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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the face of increasingly relative and interdisciplinary knowledge, the development of informational competence has positioned itself as a critical issue in university education. In this context, the objective of the research was to recover the experiences of university professors in subjects related to information literacy, to characterize the levels of performance that they evaluate in informational competence and the learning situations that they implement for this purpose. In the study, the conceptual framework of the evaluation of competencies was assumed and a qualitative methodology was deployed through semi-structured interviews applied to seven professors from the Universidad José Vasconcelos, Oaxaca, Mexico. The results indicate that the learning of this competence is conceived as a gradual and dynamic process that can be characterized from three levels of performance: low, medium, and high. It is concluded that conditional knowledge is the key indicator to verify the transition through these levels, that is, the way in which students integrate knowledge and skills from strategic and ethical decision-making for the search and use of information, and how this is expressed in the elaboration of argumentative writings. [ABSTRACT FROM AUTHOR]

University attrition rates are often higher for students from groups under-represented in Higher Education (HE), for example those who have experienced social and educational disadvantage. Points of educational transition have been identified as key risk factors for progression and retention, and interventions to increase self-efficacy may act protectively to reduce higher attrition rates. This study presents an evaluation of an intervention implemented at one UK medical school, which aimed to enhance participants' self-efficacy and sense of belonging. Participants completed Schwarzer's General Self-Efficacy Scale and written evaluations. Qualitative data were examined inductively using thematic analysis. Average self-efficacy scores showed a statistically significant improvement six months after the intervention. Key themes including 'it's not just me' and 'learning from the experiences of others' were identified from the qualitative data and explored within a framework of selfefficacy. The intervention appeared to have a positive impact on self-efficacy through two key sources. Firstly, creating positive 'physiological and emotional states' enabled participants to engage in constructive discussions of personal difficulties they faced, such as imposter syndrome. Secondly, 'vicarious experiences', hearing how others had coped during difficult situations, improved participants' beliefs in their ability to cope with future challenges and imagine being successful. These factors may be key in supporting transitions for under-represented university students engaged with a range of disciplines. [ABSTRACT FROM AUTHOR]

Student teachers face various difficult situations during their teacher education. The aim of this study was to examine how student teachers perceive coping with distressful situations during their teacher training. Focus groups and individual interviews were conducted. The results show that student teachers feel professionally inadequate, characterized by powerlessness, limited means of action and uncertainty. In resolving professional inadequacy, they use concepts connected to the social process of becoming teachers: modifying professional ideals, dependence on future colleagues and continuing to build experience. These concepts lead to acceptance and postponing strategies for learning from distressful situations. [ABSTRACT FROM AUTHOR]

This study explores the relationship between students’ self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised 325 English students in their final year of secondary school preparing for high-stakes examinations. While controlling for prior attainment and gender, higher worry predicted lower examinations scores. This was partially mediated by less use of effective pre-exam coping strategies. Academic buoyancy moderated the indirect relationship such that the indirect negative relationship from worry to examination performance was stronger when academic buoyancy was lower. The paper concludes that providing in-school training in task-focus and orientation and how to withstand academic pressures may help to ameliorate the influence of performance-interfering worries, and potentially enhance performance among students inclined to worry about examinations. [ABSTRACT FROM AUTHOR]

In this article, we introduce a model of a pedagogical working life horizon. It encompasses questions posed by individual students concerning their future and incorporates the idea of a working life orientation to the pedagogical possibilities within education. Working life orientation consists of three elements: individual relationship, knowledge and skills and employability. In the model, we aim to outline how an orientation to working life might be included in higher education, providing a broad perspective on the various pedagogical possibilities. There are two key pedagogical elements supporting the implementation of the pedagogical working life horizons model: reflection and an inquiring attitude. Our inquiry is a synthesis of socio-constructionist theories of career guidance, a review of international writing on career guidance and working life skills in higher education, adult learning theories and of our practical experiences as educators and scholars in the fields of guidance and adult education. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses articles in the issue on topics including sustainable, social and communicative curricular approach; effect of web-based life skills education on burnout in nurses; and methods of machine learning algorithms.

The author discusses the impact of explicit teaching of coping planning in suicide prevention curricula on improving resilience among medical students.