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Sleep problems are prevalent in autism spectrum disorder (ASD) and have a range of causes, including circadian rhythm misalignment. However, little is known about sleep in autistic children with co-occurring attention deficit hyperactivity disorder (ADHD). A cross-sectional descriptive and analytic study was conducted in 87 autistic children and adolescents (10.22 ± 3.36), 27 of whom had a diagnosis of ADHD, and 30 children with typical development (9.07 ± 2.75). An ambulatory circadian monitoring device was used to record wrist temperature (WT), motor activity, sleep, and light intensity. Higher WT values were detected in the comparison group, followed by autistic children and, ultimately, participants with co-occurring ADHD. In addition, atypical daily WT patterns were observed in autistic children, with slope flattening during afternoon and evening hours and an absent or subtle postprandial peak. Participants with co-occurring ADHD showed greater motor activity during sleep. Our findings, especially concerning WT rhythm, appear to support previous findings on the etiology of sleep problems in autism, as WT is closely connected to sleep-wakefulness. We found specific sleep patterns in autistic children depending on the presence of co-occurring ADHD, particularly regarding sleep maintenance, which may be an area of future research.

The purpose of this study was to carry out an analysis of the effectiveness of the Flipped Classroom methodology for teaching mathematics--specifically geometry, in an online environment. Specifically, we measured: (1) the academic achievement of students who were taught based on this method; and (2) the perceptions of satisfaction with this methodology and with the virtual sessions attended through digital resources. In order to gather the data a pre-experimental and ex-post-facto design was used with a sample of 113 secondary education students. Regarding academic performance, positive and significant differences were found between the pre-test and the post-test. In addition, different significant variables were found that affected the academic performance of the students, such as having previously failed the subject of mathematics, the perception of the students about their effort in learning mathematics or the educational level of the parents. In respect of the students' perceptions, the results showed that they were generally happy with the use of the Flipped Classroom methodology, bearing in mind that the environmental context in which the educational process takes place affects the students' perceptions. However, slightly negative perceptions were also found in respect of virtual sessions that made use of digital resources. These findings were significantly affected by the frequency with which resources and electronic devices were deployed. These results would support the integration of this methodology into the teaching of mathematics, where the use of digital resources to study geometry in particular helps to improve the different competences and skills of the students.

This article presents the process and results of an action research project which explored the contribution of information gap activities to support a group Honduran ninth-graders' speaking fluency. Their speaking fluency was assessed in terms of speech rate, breakdowns or pauses, and repairs. This study adopted a mixed method approach: quantitative and qualitative. The sample chosen was a purposive sample made up of a group of seven ninth graders who had been learning English in rural context in a public high school in Comayagua for two years, all aged between 14 and 15 years old, with a basic level of English. The information gap technique was implemented during seven sessions following the regular topics scheduled for the school term. Data were collected by applying a pre-test and a post-test to assess students' fluency, and results were assessed with an analytic rubric; and their perceptions were assessed by a focus group. The pre and post-test results showed an improvement in participants' speaking fluency, and these results were in agreement with their positive perceptions. Moreover, participants expressed that information gap activities had impacted positively their motivation and their awareness of mistakes. In conclusion, information gap activities helped learners improve their speaking fluency and might support English teachers in Honduran rural public contexts not to rely upon traditional textbook use and make their classes more motivating and communicative.

Messaging platforms are applications, generally mediated by an app, desktop program or the web, mainly used for synchronous communication among users. As such, they have been widely adopted officially by higher education establishments, after little or no study of their impact and perception by the teachers. We think that the introduction of these new tools and the opportunities and challenges they have needs to be studied carefully in order to adopt the model, as well as the tool, that is the most adequate for all parties involved. We already studied the perception of these tools by students, in this paper we examine the teachers' experiences and perceptions through a survey that we validated with peers, and what they think these tools should make or serve so that it enhances students learning and helps them achieve their learning objectives. The survey has been distributed among tertiary education teachers, both in universitary and other kind of tertiary establishments, based in Spain (mainly) and Spanish-speaking countries. We have focused on collecting teachers' preferences and opinions on the introduction of messaging platforms in their day-to-day work, as well as other services attached to them, such as chatbots. What we intend with this survey is to understand their needs and to gather information about the various educational use cases where these tools could be valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools varies across gender, experience, and their discipline of specialization is presented. The key findings of this study highlight the factors that can contribute to the advancement of the adoption of messaging platforms and chatbots in higher education institutions to achieve the desired learning outcomes.

Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching-learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher-order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that "behavioural" intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness-of-fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors.

The authors have developed a psychometric instrument with the purpose of assessing the digital competencies of teachers in aspects of cybersecurity. From the collection of data, different secondary objectives were carried out: (1) identify if there were significant differences regarding gender; (2) understand if there are significant differences based on various actions (use of different operating systems, two-step authentication, use of different passwords for applications and profiles), for each gender; (3) identify if the frequency of updating of passwords in LMS, emails, RRSS and apps correlate with the digital competencies of teachers in training, for each gender. For this purpose, an ex post facto ad hoc design was used based on a sample of 220 students enrolled in a Primary Education and Early Childhood Education course at the University of Malaga (Spain). The results show that the digital skills of these teachers of the future are at a low level, and that they find it hard to navigate their way in this new world. It is also concluded that there are significant differences with respect to gender in terms of various cybersecurity actions (use of the Mac operating system; two-step authentication). In addition, it was found that the frequency of updating passwords in LMS, emails, RRSS and apps affects the competences of the teachers in training in security and prevention, in both genders.

Teachers' communication with the educational community (students, families and teachers) may be different depending on the place where they reside. We ask ourselves whether teachers in rural areas are sufficiently prepared to carry out this communication through digital media. Thus, this study had as its aims to: (1) ascertain teachers' digital competence self-assessment about the utilisation of ICT resources to communicate with other teachers, students and families, according to gender, type of school, age and years of teaching experience; (2) analyse comparatively if significant differences exist in terms of digital competence level between the internal categories of each variable; (3) identify which digital resources are significant predictors. A non-experimental design was used with 847 rural teachers from different rural areas in Spain. The results showed an integrating attitude of every teacher-expert in their digital skills, regarding communication both with students and their families and with the other colleagues at the educational centre. We found differences in teachers' scores when comparing by gender and type of centre. Furthermore, we checked those applications such as Blogs, TikTok, Twitter and Moodle served were relevant predictors.

This study aimed at finding the correlation between Iranian and Turkish EFL learners' cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The Learning Styles Questionnaire, and CF questionnaire. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there was a correlation between EFL students' cognitive styles and their WCF preferences in both Iran and Turkey contexts. The second research question results indicated that there was a relationship between learners' cognitive styles and their preferences for different types of errors to be corrected. The results of the third research question showed that the correlation between Iranian students' cognitive styles and their preferences for different CF frequencies was not significant. The last research question results showed that the correlation between Turkish students' cognitive styles and their preferences for different CF frequencies was not significant.

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient.

The growing rise of information and communication technologies (ICT) in all areas of society demands that university professors have an adequate level of digital literacy, so that they can contribute effectively to the training of their students and respond to the demands of the job. The objective of this research is to know and compare the use by university teachers of different ICT resources, in their teaching, evaluation, and research (UTIC-EEI model, its acronym in Spanish), depending on the area of knowledge to which they belong (science and engineering-architecture, health sciences, art-humanities, and social-legal Sciences), in order to be able to take measures to effectively address the digital shortcomings of teachers. An ex post facto study is carried out, with a quantitative methodology utilising a survey technique, with a sample of 867 Spanish university teachers, with a descriptive and inferential analysis via ANOVA for multiple comparisons. The results showed a medium-high use by teachers of ICT resources in four areas, with there being a superior use in the teaching and research dimensions compared to the evaluation dimension in each area of knowledge. These data underline the need to continue training teachers to make excellent instrumental use of specific ICT resources in each area of knowledge.

The purpose of the present study is to analyze the digital competence of Higher Education students, as a function of their academic performance (have either repeated or a not previously), as well as to predict its significant predictors. For this, an ex-post factor and a sample of 17301 students from Chile (Latin America) were utilized. A questionnaire composed of a total of 30 items, classified into five endogenous and exogenous dimensions through a causal model, adapted from the works of Gutiérrez-Castillo (2013), Gutiérrez-Castillo & Cabero (2016) and Gutiérrez-Castillo et al. (2017), was administered via online to the students. The results showed statistically significant differences in digital competence, as a function of repeating an academic year or not, with better scores for the latter. Also, factors such as the number of digital resources utilized for the teaching-learning process, the previous preparation for managing their studies, as well as the level of education of the parents, mainly the father, significantly had an influence on both types of students. This study highlights the importance of the development of an adequate digital competence which has an influence on the learning of the students and their posterior class promotion.

Attitudes toward technology are preconceived notions that affect the teaching-learning process and the academic-professional performance of students, in particular those who use technology. This investigation has two objectives: to test the measuring properties (reliability, factorial structure) of an instrument that measures attitudes and to propose and validate a model that hypothesizes digital competence and frequency of use of technologies have a positive impact on attitudes. The sample included 1,251 students of the Madrid Open University in a nonexperimental, explanatory study using structural equation methodology. The results indicated adequate psychometric properties for the test and good adjustment of the proposed model (X[superscript 2] = 163.91, df = 37, p < 0.001) allowing for further exploration of the relationship between use, skill, and attitudes in the distance education context and improving the properties of measuring instruments proposed in Spanish.

The aim of this work is to describe several experiences of STEMbach in different areas: engineering, economics, materials, etc. The STEMbach is a program carried out by high school students during their two years of study to obtain their High School Diploma (equivalent to A-levels), designed for both the Humanities and Sciences modalities, and created alongside the Galician strategy for digital education. It encourages the vocation of the scholars towards scientific and technological research and allows a connection directly with the college education. The STEM works explained in this work were developed between the University of A Coruña and several high schools located in the region of Galicia (North-West of Spain). Results were very constructive for promoting STEM careers.

The purpose of this study was to analyze the digital competence of teachers on the use of YouTube as a didactic resource in the teaching and learning process of students. Specifically, this was analyzed and compared for each educational stage (Preschool Education, Primary Education, Secondary Education, Adult Education, and Vocational Education-VET) between genders of the teacher (female and male). For this, an ex post facto non-experimental design was used, with a sample of 2157 in-service teachers from all over Spain. Among the main results found in this study, teachers of all educational stages had satisfactory skills on the use of YouTube to search and communicate information, although low in relation to the creation of audio-visual material through YouTube. In addition, it was evidenced how gender was a significant factor which affected the competencies of teachers, in most of the educational stages analyzed.

Due to the rise of new technologies, further development of digital competence by professors is necessary. The aim of this paper is to know the pedagogical digital competence of lecturers in Spain, focused on a model called PDC-TER: ICT resources to Teach, to Evaluate and to Research; as well as to predict those variables that affect the level of this competence through different regressions (Multiple Linear Regression, MLR). A study has been carried out in the Spanish territory, with a total of 867 lecturers. For it, an ex post facto non-probabilistic study based on the survey technique has been proposed. The results show that the professors have an average level of digital pedagogical competence, while in the 2.0 tools for teaching and research dimensions, it has a medium high level of competence, as well as a medium level in relation to the use of tools 2.0 for the evaluation. Furthermore, one of the variables predictive of the level of digital competence in the three dimensions of the PDC-TER model, is the number of research and innovation projects in which they have participated. These data highlight the need to improve the digital competence of professors in order to meet the demands of the qualified professions of the future, and therefore, prepare students for it.

This study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0-5 years, 6-14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.

The research addresses occupational burnout on university teachers, understood as progressive loss of energy, emotional exhaustion, fatigue, irritability, negative attitudes and feelings of dissatisfaction. The purpose of the study was to compare the presence of job burnout on teachers of the School of Education and Electronic Engineering from a Public University of Peru. It was developed according to principles of quantitative approach, transactional non-experimental design, and type of substantive, descriptive-comparative research. The sample was made up of 125 teachers from both faculties to which the Occupational Attendance Scale-EDO was administered. This instrument presented the required validity and reliability. The results obtained through the confirmatory factor model of structural equations, estimated through the asymptotic free distribution method, led to the conclusion that the teachers from the School of Education report greater emotional wear than teachers of the School of engineering.

The research related to the practice of tutorial action in university students, aimed to determine the predominant component of tutorial, recognizing that tutorial in the university is gaining value and significance for the benefit of the students, as a support area, orientation and coverage during the educational procedure in its different academic, professional and personal dimensions. The study corresponds to the quantitative approach, deductive hypothetical and substantive method, non-experimental, cross-sectional or transactional and explanatory design, with a population of 2629 students whose representative sample was 335 participants. The results of the same showed that 67% of the students considered that the tutorial action they received was adequate, while 33%, also states that the predominant dimension was the academic development. It is concluded that the tutorial action did have a significant and predominant presence since it was considered as adequate within the development of university life in undergraduate students; situation that confirmed and revalued the attention to different needs and interests by the students responding to an education of integral development.

This study explored the psychosocial determinants of consumption of soda and other taxed sugar-sweetened beverages (SSBs) in Mexican construction workers (CWs) and whether consumption changed as a result of the 2014 SSB tax. We conducted a qualitative case study involving in-depth interviews and focus groups (FGs) with 30 Mexican CWs; supplemented with descriptions of the food and beverages consumed during lunch breaks. We used NVivo 10 to classify information according to the analysis categories, primarily informed by the Reasoned Action Approach (RAA). CWs reported not having changed their consumption of soda and other taxed SSBs as a result of the SSB tax, despite the price increase and "knowing" the potential negative consequences of soda drinking. The most important determinants of soda consumption are a deep-seated social norm of soda drinking and use of soda drinking as part of their professional identity; their likeness for soda; a wide availability of soda in their environments; and a low perceived behavioral control (because they thought themselves as addicted to it). Participants indicated that the best way for them not to consume soda would be if it were not available. These findings lend support for the tight regulation of the availability of SSBs. To have a meaningful impact on these consumers, the SSB tax may need to be much higher. Policy-level interventions should be coupled with interventions at the individual and community levels that aim at denormalizing soda consumption, create new meanings in relation to water consumption, and develop behavioral control to decrease soda consumption.

We are experiencing a serious health crisis due to COVID-19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high-quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefore, the purposes of this study are: to know the teachers' knowledge about digital resources to support students with disabilities (O1); at each educational stage (O2), identify the variables that have a significant impact on the acquisition of teacher competence (O3); propose a selection of useful ICT resources for each type of disability (O4). An ex post facto design was used with 1194 teachers from Andalusia (Spain). The results showed the medium-low level of the teaching staff, especially in the higher education stage. In addition, gender, motivation, attitude and having students with special needs are determining factors in the development of teacher knowledge. The results highlight the urgent need for teachers to be trained in digital resources. We hope that the range of resources proposed in this study will help teachers enhance their teaching practice.

In the current socio-health situation, new educational challenges have emerged, such as the need to implement a virtual tutorial action. Therefore, this study has three objectives: (1) to investigate the level of digital competence that early childhood and primary school teachers possess to carry out quality online tutorial actions; (2) to analyse whether there are differences in use at both education stages; and (3) to identify which variables significantly affect the development of this competence at each educational stage. For this purpose, an ex post facto design was used, based on the survey technique, by means of non-probabilistic purposive sampling. The final sample consisted of a total of 1,069 educators working at the early childhood and primary education stages, from all over Spain. The results showed acceptable digital competence, with higher scores in the primary education stage, which may be due to characteristics of the students and the education stage itself, rather than to teachers' digital competences. On the other hand, it was found that the virtual tutorial action tasks are significantly influenced in the early childhood education stage by blogs, WhatsApp, Facebook, and number of tutoring hours per month with families, while for the primary stage they are influenced by blogs, WhatsApp, Twitter, ClassDojo, Moodle, tutoring hours, number of tutoring hours per month with families, and sex. Based on these results, there is an obvious need for educational institutions to continue to develop teacher training in relation to the use of resources to carry out adequate tutoring actions and thus increase the diversification in the use of resources.

This paper describes college students' writing development process during their foreign language classes throughout a semester. Self and peer correction were implemented to promote error awareness along with the use of an error code and error log in a fifth semester class. The results show that both strategies benefited students' writing skills and self-awareness which in turn produced, among other outcomes, the development of critical self-assessment of their writing and responsibility for their own learning. This study highlights the importance of allocating class time for continuous training to allow students to systematize their writing practices.

The current technological revolution has reached all social classes and its educative use by teachers has not gone unnoticed. The introduction of 2.0 tools has become a reality in many classrooms. In order to evaluate the digital competence of teachers, different dimensions must be considered, including knowledge and educative use. The first objective of this research is to find out whether there are any differences between the knowledge and use of teaching staff of ICT, specifically regarding different 2.0 tools, as well as different modules on the Moodle virtual platform, using the t-Student test. The second objective is to analyse, through a multiple linear regression model, which factors have an effect on the level of digital competence: gender, age and educational stage. With this aim, a non-experimental, ex post facto type of research has been carried out with a study population of 81 teachers from the community of Madrid (Spain). The results have shown that there are statistically significant differences between the knowledge and use of 2.0 tools and Moodle Modules. In addition, the results have found that the variables age and gender have an effect on the prediction of the level of pedagogical digital competence of the teaching staff, while the educational stage in which they teach has no effect. The conclusions derived from this study can help to develop educational interventions focused on improving the unfavourable digital competence of teachers.

This study is part of a research about the use of ICT resources by Higher Education teachers to teach, evaluate and research (UICT-TER). The aim, in this case, is the creation and validation of a measuring instrument on the use of ICT resources based on the UICT-TER model. After the preparation and application of the instrument to a sample of 867 Higher Education teachers in the Spanish territory, the reliability, content validity, comprehension and construct validity were analyzed. In the initial creation of the instrument, three dimensions corresponding to a total of 24 items were established, achieving a final version of 16 items. Regarding content validity, the experts (n = 4) positively assessed the construct, dimensions and items of the questionnaire. The reliability analysis through Cronbach's alpha were highly satisfactory and in relation to the Confirmatory Factor Analysis, the results found a good fit of the model. In addition, the instrument had external evidence of validity through different descriptive analyses with the variables gender, type of university (public-private), employment relationship (full-part-time), area of knowledge of the teaching staff (Science and Engineering-Architecture, Health Sciences, Art-Humanities and Social-Legal Sciences). Taking into account all the results obtained, the instrument created meets the psychometric properties required to be considered a valid and reliable instrument to measure the use of ICT resources according to the UICT-TER model in the Higher Education.

Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners' L2 vocabulary knowledge.

The purposes of this study were twofold: (1) determine the level of digital competence that Spanish teachers have in the use of technological devices, Web 2.0 general tools and Web 2.0 music tools, according to the proficiency profiles established by the European Framework DigCompEdu; and (2) identify the significant predictors which affect Spanish teachers who have a high level of competence. The study uses an ex-post facto design with 115 Spanish secondary school music teachers. The results showed that teachers had a profile between Novice and Expert regarding the use of educational technology. In addition, age, attitude towards ICT and motivation in teaching practice are predictive variables that help predict high competence in the use of Web 2.0 general resources and technological devices in the classroom, while having studied at a conservatory and working as a teacher in a conservatory significantly influence the use of Web 2.0 music tools.

Despite the existence of many programs and training projects in the field of ICT, in post-secondary education, the teaching and learning process continues to be supported by traditional classroom methods. This phenomenon can be particularly observed in education degrees, even though future teachers are expected to acquire the necessary digital skills in order to carry out their work properly. The purpose of this study is to explore in greater depth the use of 2.0 applications in the education training of future teachers, as well as to outline the different correlations between the use of these 2.0 tools and their perceived level of digital competence, age and their level of motivation. For it, a quasi-experimental, ex post facto research was carried out with a sample of 108 future teachers from the Faculty of Education, Pontifical University of Salamanca (UPSA). The results have shown that future teachers have a low level of attitude of use towards ICT in the classroom, with an average of 2.29 based on five points. Furthermore, the results have revealed that the level of digital competence and the motivation to use ICT are two variables that correlate positively, while other variables do not show any correlation, such as age.

Research skills are part of the academic activities of Higher Education teachers. Regardless of the knowledge area they teach, there is a need to observe, reflect, select, analyse and communicate scientific results using technological advances. The aim of this study is to analyse the use that teachers make of different ICT resources for research in terms of gender, comparing within each gender the different areas of knowledge to which the teachers belong (Science and Engineering-Architecture, Health Sciences, Art-Humanities and Social-Legal Sciences). To this end, an ex post facto design through surveys was used with a sample of 867 university teachers in the Spanish education system. For the comparative analysis, univariate ANOVA by multiple comparisons was used. The findings revealed that teachers have, in general terms and in both genres, an average level of use, highlighting more use in digital databases, academic Google, high-impact journal websites, and very little use in data analysis software, mainly in qualitative software. The results highlighted that the Engineering-Architecture area is the one that makes the greatest use of ICT for research in comparison with the Art-Humanities area which uses ICT resources the least. The results demonstrate the need to develop procedural and cognitive skills in teaching staff in the most needed areas, not only to encourage them to continue researching and sharing the results acquired, but also to attend and prepare students in research skills so that they can continue learning and increasing their academic and professional training once the university stage is over.

This paper reports on pedagogies that promote language, content and literacy in English by stimulating learners' creativity. The starting point to promote creativity among learners was music and art. There seems to be a natural connection between music, language and thinking which suggests that incorporating musical experiences into daily instruction results in creative thinking. By being exposed to music and art, learners of different ages and from different language contexts developed visualization abilities and invented stories. According to many authors, stories are excellent vehicles for teaching and learning because they contain all the ingredients from which learners can benefit. The learners in this study moved from listening to music, to the word and sentence levels, to finally telling their stories in English, and the stories the learners created proved to be a vehicle for internalizing language and for literacy development.

Information quality deficiencies have been detected in occupational safety and health surveys in Europe, which typically gather self-reported data responded by employers or their representatives. For instance, their low response rates and informant profiles make estimations on establishments with safety representatives (SRs) unreliable. We tested the mode of administration and informants as sources of error regarding establishments with SRs in Catalonia, Spain. Two sources of information were compared: the Second Catalan Survey of Working Conditions 2011 (IICSWC)--with a methodology similar to surveys conducted at the state and European level--and the Program on Prevention of Risks Management in Companies (PPRMC)--in which the labor authority collected data using a documentary verification in another sample of establishments. Percentage of establishments with SRs was estimated using the data from the PPRMC and also the differences in percentage between sources and informant profiles (with 95 percent confidence interval). Results show that the IICSWC overestimates the percentage of establishments with SRs.

Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of interventions must be conducted with foreknowledge of such mediating and moderating factors if the intervention is to be successful. Methods: The purpose of this study was to examine the degree to which several personal factors and school characteristics affect and explain students' self-determination. A total of 232 students with intellectual disability from Spain participated. Their self-determination level was assessed by the ARC-INICO Scale. Results: Students with moderate levels of intellectual disability obtained significantly lower scores on self-determination than their peers with mild intellectual disability. There were significant differences in relation to the level of support needs and their experience with transition programs. The level of support needs was a significant predictor. Conclusion: These findings contribute to current research in this field and practical implications were discussed.

In the area of foreign languages, it is necessary to develop the digital competence of future teachers in order to improve the teaching-learning process that they will carry out with their students. However, different intrinsic variables of teachers can influence their use of information and communication technologies (ICT). The main objective of this study is to analyse the use of ICT by future primary education teachers. The secondary objective is to find out whether age, gender and motivation affect their use of ICT. Non-experimental research has been carried out with a sample of 134 future teachers, specifically those teaching foreign languages. The results show that the future teachers of foreign languages have a pedagogical digital competence in the use of medium-low ICT, their most used technological devices being laptops and projectors. Moreover, they do not use Web 2.0 tools when teaching languages. Regarding gender, it can be seen that there are no significant differences, while the age variable does influence the level of pedagogical digital competence. In addition, it has been confirmed that motivation constitutes an essential variable at the pedagogical digital competence level, both in terms of the use of technological devices, as well as the use of Web 2.0 tools and of Learning Management Systems.

Tobacco use is of high prevalence among Spanish adolescents. Programming to counteract tobacco use has been needed. There is a lack of knowledge on the efficacy of teen tobacco use cessation programming. The current study provides an immediate outcome evaluation of the Project EX tobacco use prevention and cessation program among Spanish adolescents. An eight-session, classroom-based curriculum was translated from English to Spanish and adapted to the Spanish culture. Next, it was tested using a randomized controlled trial with 1,546 Spanish students, involving three program and three control high schools. Participants at the program group provided moderately favorable process ratings of the program. Compared to the standard care control condition, the program condition revealed a greater reduction in smoking intentions and CO ppm levels.