) competences" in German schools is particularly affected by the often reported "implementational gap" --limited transfer of empirical findings into practice. This Design-Based Research (DBR) study evaluates two different methodologies for BLS teaching, generating implications for transfer. Students (N = 136) of a secondary school (11-13 years) were assigned to different methodological approaches. A test group (TG) received intervention implemented into regular biology lessons (10 units; n = 48); the control group (CG) participated in a basic instruction (2 units; n = 68). Both large-scale methods -- subject-matter teaching (TG) and project activity (CG) -- were compared regarding current motivation, self-efficacy, constructivist instruction, cognitive load, and practical skills. Data from n = 125 students (TG=48; TG=68) could be included into analysis (Mage=11,16; SD=.45; 55.2% female). Probability of success and interest increased, anxiety perception decreased (no group-interaction effect), whereas challenge perception remained constantly. Self-efficacy overall improved from before to after intervention, with TG reporting higher social self-efficacy and less negative outcome expectancies. No differences were found for practical BLS performance. MANOVA (after intervention) showed higher values for anxiety in TG, and for self-efficacy, CG has higher values for negative outcome expectancies (post hoc analysis). For cognitive load and constructivist instruction, no differences between groups were found. In conclusion, both methodological approaches seem to have their own pedagogical justification. Schools' implementation processes may benefit from combining (subject-matter) curriculum content with BLS information or content to facilitate time and resource-saving realization.

The main objective of this article is to highlight the importance of training in digital tools at the university level to foster the development of innovative and efficient data analysis from a scientific perspective. In an increasingly digitised world, the acquisition of digital skills has become a fundamental requirement for success in various disciplines, especially in conducting academic studies and research. The implementation of Computer-Aided Qualitative Data Analysis (CAQDAS) software, such as the ATLAS.ti platform, for text analysis not only enriches the educational experience but also prepares students to excel in an ever-evolving digital environment and raise the quality of their research. We present here a practical example of textual analysis in ATLAS.ti that can serve as a reference guide for similar studies based on content analysis of interviews. Various qualitative and quantitative data analysis options and techniques are explored that allow researchers to identify patterns, trends and relationships in the texts analysed, which contributes to a deeper understanding of the topics under study by transcending traditional methods of text analysis.

Objective: Physical activity (PA) is essential to promote both optimal physical and emotional health in preschool children. Hence, well-founded PA guidelines are essential. 24-hour Movement Guidelines (which include PA, recreational screen time and sleep) have been established. Thus, this study aimed to explore preschool-aged children's adherence to the 24-hour PA guidelines assessed using microelectromechanical systems, and whether sex was a determining factor for meeting the guidelines. Method: A systematic review of relevant published articles was carried out using four databases (PubMed, ProQuest, SCOPUS, FECYT) up until April, 2023. Results: From a total of 519 studies initially located, 48 were included in our synthesis. Of the studies analysed for this review, 7 showed results below 30% compliance with the PA guidelines, 19 below 70%, and 22 from 70% to 100%. In terms of sex differences, the studies analysed in the review suggested that boys are more likely to meet PA guidelines than girls. There exists controversy about adherence to PA levels as age increases. Several studies have shown an increase in the early years (1-5) while others, although to a lesser extent, have found that total PA remained stable or decreased from 3 to 5 years. Conclusion: In the light of these findings, more research is needed to better understand trends in PA during the preschool years and the factors that influence them. In the meantime, promoting regular PA and reducing recreational screen time remain key priorities for the health and development of preschool-aged children.

School refusal is a serious problem that negatively affects academic performance, connection to school, and socioemotional well-being of students. Numerous scientific works have suggested that school refusal is associated with internalizing problems. However, it is necessary to determine how this condition may affect certain academic variables, such as perceived academic self-efficacy. This study has three objectives: to identify school refusal profiles according to the Kearney and Silverman functional model (1990); to analyze differences in means based on the identified profiles of perceived academic self-efficacy; and to determine the predictive capacity of school refusal on perceived academic self-efficacy. Participants consisted of 2357 Spanish students (56.8% girls), aged 13-17 (M = 15.24, SD = 1.26). They were administered the School Refusal Assessment Scale-Revised (SRAS-R) and the Academic Situation-Specific Perceived Self-Efficacy Scale (ASSPSE). Three profiles of school refusal were identified using Latent Profile Analysis, and the differential functioning of these profiles was determined using the academic self-efficacy dimension. Mixed profiles of school refusal obtained the lowest mean scores on the academic self-efficacy dimension. The findings are discussed with regard to the importance of enhancing perceived academic self-efficacy to prevent school attendance problems in adolescents and young children.