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Several investigations state the low participation of women in the world of STEM. This fact implies a lack of feminine perspective in the solution to different problems. The school must provide teaching / learning strategies for the integration, empowerment, and active participation from early ages to work performance in STEM. This paper exposes two unplugged activities taken from a series of activities implemented with elementary students and families in Madrid, Spain. The general objectives are: To introduce and motivate interest from an early age in computer programming and the development of gender dynamics that educate about gender equity to strengthen female empowerment in this context.

Topics and metaphors within the system of classical rhetoric served as store-houses at times, to express ideas from the most general to the most particular, passing through an infinite number of th...

Computational thinking (CT) is being consolidated as a key set of problem-solving skills that must be developed by the students to excel in our software-driven society. However, in psychological terms, CT is still a poorly defined construct, given that its nomological network has not been established yet. In a previous paper, we started to address this issue studying the correlations between CT and some fundamental cognitive variables, such as primary mental abilities and problem-solving ability. The current work deepens in the same direction as it aims to extend the nomological network of CT with non-cognitive factors, through the study of the correlations between CT, self-efficacy and the several dimensions from the ‘Big Five’ model of human personality: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. To do so, the Computational Thinking Test (CTt) and some additional self-efficacy items are administered on a sample of 1251 Spanish students from 5th to 10th grade (N = 1251), and the Big Five Questionnaire-Children version (BFQ-C) is also taken by a subsample from the above (n = 99). Results show statistically significant correlations between CT and self-efficacy perception relative to CT performance (rs = 0.41), in which gender differences in favor of males are found (d = 0.42). Moreover, results show statistically significant correlations between CT and: Openness to Experience (r = 0.41), Extraversion (r = 0.30), and Conscientiousness (r = 0.27). These findings are consistent with the existing literature except for the unexpected correlation between CT and the Extraversion factor of personality, which is consequently discussed in detail. Overall, our findings corroborate the existence of a non-cognitive side of CT that should be taken into account by educational policies and interventions aimed at fostering CT. As a final contribution, the extended nomological network of CT integrating cognitive and non-cognitive variables is depicted.

We investigated possible pathways into mental illness via the combined effects of trait emotional intelligence (trait EI), mindfulness, and irrational beliefs. The sample comprised 121 psychiatric outpatients (64.5% males, mean age = 38.8 years) with a variety of formal clinical diagnoses. Psychopathology was operationalized by means of 3 distinct indicators from the Millon Clinical Multi-Axial Inventory (mild pathology, severe pathology, and clinical symptomatology). A structural equation model confirmed significant direct trait EI and mindfulness effects on irrational beliefs and psychopathology. Trait EI also had a significant indirect effect on psychopathology via mindfulness. Together, the 3 constructs accounted for 44% of the variance in psychopathology. A series of hierarchical regressions demonstrated that trait EI is a stronger predictor of psychopathology than mindfulness and irrational beliefs combined. We conclude that the identified pathways can provide the basis for the development of safe and effective responses to the ongoing mental health and overmedication crises. Key Practitioners Messages Self-perception constructs concerning one's beliefs about oneself have a major impact on the likelihood of developing psychopathological symptoms. Emotional perceptions captured by trait emotional intelligence were stronger predictors of psychopathology than either or both mindfulness and irrational beliefs in a clinical sample of adults. If the seed factors of psychopathology are mainly psychological, rather than mainly biological, and given that psychological constructs, like trait emotional intelligence, mindfulness, and irrational beliefs, are amenable to training and optimization, the findings herein provide the impetus for a much needed shift of emphasis from pharmacological to psychological treatments.

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master&rsquo, s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

The participation of girls and women is fundamental in solving problems that the society demands. Currently, the figures indicate a deficit of female presence in the STEM context, which implies the loss of the talent of the female collective. The school, as the transforming axis of society, must generate actions that motivate, involve and generate commitment in girls and women, enhancing their engagement in the STEM context. This paper shows two unplugged activities taken from a serial of activities implemented with elementary students and families in a digital cultural center in Madrid-Spain. The implementation is based on general objectives such as 1. To introduce and motivate interest since an early age in computer programming, 2. To develop gender dynamics that educate on gender equity to strengthen female empowerment in the STEM area. Performing the example in the roles of female gender in science, as well as transforming stereotypes with the purpose of motivate girls and adult women, without excluding the male group. The activities also seek to train Computational Thinking skills, to introduce basic computer programming concepts as well as showing that unplugged activities are important in teaching computer programming, and integrate women into the STEM area, as an important tool to reduce gender gaps. Based on our informal observations, some results were: involvement of the female collective in the construction of codes, improvement in the dynamics of gender equity in each activity and that the girls created more complex codes than males.

Transculturation processes and the formation of identity are analyzed in this investigation into the emblematic politics of the Primer nueva cor&oacute, nica y buen gobierno (First new chronicle and good government) of Guam&aacute, n Poma de Ayala (ca. 1616). Understood as pluricultural acts of discourse between Andean cosmological visions and the new systems of European cultural codification, this study follows the emblematic chronicler from Poma on the subject of colonial education and the Ladino Indian, through structured relations fixed between space, icon, and symbol. The careful iconographic arrangement of the drawings of Guam&aacute, n are the result of conscient knowledge of the usefulness of the image and its didactic, persuasive, propagandistic, and mnemotechnic potential. Learning the reading and writing of the Castilian language will be presented here as one of the most effective social instruments in the colonial order and in the defense of native Indians before Viceroyal authorities. Mastery of writing sets the foundation for shaping a multiple and transcultural non-exclusive identity, which shows evidence of dialogic and effective communication of a cultural memory, the result of the negotiation of two identities, one from the awareness of the pre-Hispanic past and another orderly realignment in accordance with European cultural patterns.

Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.

Trait emotional intelligence (“trait EI”) concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on (a) the location of trait EI in personality factor space, (b) the biological underpinnings of the construct, (c) indicative applications in the areas of clinical, health, social, educational, organizational, and developmental psychology, and (d) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span.

In this study, the authors analyzed the relationship between emotions and the construction of identities, particularly national identity. We reviewed the current debate on the role of emotions and feelings in people’s actions and in the configuration of their worldviews and practical actions. The world is witnessing a revival of ideologies that seemed to have been definitively banished from human thought and political action in the 20th century; however, it is being proved not only that they have survived and grown, but that they are also widely disseminated through networks and have come to shape the thinking of the many people who use them when deciding the future of their societies and how they want them to be governed. The growth of populism is based on emotions and on the most extremely nationalistic discourses. We analyzed, first of all, the influence of emotions on the perception of social reality and on the construction of historical and social knowledge. Next, we focused on the implications that emotions have had on the teaching of history and on the results of an international exploratory selection of particularly relevant research. Finally, as a conclusion, we suggest some ideas for the search of a balance that considers the weight of reason and emotion in the teaching and learning of history.

This study examines the role of the stress state dimensions of Engagement, Distress, and Worry before and during a divergent thinking (DT) task, while controlling for trait emotional intelligence (trait EI). The sample consisted of 175 university students in Technical and Natural Sciences, Social Sciences and Arts. Trait EI factors (Wellbeing, Emotionality, Sociability, and Self-control) correlated positively with Engagement (pre- and within-task), and negatively with Distress (pre- and within-task) and Worry (pre-task). Regression of DT scores showed incremental validity of post-task stress state dimensions over trait EI and pre-task stress state dimensions, whereby the individual predictors were Distress (negative) and Engagement (marginal and positive). Finally, ANOVAs revealed that within-task Distress scores were associated with high DT in the Arts group, but low DT in the other groups. From the results, a possible task-to-state as well as state-to-performance relationship is inferred, and the domain specificity of the affect-creativity relationship is discussed. Implications for the educational settings and the study and assessment of these two constructs are presented.

This study tested whether trait emotional intelligence (TEI) measures of narrow bandwidth predict perception of facial emotion, using two tasks: identification of microexpressions of emotion and controlled visual search for target emotions. A total of 129 undergraduates completed multiple scales for TEI, as well as cognitive ability, personality, and stress measures. TEI was associated with a reduced stress response, but failed to predict performance on either task, contrary to the initial hypothesis. However, performance related significantly to higher cognitive intelligence, subjective task engagement, and use of task-focused coping. Individual differences in attentional resources may support processing of both emotive and non-emotive stimuli.

This paper investigates the relationship between trait emotional intelligence (trait EI) and the Big Five factors, the Big Two and the Big One (i.e., General Factor of Personality; GFP). Comprehensive measures of trait EI (TEIQue) and the Big Five (NEO-PI-R) were applied to a sample of 289 university students (170 female). As expected by the trait EI theory, part of the construct’s variance was explained by a linear combination of the Big Five, while a distinct oblique trait EI factor was isolated in the Big Five factor space, in line with previous research. Trait EI positively correlated with the Big Two, namely Alpha/Stability and Beta/Plasticity. Finally, correlations between trait EI and the GFP were higher than those between GFP and the Big Five factors from which it was extracted. In addition, when GFP was extracted from the joint data set combining the Big Five factors of the NEO-PI-R and the dimensions (factors or facets) of the TEIQue, the highest loadings came from the latter, not from the former. Findings support the view that trait EI is a broad personality trait integrated into multi-level personality hierarchies and the idea that trait EI can be considered as a proxy of the GFP.

Computational thinking (CT) is being considered as a key set of problem-solving skills to be acquired by the new generations of digital citizens and workers in order to thrive in a computer-based world. However, from a psychometric point of view, CT is still a poorly defined psychological construct: there is no full consensus on a formal definition of CT or how to measure it; and its correlations with other psychological constructs, whether cognitive or non-cognitive, have not been completely established. In response to the latter, this paper aims to study specifically the correlations between CT and the several dimensions from the 'Big Five' model of human personality: Conscientiousness, Openness to Experience, Extraversion, Agreeableness, and Neuroticism. To do so, the Computational Thinking Test (CTt) and the Big Five Questionnaire-Children version (BFQ-C) are administered on a sample (n = 99) of Spanish students from 5th to 10th grade. Results show statistically significant correlations between CT and: Openness to Experience (r = 0.41), Extraversion (r = 0.30), and Conscientiousness (r = 0.27). These results are partially consistent with the literature about the links between cognitive and personality variables, and corroborate the existence of a non-cognitive side of CT. Hence, educational interventions aimed at fostering CT should take into account these non-cognitive issues in order to be comprehensive and successful.

This study investigated the association between two creativity indicators: Divergent Thinking (DT) and Creative Personality (CP), and key aspects of cognitive ability, personality (Big Five), and trait emotional intelligence (trait EI or trait emotional self-efficacy). The sample consisted of 175 Spanish undergraduates and recent graduates from three university subject domains: Technical & Natural Sciences, Social Sciences, and Arts. Cognitive ability was found to bear little relationship to either index of creativity. In contrast, strong relationships were demonstrated between personality traits, including trait EI, and creativity, some of which varied significantly across subject domains. Results suggest that future research will have to pay particular attention to individual differences in the affective parts of the personality realm that are comprehensively captured by the construct of trait EI.

Emotional intelligence (EI) refers to competencies in processing and managing emotion that may be important in security settings; facial emotions may betray criminals and terrorists. This study tested the hypothesis that high EI relates to superior detection and processing of facial emotion, in relation to two tasks: controlled visual search for designated facial emotions, and identification of micro-expressions of emotion. Participants completed scales for EI, as well as cognitive intelligence, personality, and coping. EI failed to predict performance on either task, contrary to the initial hypothesis. However, performance related to higher cognitive intelligence, the personality trait of openness, and use of task-focused coping. These measures related to faster visual search, and to greater accuracy in detecting facial micro-expressions. Practical considerations suggest selecting security agents who are high in conventional rather than emotional intelligence, and training use of task-focused coping. However, EI may be useful for selecting stress-tolerant agents.

This paper presents a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy), which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (Petrides & Furnham, 2001). In Studies 1 and 2 (N � /166 and 354, respectively) trait EI is shown to be related to measures of rumination, life satisfaction, depression, dysfunctional attitudes, and coping. Most relationships remained statistically significant even after controlling for Big Five variance. In Study 3 (N � /212) trait EI is shown to be related to depression and nine distinct personality disorders. Most relationships remained significant, even after controlling for positive and negative affectivity (mood). It is concluded that trait EI has a role to play in personality, clinical, and social psychology, often with effects that are incremental over the basic dimensions of personality and mood.

Este trabajo presenta la adaptación y validación española del Cuestionario Sociométrico Guess Who 4 (GW4) (Mavroveli, Petrides, Sangareau, & Furnham, 2009), que evalúa la reputación social en el contexto del grupo-aula, fundamentado en la técnica de evaluación por pares de Coie & Dodge (1988). La muestra se compone de 668 alumnos de tercero a sexto de Educación Primaria, y edades comprendidas entre 7-13 años (M= 9.6, DT= 1.11). Se analizan las correlaciones del GW4 con problemas emocionales y de conducta infantil, y rendimiento académico, en función del sexo. Los resultados avalan la fiabilidad y validez criterial del instrumento para la evaluación breve de la competencia social, con fines de investigación o de aplicación en la práctica de la evaluación psicoeducativa y la orientación psicopedagógica.