Search

The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (M[subscript age] = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.

The aims of this study were: (i) to provide evidence of reliability and validity regarding the dimensionality of the Spanish version of two correlated subscales measuring Academic Self-Concept (ASC); (ii) to analyze factorial invariance according to sex and the educational level; (iii) to analyze a higher-order model from the two ASC subscales; and (iv) to study the predictive relationship of the ASC to academic engagement. An observational, descriptive, and cross-sectional study was designed in which 681 undergraduate university students (M[subscript age] = 24.55; SD[subscript age] = 5.35) (58% girls) and students of the Master's in Teacher Education participated. The scale's psychometric properties were analyzed using different exploratory and confirmatory analyses demonstrating that this instrument with two correlated factors (academic confidence and academic effort) is valid, reliable, and invariant in terms of gender and academic level. Higher-order factors from the two correlated factors showed an excellent goodness-of-fit. A regression model with latent variables was conducted showing a higher and positive prediction of academic self-concept for the two factors of academic engagement (willingness to study and satisfaction with studies). The ASC has shown itself to be a valid and reliable instrument for use with Spanish university students and may be of special interest, both to teachers and to the students themselves, as it allows us to reflect on the importance of developing confidence and effort during the students' academic lives.

Cinemeducation has been used for diverse teaching objectives in medical education. To our knowledge, there are no published accounts of using cinemeducation in combination with simulation. We designed a pedagogical activity combining cinemeducation and simulation in a programme to teach patient safety. This paper aims to describe the design and implementation of the activity, analyse its feasibility, and assess students' opinions of its usefulness. A total of 70 second-year Spanish medical students participated; 31 (44.3%) completed a survey assessing the activity. Most expressed total or partial agreement with statements indicating activity was useful. The combined activity facilitates the reflective process by applying the emic/etic perspective. While simulations and cinemeducation share experiential learning techniques, adding cinemeducation helps overcome some of simulation's limitations in reproducing complex professional scenarios. This combined approach is feasible and well accepted. Combining these two approaches promises to be useful in other disciplines.

This paper explores the attitudes of secondary-school head teachers towards religious diversity, intercultural and interreligious dialogue and the role of education in fostering intercultural and interreligious dialogue. A sample comprising 275 head teachers in Catalan secondary schools answered an online questionnaire. The results revealed attitudes which were moderately favourable towards cultural and religious diversity, more strongly favourable towards interreligious dialogue, and less favourable towards education playing a major role in managing religious and cultural diversity and in fostering interreligious dialogue. We found significant differences in head teachers' attitudes in line with the specific features of the schools where they worked. Amongst these differences, it was noticeable that heads of religious and private-public schools had more positive attitudes towards managing religious and cultural diversity and towards education playing a leading role in promoting dialogue. Also, we identified three groups of head teachers who showed differing degrees of positivity according to the perceived religious diversity of their schools. The more diverse the school, the less favourable the attitude, and vice-versa; the most moderate favourability was also associated with the most moderate diversity.

Education professionals, and especially those in secondary education, are key players in enabling intercultural and interreligious dialogue. However, it is worth asking whether educational actors are in fact adequately trained to address the serious responsibilities and challenges represented by the participatory democratisation of public religious life. On the basis of a survey (n = 849), we analysed views on religious beliefs and interreligious dialogue among teacher-managers in secondary schools (n = 275; 59% state schools, 40% public-private schools) and future socioeducational actors (n = 574) studying at four Catalan universities. The findings revealed that these pre- and in-service education professionals held varying opinions and attitudes. Their views tended to be favourable towards diversity and dialogue, mostly coinciding with Knitter's mutuality model, but generational differences were observed, and different standpoints emerged with respect to religious beliefs and interreligious dialogue. The survey outcomes yielded a range of different profiles. In-service professionals had a moderate profile with regard to religious beliefs and dialogue, while among students two distinct profiles were identified: one representing a more open-minded, tolerant and progressive attitude towards religious diversity and interreligious dialogue, and another which included belief in absolute truths stemming from one's own beliefs.

The administration of the Spanish State is based on a decentralised model consisting of 17 autonomous regions. Castilla y León represents the largest region in Spain and the third largest in the European Union. Our analysis of both national and regional (Castilla y León) legislation on the rights of children and youth with Specific Needs of Educational Support (SNES) to participate in education suggests that the relevant legislation incorporates the minimum standards proposed by various international organisations (UNCRC, UNCRPD). Nevertheless, socio-educational organisations and researchers report limitations and setbacks to the participation of children and young people in Castilla y León, which especially impact on children with SNES: no representation on Primary and Special Education School Boards, socio-economic segregation at some schools, and scarce social participation with disadvantages for girls and other vulnerable groups. In view of these challenges, we set out to ascertain the impact of legislation on the rights of children, by listening to the voices of children with SNES. Our research, a replication of a British project, is adapted to our region. We expect to perform comparative analyses, to learn from other examples of good practice, and to offer innovative proposals for international implementation and dissemination.

E-learning can be defined as learning facilitated and supported through the use of ICTs. ICTs can increase students' motivation, accelerate the knowledge process and facilitate the information access. The aim of this paper is to analyze the acceptability of three tools presented in a workshop carried out during six weeks, with university teachers (N = 22), taking into account their opinion about the usefulness of the workshop. Two researchers/teachers specializing in the field of educational technologies taught the three tools presented. Before the workshop, we administered a technology profile questionnaire; after it, we asked the teachers to fill in a questionnaire about the workshop and the tools used. We then carried out a non-parametric Friedman test to compare the differences found in the evaluation of the tools. The results show that the acceptability of the technologies and the methodology used during the workshop was high: teachers' assessment and opinion has been favorable for both pedagogy and teaching methodology, which facilitated the understanding of the tools and the innovative nature of the contents of the workshop. The participants also evaluated the technologies as appropriate and easy to use. We also mention the limitations of the study and future challenges.

Interoceptive exposure (IE) is a standard component of cognitive-behavioural therapy (CBT) for panic disorder and agoraphobia. The virtual reality (VR) program "Panic-Agoraphobia" has several virtual scenarios designed for applying exposure to agoraphobic situations; it can also simulate physical sensations. This work examines patients' acceptability of the IE component as applied in two different ways: using VR versus traditional IE. Additionally, it explores the relationship between users' treatment expectations and satisfaction and clinically significant change. Results showed that VR and traditional IE were well accepted by all participants. Furthermore, treatment expectations predicted efficacy.

The health risks associated with COVID-19 have increased tourists' safety concerns when traveling. We analyze the linkages between tourists' length of stay and their perceptions about health security in different public venues at the destination: the street, bars and cafés, restaurants, the chosen accommodation, the beach, and shops and stores. We use survey data collected from tourists to a nature-based region (Asturias) in Northern Spain in the summer of 2020 as our case study. Based on separate linear regressions, we examine how health security perceptions vary with the length of the stay across different public venues. In doing so, we control for a wide set of sociodemographic and trip-related characteristics. We find evidence of a consistent nonlinear negative relationship between the length of the stay and the perceived health security in these public venues. We also document that hotel guests have lower health security perceptions, both at the hotels themselves and other public venues. This is the first work that explores how health security perceptions in different public domains deteriorate with the tourists' length of stay. [ABSTRACT FROM AUTHOR]

Background: Aleutian mink disease virus (AMDV) causes major economic losses in furbearing animal production. The control of most AMDV outbreaks is complex due to the difficulties of establishing the source of infection based only on the available on-farm epidemiological data. In this sense, phylogenetic analysis of the strains present in a farm may help elucidate the origin of the infection and improve the control and biosecurity measures. Objectives: This study had the following aims: characterize the AMDV strains from most outbreaks produced at Spanish farms between 2012-2019 at the molecular level, and assess the utility of the combined use of molecular and epidemiological data to track the possible routes of infection. Methods: Thirty-seven strains from 17 farms were partially sequenced for the NS1 and VP2 genes and analyzed phylogenetically with other strains described worldwide. Results: Spanish AMDV strains are clustered in four major clades that generally show a good geographical correlation, confirming that most had been established in Spain a long time ago. The combined study of phylogenetic results and epidemiological information of each farm suggests that most of the AMDV outbreaks since 2012 had been produced by withinfarm reservoirs, while a few of them may have been due to the introduction of the virus through international trade. Conclusions: The combination of phylogenetic inference, together with epidemiological data, helps assess the possible origin of AMDV infections in mink farms and improving the control and prevention of this disease. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to model the efficiency of labour offices belonging to the public employment services (PESs) in Spain using a stochasticmatching frontier approach. Design/methodology/approach -- With this aim in mind, the authors apply a random parameter model approach to control for observed and unobserved heterogeneity. Findings -- Results indicate that when the information criteria of the estimates are analysed, it improves by controlling both, observed and unobserved heterogeneity in the inefficiency term. Also, results suggest that counsellors improve the productivity of labour offices and that the share of unemployed skilled persons, unemployed persons aged 44 or younger, as well as the share of unemployed persons in the construction sector, all affect the technical efficiency of PESs offices. Originality/value -- The model extends the previous specifications in the matching literature that capture only observed heterogeneity. Moreover, as far as the authors know, it is the first paper that estimates a matching frontier for the Spanish case. Finally, the database they use is at the office level and includes the work carried out by counsellors, which is a novelty in the analysis of this type of studies at the Spanish level. [ABSTRACT FROM AUTHOR]

The article focuses on the social aspects of military structure in Seville, Spain, during the 16th and 17th centuries. The author analyzes historic documents and files in order to discuss the role of diverse Sevillian lineages in forming various military orders, focusing primarily on Santiago, Calatrava and Alcántara. Social, political and military aspects of the familial orders are discussed with respect to the specific structures within Seville. Connotations of purity, wealth and nobility with each order are also explored.

The article discusses sociological research of a network of scientific knowledge in the Spanish Research Network using citation analysis and bibliometric research. It also considers how these results can be used to support decision-making in science policy and the assessment of science and technology projects. The authors use the actor-network theory from sociology as the methodological framework of their research.

Background: Depression is the most prevalent cause of illness-induced disability worldwide. Face-to-face psychotherapeutic interventions for depression can be challenging, so there is a need for other alternatives that allow these interventions to be offered. One feasible alternative is Internet-based psychological interventions. This is the first randomized controlled trial (RCT) on the effectiveness of an Internet-based intervention on depression in primary health care in Spain.Objective: Our aim was to compare the effectiveness of a low-intensity therapist-guided (LITG) Internet-based program and a completely self-guided (CSG) Internet-based program with improved treatment as usual (iTAU) care for depression.Methods: Multicenter, three-arm, parallel, RCT design, carried out between November 2012 and January 2014, with a follow-up of 15 months. In total, 296 adults from primary care settings in four Spanish regions, with mild or moderate major depression, were randomized to LITG (n=96), CSG (n=98), or iTAU (n=102). Research completers at follow-up were 63.5%. The intervention was Smiling is Fun, an Internet program based on cognitive behavioral therapy. All patients received iTAU by their general practitioners. Moreover, LITG received Smiling is Fun and the possibility of psychotherapeutic support on request by email, whereas CSG received only Smiling is Fun. The main outcome was the Beck Depression Inventory-II at 3 months from baseline. Mixed-effects multilevel analysis for repeated measures were undertaken.Results: There was no benefit for either CSG [(B coefficient=-1.15; P=.444)] or LITG [(B=-0.71; P=.634)] compared to iTAU, at 3 months. There were differences at 6 months [iTAU vs CSG (B=-4.22; P=.007); iTAU vs LITG (B=-4.34; P=.005)] and 15 months [iTAU vs CSG (B=-5.10; P=.001); iTAU vs LITG (B=-4.62; P=.002)]. There were no differences between CSG and LITG at any time. Adjusted and intention-to-treat models confirmed these findings.Conclusions: An Internet-based intervention for depression combined with iTAU conferred a benefit over iTAU alone in the Spanish primary health care system.Trial Registration: Clinicaltrials.gov NCT01611818; https://register.clinicaltrials.gov/prs/app/action/SelectProtocol? selectaction=Edit&uid=U0001NPQ&ts=2&cx=gctdh2&sid=S0003KJ6 (Archived by WebCite at http://www.webcitation.org/6jbsUvUDz). [ABSTRACT FROM AUTHOR]