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The teaching-learning process, both in general and in the specialty of Music Education, has evolved and its explanatory models have become increasingly complex. In view of current challenges, it is relevant to analyse the elements that are considered necessary to train music teachers to become competent professionals. This study identifies characteristics found in specialised Spanish and international scientific literature on teaching-learning processes in music teacher education, referring to their current state as well as to desirable developments and future prospects. Although a certain overlap among emergent categories in Spain and those in other countries can be observed, we also found differences of degree, as well as interesting divergences.

Grounded in self-determination theory, an integrative and fine-grained circumplex model, based on teachers' autonomy support, structure, control, and chaos, has been proposed. The present study aimed to examine possible differences in students' perceptions of physical education (PE) teachers' motivating and demotivating styles and the eight different approaches, respectively, regarding students' socio-demographic variables, and different affective, cognitive, and behavioral outcomes. A sample of 669 Spanish secondary students aged 12-17 years (mean age (M[subscript age]) = 14.65; standard deviation (SD) = 1.47; 52% girls) participated in this cross-sectional study. Boys reported significantly higher values in the chaotic style and the domineering approach than girls. Second- and third-cycle students (Year 10, Year 11, and Year 12) reported significantly higher values in autonomy-supportive and structuring styles, and significantly lower values in the domineering approach than first-cycle students (Year 8 and Year 9). Second-cycle students (Year 10 and Year 11) reported significantly higher values in the demanding approach than first-cycle students (Year 8 and Year 9). Third-cycle students (Year 12) reported significantly lower values in the awaiting approach than the first-cycle students (Year 8 and Year 9). Finally, as a whole, students who reported positive experiences in PE, high learning, and high intention to participate in physical activity reported significantly higher values in autonomy-supportive and structuring styles, as well as the demanding approach, and significantly lower values in the chaotic style. The results highlight the importance of PE teachers adopting motivating styles and avoiding demotivating styles, especially with boys and lower grade levels, to promote meaningful experiences in PE and an active lifestyle.

Empathy in healthcare professionals is associated with better treatment outcomes and higher satisfaction among patients with chronic pain. Activity patterns play an essential role in the adjustment of these patients and, as a pain behaviour, may have a communicative function and elicit distinct empathic responses. This study investigated whether the activity pattern profiles characteristic of these patients had differential effects on the empathic response (empathic distress and compassion/sympathy) of future healthcare professionals. Healthcare professionals should improve their knowledge about the role of different activity patterns in the well-being of people with chronic pain and receive specific training in empathic skills. We controlled for several variables that could affect the empathic response (sex, age, academic degree, previous experience of chronic pain, and dispositional empathy). A total of 228 undergraduates performed an experimental task using vignettes depicting four activity pattern profiles displayed by people with chronic pain and completed questionnaires measuring dispositional and situational empathy. We conducted a MANCOVA analysis Undergraduates showed more compassion/sympathy toward the medium cycler profile than toward the doer profile. Participants' age was associated with empathic distress. Sex, academic degree, and previous experiences with chronic pain were not associated with their empathic response to the vignettes. Dispositional perspective-taking and empathic concern were significantly associated with compassion/sympathy responses, and personal distress was significantly associated with empathic distress. Activity pattern profiles may have a communicative function and elicit different empathic responses toward people with chronic pain. Individual differences in dispositional empathy play an important role on situational empathic responses.

To its traditional missions of education and research, the entrepreneurial university adds a 'third mission': knowledge transfer (KT), which aims to contribute to the economic and social development of the university's environment. To this end, it is the role of government to implement regulations and design policies that push universities to be more entrepreneurial. In addition, an entrepreneurial university should interact with industry and society as a whole and implement a clear strategy--endorsed at the highest level--to incorporate the function of KT. However, there has been a lack of critical reflection in the literature about the ways in which universities implement the strategy, and administrators and coordinators, who play a pivotal role in implementing it, are usually underrepresented in university research. The exploratory research presented here addresses this gap by focussing on the current vice-rectors and KTO directors in charge of implementing KT strategy at Spanish universities. Our findings suggest that the respondents think KT is an objective shared by the government; however, they do not perceive it to be an objective for top and middle managers in universities.

Binge-watching refers to the consecutive viewing of episodes of a fictional series, usually of the drama genre, in a single session. The approaches to its background, practice, and effects are diverse and controversial. Using a qualitativeexploratory approach analysed with Grounded Theory, this paper studies the experience of binge-watching users from data collected from a sample of 20 individuals combined with techniques such as group meetings, in-depth interviews and projective techniques. Results lead to the identification of two underlying patterns of behaviour associated with the consumption of dramatic content: planned binge-watching and unplanned binge-watching. Planned binge-watching is the intentional consumption of more than two consecutive episodes of a fictional series whose psychological effects are mainly gratification based on evasion. Planned series consumption has a socializing effect, especially among young people. Unplanned binge-watching is the unintentional and spontaneous chained viewing of more than two episodes of a fiction series. The viewing unit is each individual episode, linked to the next by the curiosity aroused by the plot. The psychological effects are gratification derived from evasion, followed by a feeling of guilt derived from the loss of control. The study concludes with the formulation of seven hypotheses for empirical verification, academic and professional implications, and future lines of research.

The COVID-19 pandemic forced many countries to impose a strict lockdown policy on citizens during a prolonged period of time, which led to changes in lifestyle habits. This unprecedented situation has given rise to numerous studies aimed at determining the effects of the changes brought about by this widespread lockdown. One of the important changes was the digitisation of education and, therefore, teaching, which caused a forced and abrupt immersion in distance learning. In this study, a quantitative methodology based on an ex post facto research design was used with the aim of analysing the impact of the COVID-19 lockdown on the academic performance of schoolchildren (aged 3-12 years). A total of 529 parents completed an ad hoc questionnaire on the impact of COVID-19 on their children's education in Spain. The results produced a robust model based on structural equations that explain 39.7% of the variance in academic performance at home. The family-school relationship was the variable with the greatest explanatory weight ([beta]=0.505; p<0.05). In conclusion, the benefits derived from a strong relationship between families and schools, evidenced by the creation of cooperation and communication links, facilitate the management of shared educational challenges such as on-line education in times of crises.

Purpose: To analyse the degree to which elite student athletes acquire different soft skills (resilience, creativity, proactivity and problem solving) and the role they play in their perceived employability. Design/methodology/approach: The study assessed 163 elite Spanish student athletes. A validated survey to measure perceived employability and the degree of acquisition of soft skills was employed. Fuzzy-set qualitative comparative analysis (fsQCA) was used to analyse the data. Findings: Students and athletes perceived a high degree of development of these skills and employability. Six solutions accounting for 64% of the cases were identified for achieving high employability levels. Three profiles emphasised combinations of elevated resilience with either creativity or problem-solving skills. Education and competition levels differed depending on the skill combination. Identifying and promoting the transferability of student athletes' sports skills to the labour market was important for enhancing their employability. Collaboration with academic institutions and increased awareness of social media can facilitate the successful integration of elite athletes into the labour market. Originality/value: The development and analysis of soft skills in the context of sports provide a foundation for future research in the field of athlete employability. This paper provides important information for academic institutions, through a novel method in the field, on the development and transfer of student-athlete soft skills from sports to the labour market.

Out-of-class communication between teachers and students is essential throughout university engineering courses for in-depth explanations of the concepts covered in class. This study evaluates this aspect throughout the COVID-19 pandemic. Thus, a survey that addressed this issue was administered to students at the beginning (March 2020) and at the end (May 2020) of the COVID-19 lockdown in Spain, and at the end of each semester of the 2020/21 and 2021/22 academic years. The results were analyzed with statistical, qualitative, and mixed methods. E-mail usage was widely observed at the beginning of the pandemic, while the use of online videoconferencing tools progressed during that time, thanks to their temporal and spatial flexibility, and the direct and personal nature of student-teacher contact through those channels. Its success was linked to the prior training of teachers in the use of videoconferencing, the establishment of fixed schedules for the meetings, and the use of digital whiteboards that instantaneously display writing when discussing problems. According to the opinions of students, videocalls could be used for questions on theoretical and easy practical aspects despite the resumption of out-of-class face-to-face meetings. Videoconferencing tools for educational communication between engineering students and teachers seem to be here to stay.

Although teaching would seem to be exclusively coupled to each country's economic and technological development, it can also be associated with social transformation, provided that it promotes social innovation: in other words, new ways of conceiving society. This leads us to ask how music teachers are being trained in terms of innovation, a concept that plays a decisive role in our current knowledge-based society and economy. This article seeks to obtain an overview of the goals and structures associated with the concept of innovation as featured in the Master's Degree for secondary-school music teaching in Spain. We analyzed the Spanish legislation and the Master's Degree programs of 26 Spanish universities. Our results evidence a lack of consensus regarding which objectives should be pursued and which innovative practices should be prioritized. We nevertheless note a tendency to view innovation merely as an exercise designed to help teachers and students adapt to existing school reality by proposing activities and projects in the area of digital technology, along with examples of "good practices". We conclude that educational innovation needs to make fundamental progress, not only in terms of its presuppositions, but also in its actions, which should lead to the development of critical, creative attitudes that can foster true social transformation.

Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in "Computer Science and Digital Competency" course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer?two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students' motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game.

From a Pedagogy of Death perspective, this study focuses on education for a more conscious life that includes an awareness of death. The objective was to ascertain in depth the views of adolescents on teaching about death in their particular context. The methodology adopted was qualitative and phenomenological. Seven focus groups were organised with high-school students from 12 to 18 years of age from 7 different Spanish schools. Analysis of their views yielded valuable findings: death was interesting to them in the areas of gender violence, health, sustainability and suicide. Participants called for organised guidance from trained educators through which they would be able to discuss this taboo topic, have meaningful encounters with others, create humanising educational environments and raise their individual and collective awareness. The study found that the adolescents were interested in death and in death education; that the creativity and relevance of their observations could produce significant educational knowledge; and that training for educators and their good rapport with students were seen as key to the inclusion of death in a more developed curriculum and for counselling and guidance in situations of bereavement.

This study explores the beliefs of English as a foreign language preservice secondary education teachers regarding the construction of teachers' professional identity. A questionnaire was used to obtain the opinions of 131 future teachers in the 2014-2020 academic years. Results showed that the participants understood teachers' professional identity to be connected to the ability to motivate students, manage the classroom, and care about interpersonal relations. Women and men think differently regarding the effect of the acquisition of new methodologies, the psycho-pedagogical training, and a longer placement period in the construction of teachers' professional identity. To conclude, this study provided the chance to reflect on the importance of strengthening the professional identity of English as a foreign language teachers while considering the gender perspective to introduce changes in the curriculum.

The lockdown caused by the pandemic resulted in the closure of schools and universities. Professors had to adapt their subjects to be taught remotely to continue their classes, and students had to cope with various personal situations such as isolation, and returning to their countries. Ensuring that the quality of teaching was maintained would usually have required months of planning and design. In contrast, these changes had to be made in a few days, which is why this situation could be considered as Emergency Remote Teaching (ERT). The objective of this article is to evaluate the teaching of our faculty during this period using the CIPP model (Context, Input, Procedure and Product), which is especially focused on educational projects among others. The university was able to maintain teaching during this period despite the difficulties of the transition. In addition, evaluation surveys show that the satisfaction of professors and students was also maintained. This was possible thanks to the order and clarity transmitted from university authorities and the commitment of the professors, despite their increased workload. This knowledge is important to ensure a better response by universities in future emergencies.

The purpose of the present study is to delve into the process of personal management of digital information among Spanish university students in their final year and to analyze whether there are similarities or differences regarding students' gender. A non-experimental methodological design has been implemented of an exploratory type and based on a questionnaire as a single data collection instrument. The instrument was validated by means of experts' judgement, cognitive interview, and construct validity. A total of 2,054 students' surveys were collected, sourced from all areas of knowledge, in 75 public and private universities. These surveys made it possible to obtain information about the information search, selection, organization, processing, and creation processes. The results revealed that university students have a positive self-concept about their own competence for personal management of information. However, they fail to take advantage of all the possibilities that the digital world offers them. Women search the Internet for more diverse resources than men. They have better judgment when it comes to selecting and processing the information they need. Male students rely more often than female ones on digital mediums when organizing and creating information and choose to publish the information in less complex and more popular formats than their female counterparts. The conclusions of the present study match those of the majority of reviewed studies, namely regarding the organization of information, contextual and social factors which influence the management of information, such as third-party support, and also in relation to the increasing implementation of digital technologies in information management processes.

This study analyses self-presentation practices and profiles among Spanish teenagers on Instagram and TikTok. Both of these online spaces prioritise and promote visual publications, are structured to allow feedback on self-presentation, and offer the user filters both to control self-image and to target specific audiences. Three research questions guided the methodological process for the twofold analysis of self-presentation practices on social networks: an exploratory factor analysis to identify latent factors among these practices; and a descriptive analysis of the profiles identified by gender and age. Results indicate that adolescents' self-presentation practices were related to three different factors: social validation; authenticity; and image control. One of the most outstanding results is that self-presentation practices could be less guided by social feedback, since the number of followers or likes was irrelevant for most adolescents, and that adolescents increasingly tend to be guided by innovative predispositions of truthfulness. In turn, conclusions suggest that teens need to be equipped with suitable self-representation practices for safe and sustainable identity narratives on social networks, since the global COVID-19 pandemic has exponentially increased both the usage and the time spent on social networking sites, enlarging the availability of spaces for adolescents to express themselves and build their identities through different self-representation practices.

Grounded in self-determination theory, the objectives of the present research were to identify latent profiles based on need-based experiences in physical education (PE), and to examine differences in outcomes in PE (i.e. motivation, experiences, and oppositional defiance) and outside of PE (i.e. physical activity intention, moderate-to-vigorous physical activity, and meeting physical activity recommendations) across the identified profiles. A purposive sample of 1062 secondary PE students (526 boys and 536 girls; M[subscript age] = 14.15, SD = 1.51) participated in this cross-sectional study. Results from latent profile analysis revealed four need satisfaction and frustration profiles: "high need satisfaction--low need frustration"; "moderate need satisfaction--low need frustration"; "moderate need satisfaction--moderate need frustration"; and "low need satisfaction--high need frustration." For outcomes in PE, the "high need satisfaction--low need frustration" profile was the most adaptive, while the "low need satisfaction--high need frustration" profile obtained the most maladaptive pattern of outcomes. The "moderate need satisfaction--low need frustration" profile was more adaptive than the "moderate need satisfaction--moderate need frustration" profile, although both were similar in experiences and oppositional defiance. For outcomes outside of PE, the "high need satisfaction--low need frustration" profile scored highest, while no differences were obtained among the three remaining profiles. These results provide further insight into the importance for PE teachers not only to support students' need satisfaction, but also to minimize need frustration, in obtaining the most optimal pattern of outcomes in PE, as well as a more active lifestyle among students.

Recent studies and reviews have shown the positive effects of exergames (EXs) on physical activity (PA) and fitness in children and adolescents. Nevertheless, their effects on cognition have been scarcely explored, and no previous review has focussed on this relationship. The purpose of the research reported on here was to analyse the acute and chronic effects of the use of different EXs on the cognition of young people aged 6 to 18 years, to review potential confounders, and to elaborate a practical guide to using EXs in schools or extracurricular contexts. Studies were identified from 4 databases (Pubmed, SportDiscus, ProQuest and Web of Science) from January 2008 through January 2018. Thirteen studies met the inclusion criteria. All the studies showed a positive effect of EXs on cognition. The review showed an acute improvement effect on executive functions (EFs) (visual attention, mental processing, working memory, response inhibition, and motor planning) and chronic benefits on mathematical calculation, self-concept, classroom behaviour, and on parental and interpersonal relationships. Only 5 studies used confounders. EXs are an effective and motivating tool to improve cognition in young people aged 6 to 18 years. Didactic recommendations to use EXs in school or extracurricular contexts are provided in this article.

Nowadays one of the main focuses of the Spanish University system is achieving the active learning paradigm in the context of its integration into the European Higher Education Area. This goal is being addressed by means of the application of novel teaching mechanisms. Among a wide variety of learning approaches, the present work focuses on peer review, understood as a collaborative learning technique where students assess other student's work and provide their own feedback. In this way, peer review has the overarching goal of improving the student learning during this process. Peer review has been successfully applied and analyzed in the literature. Indeed, many authors also recommend improving the design and implementation of self and peer review, which has been our main goal. This paper presents an empirical study based on the application of peer review assessment in different higher education BSc and MSc courses. In this way, six courses from different studies at the University of Malaga in Spain are subject to the application of peer review strategies to promote student learning and develop cross-wise skills such as critical thinking, autonomy and responsibility. Based on these experiences, a deep analysis of the results is performed, showing that a proper application of the peer review methodology provides reliable reviews (with close scores to the ones from the teacher) as well as an improvement in the students' performance.

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception, and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student's level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students' needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. A total of 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, "Perceived Stress Scale" (PSS) and "Satisfaction with Life Scale" (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r[superscript 2] = 0.019) and Life Satisfaction (r[superscript 2] = 0.402), with a mean square error (SRMR) of 0.079. These findings show the need to develop actions within the university training program in effective stress management strategies.

This work is part of a broader investigation whose main objective is to determine the domain and preferences of the students of the Childhood Education Degree of the University of Jaén regarding digital competence. The research was focused on the "use of digital resources" dimension and was developed under a quantitative and descriptive methodology, of basic type and non-experimental cross-sectional design. We worked with a sample of 135 students from the four courses of the Childhood Education Degree of the University of Jaén, who answered a developed questionnaire voluntarily and anonymously. Data collection was carried out using a virtual questionnaire on the Google Form platform. In addition, the measurement instrument was considered valid and reliable, having obtained a Cronbach's alpha coefficient ([alpha]) of 0.925 and a Kaiser-Meyer-Olkin sampling adequacy index (KMO) of 7.741. The results show that there are no significant differences based on the independent variables studied among most of the analyzed items. The use of ICT is beneficial for students' participation in research.

The digital ethosphere, as a cultural environment of digital interactions, provides spaces for social and citizen participation where certain values and counter-values are promoted that determine the users' construction of their personal and cultural identity. The lack of studies that analyze the counter-values immersed in digital interactions and spaces has led to the development of this study, which seeks to analyze the students' perception of the presence of counter-values on the Internet by examining the social sphere (with classmates, friends or family), the type and the way in which they are transmitted, as well as the associated risks (information or communication) and the resources or applications available. A mixed methodological approach study was designed through an ad-hoc questionnaire that was answered by 305 students from education and teacher training faculties. The results indicated that the majority of students identify the presence of counter-values when using the Internet, highlighting manipulation and violence, followed by lack of respect, inequality, and dishonesty, as well as the risks associated with information and communication, emphasizing the implicit presence of counter-values in the social networks logics and discourses. The conclusions provide evidence on the need to include values education in critical media education, reinforcing the preparation of future teachers who can teach how to deconstruct and eradicate counter-values in the digital sphere.

Historically, traditional laboratory experiments have been given a central and distinctive role in science education. However, virtual laboratories have received considerable attention over the past several years in different areas of knowledge. The main aim of this study is to analyse the impact of the use of both traditional and virtual laboratories in Basic Science Subjects (BSS) in Health Sciences university degrees. For this reason, we have described and analysed different variables such as level of satisfaction, increase in perceived motivation and increase in perceived academic performance. Throughout the academic course the pupils who took part in our study carried out laboratory experiments both traditionally and virtually in different BSS, and they completed a questionnaire to assess their satisfaction and the impact of both approaches at the end of the course. The results point to statistically significant differences in favour of traditional laboratories in all the studied variables, together with some differences between male and female students. In general, students showed more positive attitudes towards traditional experiments. These results emphasize the importance of carrying out hands-on experiments to boost student motivation and perceived performance.

Research that tackles the pedagogical use of geolocated social media as an investigative tool for understanding cities in Geography and Urban Studies higher education programs has not been fully exploited. This study contributes by addressing the transferability of these sources as a research medium for enhancing student knowledge of urban phenomena. A collaborative problem-based learning activity was conducted in a third-year compulsory Urban Studies module of the Fundamentals in Architecture Degree at the University of Alicante. Two groups -- Spanish (25 students) and English (34 students) language, participated in the activity. Foursquare and Twitter datasets were used as sources of information, and scaffolding in QGIS software, data analysis, and visualization tools were provided. Pre- and post- activity questionnaires as well as the work submitted by students gave an indication of the extent to which the activity was useful for achieving the set objective. Recurring approaches adopted by students and their "how-to" make sense of social media information enabled them to align spatiotemporal and social phenomena to the use and perception of city spaces. Students developed critical thinking and interpretative skills that are key transversal competencies for understanding the huge volume of data available in today's digitalized world.

The transfer of global education policies occurs unevenly across contexts and fails to consider local identity and characteristics. These policy practices are wrapped up in political interests, power relations and ideological implications. Transferring global policies of inclusion in education to national education systems is a relevant example of this. Drawing on empirical data from 39 semi-structured interviews conducted with policymakers and bureaucrats from 17 regions in Spain, this article examines the transfer of UNESCO guidelines for inclusive education in favour of cultural diversity to national contexts. The analysis reveals that policymakers and bureaucrats recognise international guidelines and highlight education policies aimed at promoting access and participation for all in schools, in line with the UNESCO Framework for Action. However, they also consider local traditions based on compensation through policy structures that favour segregation. The analysis suggests that the transfer of international discourses to national contexts wrapped up in political interests, power relations and ideological implications and reinforce structures of inequality.

This research aims to portray the way young adult people interact with news and how their consumption is affected by advertising and personal data sharing. "Digital News Report Spain 2018", a questionnaire on the consumption of digital media undertaken by a national panel of 2,023 Internet users, is used as a main source. Among the users mentioned, there were 293 young people from 25 to 34 years old who belong to the Millennial generation. Data from this report was completed with a qualitative study in which two focus groups were held, featuring people of that age frame residing in Navarre. The paper concludes that young adult people are generally interested in news, which they access mainly via mobile devices. Their interest grows when the content affects them directly, but also if they empathize with the topic. On the other hand, their familiar background and social routines shape the way they receive information. Young adult people still make use of traditional media, although they consider it ideologically biased. Advertising is something annoying, although they generally have little knowledge and even less intention to use ad-blockers. Finally, their review of the personalized services is negative, but they tend to give away personal data to media if this facilitates their news access.

Entrepreneurship educators can assess their students by focusing on leadership self-efficacy dimensions that align with desirable entrepreneurship behaviors. To support this claim, we used the Student Leadership Practices Inventory (S-LPI) to survey a group of 46 undergraduate students in Mexico and 49 undergraduate students in Spain that were involved in entrepreneurship education programs. Independent samples t-tests show statistically significant differences between the two groups. We also compared the whole sample in terms of gender and found no differences. We propose that educators integrate Five Practices of Exemplary Leadership model into the design and assessment of their curricular and co-curricular entrepreneurship development programs. Specifically, the model serves educators from different countries, in this case Mexico and Spain, by identifying the leadership behaviors that their students enact. By integrating the five practices of exemplary leadership model, educators can account for variables like nation of origin and gender, and identify differences between groups.

This study focuses on exploring the beliefs regarding the construction and development of Teacher's Professional Identity (TPI) of Secondary Education Master's Degree (SEMD) students from the areas of Science and Technology. An 'S-TPI' questionnaire, measured using a Likert scale, was used to obtain the opinions of 279 future teachers in the 2014-2018 academic years. After analysing the data, no significant differences were found between the two groups (Science and Technology). However, there were significant differences in the responses obtained for the four dimensions on the scale with regard to the students' gender. We noticed an important relationship between the global view of professional identity and the development of educational skills linked to socio-educative and methodological aspects. These results may contribute to improving knowledge concerning future teachers' beliefs and have served as a basis on which to design activities that will enable us to integrate TPI into the initial training process.

Open-ended tasks are common in Science, Technology, Engineering and Mathematics (STEM) education. However, as far as we know, no tools have been developed to assist in the assessment of the solution process of open-ended questions. In this paper, we propose the use of analysis of traces as a tool to address this need. To illustrate this approach, we developed a modified version of R Commander that collects traces of students' actions and described a way to analyze them by using regular expressions. We used this tool in an undergraduate introductory statistics course. The traces were analyzed by comparing them to predefined problem-solving steps, arranged by the instructor. The analyses provide information about the time students spent on the activity, their work intensity and the choices they made when solving open-ended questions. This automated assessment tool provides grades highly correlated to those obtained by a traditional test and traditional grading scheme.

Objective: The aim of this study was to analyse the effect of 8 weeks of Pokémon GO on physical fitness (cardiorespiratory fitness [CRF], Speed/Agility [S/A], and muscular strength [MS]) and fatness (body mass index [BMI], percentage of body fat [%BF], and waist-hip index), as well as possible differences between weekly physical activity (PA) levels, in Spanish adolescents between 12 and 15 years of age. Design, setting and method: Comparative design, with a control group (n = 86) that did not participate in Pokémon GO, and an intervention group (n = 78) which did so over an 8-week period. Age, sex, number of home computers, and maternal educational level were controlled for as possible confounding variables. Results: Results show that players walked a total of 52 km in 8 weeks. Moreover, they played the game for a mean of 40 min/day. Pokémon GO players showed improvements in CRF and BMI (p < 0.05). Inactive young people showed a 22.2% increase in CRF and an 11.3% decrease in their %BF compared to non-players. Despite these results, less than half of the participants considered that Pokémon GO had improved their overall fitness and felt more encouraged to engage in PA. Conclusion: Pokémon GO increased PA and CRF levels and decreased BMI and %BF after 8 weeks of practice independently of age, sex, number of computers at home, and maternal education. The Pokémon GO app could be used in school and family contexts to increase the daily amount of MVPA, improve CRF, and to take advantage of the effects of loss of body fat.

Current education requires the integration of digital technology. It is necessary to analyze the impact of the use of this technology on the educational process, and how they can be adequately integrated. This study, carried out over seven academic years in a Spanish University, gathers the perceptions of 91 education students who were training to become schoolteachers: based on their own previous experience as students, and after having participated in a technological-methodological project. By applying qualitative methodology, we conclude that the effective integration of technology in the teaching process requires continual feedback between technology, curricular content, and pedagogy. To achieve this, university-trained schoolteachers need to offer their students a sequenced technological-methodological empowerment process. It is necessary to implement a technological and methodological modification of the teaching-learning process in the first years of university training, with the aim of achieving long-term repercussions on all educational levels.

Purpose: This study aims to explore a holistic framework for implementing and reporting sustainable development goals (SDGs) in universities. The aim is to define elements of the content as well as the context, which will allow us to understand and compare sustainable development processes at the university level. Using the 2030 Agenda context, this research describes a university profile which is accountable to its stakeholders, thus aligning its sustainability report with the SDGs. Design/methodology/approach: This research has considered the entire Spanish university system and relies on data collection from sustainability reports published by 50 public universities and 34 private universities. Through an analysis of the contents of public reports, the aim is to build an index like the social responsibility dissemination index, but specific to the 2030 Agenda in the university context. Findings: The holistic model, based on a dissemination index, showed diverse methods of implementing and reporting contributions to the SDGs, with varying degrees of depth, priority, reach, suitability and visibility. The proposed index was also used as a classification variable to group Spanish universities into two conglomerates, one that leads the contribution to the 2030 Agenda and another that follows the previous ones. Research limitations/implications: This research work could be extended to include any European university educational systems. Case studies could add qualitative value to the implementation of the SDGs. Originality/value: As a pilot study, the developed index can be used to analyse the sustainability reports of Spanish universities to determine the use of reporting to render accounts to stakeholders.

The aim was to examine the effects of a multicomponent school-based intervention on psychological correlates of physical activity (PA) in physical education (PE) and leisure-time PA settings. Two hundred and ten students (M = 13.06 ± 0.61) were assigned either to a control or an experimental school. Curricular and extracurricular PA actions were developed during one academic year to empower adolescents to be active by themselves. Experimental school students reported significant improvements in almost all psychological determinants and correlates of PA in PE and leisure-time PA settings, when compared to both control school students and their own baseline values. Results highlight the importance of developing multicomponent school-based interventions that involve the school community to improve students' motivational outcomes in PE and leisure-time PA contexts.

Background: The purpose of this study was to assess the prevalence of unknown comorbid mental disorders in individuals with mild/moderate intellectual disability (ID) with/without autism spectrum disorders (ASD) and to compare the severity of challenging behavior with respect to the comorbidity of ASD and comorbid psychiatric disorders. Methods: This is a cross-sectional study of 91 adults with mild or moderate ID with no previous psychiatric diagnosis (except ASD). The assessment tools were the PAS-ADD checklist, Mini-PAS-ADD, PAS-ADD clinical interview and the Inventory for Client and Agency Planning (ICAP). Results: A previously undiagnosed mental disorder was found in 23.81% of the individuals with ID and ASD and in 10.20% of the individuals without. The most prevalent mental disorder was major depressive disorder. An association between psychiatric comorbidity and challenging behavior was found in people with ID and ASD. Conclusions: The prevalence of underdiagnosed mental disorders in individuals with ASD and ID is high and is associated with challenging behavior.

"Form is 'what', Design is 'how'" (Kahn, 1960). Learning about the formal universe and the wide range of possibilities it offers should be one of the purposes of the early subjects in architectural studies. This article aims to explain the contents of a first course of architectural design and demonstrate how, using a methodology based on precise theoretical-practical tools and an active pedagogical dynamic, results are obtained that, on average, are very satisfactory. It shows that in twelve weeks' time, students have acquired the tools they need to approach any design problem from its form.

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =0.000, rf = 0.30), improving the information about courses (p < 0.001, d = 2.01), the information comprehension (p < 0.001, d = 0.85) and the strategies to improve academic performance (p < 0.001, d = 1.37). The intervention group students' response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

The changes in emotions experienced during the pandemic and their effects on children's well‐being remain a significant issue. This study analyses 86 drawings created by children aged 5–13, collected in fieldwork conducted through workshops across various regions of Spain. The main objective was to describe how children portray their emotional changes and the resulting impact on their lives within the context of the pandemic. We employed qualitative bottom‐up logic to code the drawings using CAQDAS. Findings revealed a discernible emotional impact, expressed more explicitly by girls, as well as lasting elements concerning the pandemic and the enduring restrictions on social interactions, even beyond the widespread lockdowns of 2020. [ABSTRACT FROM AUTHOR]

This study addresses the problem of facilitating critical thinking about the real-world complexities that underlie the Sustainable Development (SD) concept among university students of architecture. The Socratic Seminar was adopted because of its characteristic exploratory questions that are closely aligned to the question-types used by the lecturer in previous years during student-requested one-to-one tutorial sessions aimed at clarifying SD concepts. The findings of this study indicate that the interactive learning session fostered a collaborative community of critical thinkers as well as a mind-shift in students' preconceived idea of SD, suggesting that transformative learning had occurred. Furthermore, the Socratic Seminar facilitated observation of whether students in a group setting could critically apply previously acquired theoretical knowledge to assessing SD in the context provided by the multimedia material viewed. The Socratic Seminar was shown to be a useful educational tool for specifically eliciting the complexities of SD among architecture and urban planning students, thereby building on the pedagogy applied in one-to-one student-driven initiatives.

Grounded in self-determination theory, this study examines the effects of a leisure-time physical activity (LTPA) intervention with work colleagues on work-related outcomes of relatedness satisfaction, engagement factors, satisfaction, and burnout subtypes. Fifty-seven teachers (M[subscript age] = 46.81 ± 7.90), from two secondary schools randomized as an experimental (n = 22) or control (n = 35) group, participated in the study. Thirty-two sessions based on playful, strength, aerobic, and back pain prevention activities were performed two days per week throughout one academic year. The experimental group teachers reported significant improvements in relatedness satisfaction, vigor, absorption, and satisfaction at work compared to the control group teachers and their own baseline scores. Results highlight that two weekly sessions of LTPA with work colleagues can lead to positive work-related outcomes among teachers.

Background: Summer camp is proposed as a context to enhance prosocial behavior. This context could be used to apply intervention programs, in addition to being a time of fun and conviviality. A camp-based intervention program to increase empathy was administered for adolescents at risk. Purpose: The aim of this study was to apply and evaluate a positive behavior and social and emotional learning (SEL) intervention on empathy. Methodology/Approach: This exploratory study was carried out with pre-post quantitative design, based on a single-group intervention, with 113 adolescents aged 12 to 17 years. Change in empathy was measured by means of a standardized test and participant observation. We used evidence-based interventions, drawing on the principles of positive behavioral interventions and supports (PBIS) and SEL approach. Findings/Conclusions: An intervention in positive behavior and SEL was useful in improving empathy in at-risk adolescents. The enhancement was noticeable in both cognitive and emotional empathy, more specifically in the constructs of perspective taking and empathic concern. Implications: Summer camps might be considered an appropriate setting for interventions with at-risk adolescents.

Psychosocial risk factors threaten the health of teachers, who are considered to be a group at high risk of suffering burnout syndrome. The objective of this study is to measure the levels of work satisfaction, burnout, engagement, emotional stability, fatigue, and mood of teachers, depending on their workday: intensive or split shift. A nonexperimental, descriptive-comparative research design is proposed for this study. A follow-up questionnaire has been developed to assess a teacher's levels of physical fatigue, mental fatigue, and mood at the beginning and end of the 9 days of work analyzed. The study sample consisted of 125 teachers (102 women and 23 men) with a mean age of 38.67 years (SD = 9.51) and 10.02 years of experience in teaching. The results show that the group of teachers working the traditional morning and afternoon shift present greater levels of physical and mental fatigue, worse mood, and less job satisfaction with supervision. However, there were no significant differences in levels of emotional stability, burnout, and engagement between the two groups of teachers. In short, it can be considered that the single morning shift generates higher levels of health among teachers.

This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students' digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students' self-perception of their improvement in these competencies through the tasks they had performed. Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.

This diachronic study describes an innovative university experience consisting of the development of multimedia concept maps (MCM) in relation to social educators and social workers main intervention areas and an active discussion in online forums about the results obtained. These MCMs were prepared by students who attended the Information Technologies and Communication course as part of the Degree in Social Education and dual Degree in Social Education and Work during the academic years 2010-13 at Pablo Olavide University (Seville-Spain). Following a methodological framework based on virtual, collaborative action-research, a qualitative analysis is implemented to analyze 213 MCMs created by students and their interventions in ad hoc online discussion forums with a twofold methodological approach: firstly a qualitative analysis of word frequencies in MCM through the use of Atlas-Ti software and secondly a forum discussion categorization through a reticular, category based social network analysis using UCINET and yED Graph Editor. Among the most relevant conclusions, we can highlight that a combination of MCMs and discussion forums are highly interactive and collaborative digital resources and are especially beneficial when applied to social studies. Students were able to identify and categorize key areas of social and educational intervention, including: seniors, children, teens and drug dependence, people with disabilities, adults, mental health, socio-community care, and immigrants.

In the first years of their economics degree programs, students will face many problems successfully dealing with a range of subjects with quantitative content. Specifically, in the field of statistics, difficulties to reach some basic academic achievements have been observed. Hence, a continuing challenge for statistics teachers is how to make this subject more appealing for students through the design and implementation of new teaching methodologies. The latter tend to follow two main approaches. On the one hand, it is useful for the learning process to propose practical activities that can connect theoretical concepts with real applications in the economic context. On the other hand, we should design multidisciplinary activities that link concepts from different subjects. With this goal in mind, in this article we propose a complete activity for first year students in business administration and economics degree programs, aimed to reinforce some basic statistical and economic concepts, while other basic transversal skills are also practiced, all within the subject of statistics.

Learning Management Systems (LMSs) have a strong effect on the teaching-learning process in higher education. However, specific research on the factors that affect students' satisfaction and their perceptions of learning outcomes derived from Moodle use is still scarce. Therefore, this study uses the theoretical underpinnings of the Technology Acceptance Model and the Information Systems Success model to contribute to the existing literature in two respects, focusing on the Moodle usage context. First, it analyses the relative impact of pre-acceptance and other e-learning quality-related variables as predictors of students´ satisfaction. Second, it investigates whether communicativeness and students' satisfaction are both determining factors of students' perceived learning outcomes. The proposed relationships were tested with a partial least squares (PLS) regression technique, using survey data from 151 undergraduate business students at University of Cantabria (Spain). The findings reveal that information quality is the most relevant predictor of students´ satisfaction, while satisfaction is the most relevant determining factor of perceived learning outcomes. Moreover, the effect of communicativeness on perceived learning outcomes could be very dependent on the educational context, e.g. blended versus virtual learning. These findings can help instructors to implement Moodle efficiently, and suggest the need to develop friendly courses with up-to-date and structured learning materials.

Evidence suggests that moderate physical activity (PA) positively relates to creativity and emotional intelligence (EI) in adolescents. However, it is unknown whether cooperative PA (physical exercises in pairs or small groups to enhance motivation, self-efficacy, and pro-social behaviours), performed over less time but at higher intensity, could have similar effects within a school setting. The aim was to analyse the effect of cooperative high-intensity interval training (C-HIIT) on creativity and EI in adolescents aged 12-16 years, and whether improvement effects are different according to weekly PA level. A randomised controlled trial was conducted with a control group (CG, n = 94), which did static stretching, and an experimental group (EG, n = 90), which performed C-HIIT. Both groups performed the activity during 16 minutes at the beginning of physical education (PE) classes. Creativity was assessed with one factor, and EI through four factors (well-being, self-control, emotionality, and sociability). Age and body mass index (BMI) were used as confounders. Both were measured twice (baseline and after 12 weeks). The EG increased well-being and sociability factors after the C-HIIT programme (both p < 0.001). More specifically, inactive adolescents in the EG showed significant improvements in comparison to the CG in creativity, well-being, and sociability (p = 0.028, p < 0.001, and p < 0.003, respectively). However, we did not find changes among active adolescents. A programme of C-HIIT in PE is a novel strategy to improve creativity and EI, especially in physically inactive adolescents. Starting PE classes with 16 minutes of C-HIIT could be recommended, independently of other activities planned for the session.

Background: The PECUNIA Project was funded by the H2020 programme in which 10 partners from six countries participated. The aim was to develop standardized, harmonized and validated methods and tools to calculate costs in different sectors (such as health and social care, education among others), with the purpose of facilitating comparability of economic evaluations of health technologies across European countries. In this paper we report the first validation of the developed reference unit cost templates in Spain. Methods: The evaluation of the PECUNIA Reference Unit Cost (RUC) Templates involved usability, transferability and feasibility assessment. Applicability tests were performed to estimate the cost of a selection of 15 resource items by means of the RUC templates in Spain and in four Spanish regions. External validation involved comparison with existing unit costs. Results: It was possible to estimate the cost of five services (dental care and general practitioner in the Canary Islands, general practitioner in Spain [tariffs], health-related day care centre and education services provided in a special education school in the Basque Country), car vandalism as an example of potential health-related consequences, and informal care in Spain. The templates were feasible although data completeness depended on the type of data needed to estimate the costs. The templates are transferable across countries although comparability depends on the services available in each jurisdiction. Conclusions: The PECUNIA RUC Templates are free and feasible tools to estimate comparable reference unit costs across countries. Although more validation exercises are needed, they seem useful tools to perform robust multi-national economic evaluations and increase the transferability of cost-effectiveness studies of health technologies in Europe. However, they cannot compensate for the lack of data across jurisdictions. [ABSTRACT FROM AUTHOR]

Introduction: Reticulocyte count and novel derived parameters provide insight into the effectiveness of erythropoiesis and may be useful tools in the classification and diagnosis of anemias. However, there is no standardisation, so we consider it necessary that each laboratory evaluates the parameters according to its own methodology and instrumentation and establishes its own reference ranges. Our aim was to establish the reference intervals (RIs) of reticulocyte profile provided by the Beckman Coulter DxH 900 haematological autoanalyzer in our reference population. Methods: One hundred and seventy‐five healthy adults (18 to 62 years) were included. Subjects were collected from the blood donation centre of the Hospital Clínico San Carlos (Madrid, Spain) upon informed consent. Whole blood was collected and assayed for 14 haematological parameters on the Beckman Coulter DxH 900 analyzer in the haematology laboratory of the Clinical Analysis Department. RIs were established as per Clinical and Laboratory Standards Institute EP28‐A3c guidelines using three different statistical approaches. Results: RIs estimated using the non‐parametric method and the Harrell‐Davis bootstrap method were very similar. RIs estimated by the robust method were narrower. Gender partitioning was required for two haematological parameters (low haemoglobin density (LHD) and microcytic anaemia factor (MAF)). The rest of the parameters did not need to be partitioned according to Lahti's method. Conclusion: RIs have been established for 14 hematologic parameters of the reticulocyte profile for the Beckman Coulter DxH 900 haematology analyzer using a healthy cohort of adult subjects. [ABSTRACT FROM AUTHOR]

The primary aim was to investigate how respiration rate and inhalation/exhalation ratio influence self‐reported state anxiety during a single slow diaphragmatic breathing exercise session. Eight hundred and twenty‐eight participants completed the study at two separate geographical locations (Poland and Spain). Participants performed a 10‐min online guided breathing exercise. Respiration rates were sampled from a continuous uniform distribution (ranging from 6 to 12 breaths/min). Similarly, inhalation/exhalation ratios were treated as continuous variables and sampled from a uniform distribution for each participant. An application programed for this experiment displayed visual and auditory cues adjusted for each participant. Before and after the breathing exercise, each participant filled in the Current Anxiety Level Measure questionnaire. Self‐trait anxiety was measured with the Clinically Useful Anxiety Outcome Scale. A linear regression model showed that respiration rate, trait anxiety, pre‐test anxiety, and nationality (Polish/Spanish) were positively related to post‐test anxiety levels. Adding quadratic terms of respiration rate and inhalation/exhalation ratio did not improve model fit. Polish participants exhibited higher post‐test anxiety levels compared with the Spanish subsample. Age was negatively associated with post‐test anxiety. No significant relationships between inhalation/exhalation ratio and post‐test anxiety level were found. Slower respiration rates during a single‐session breathing exercise are linearly associated with lower post‐test anxiety levels in a large and varied sample. This study is the largest to date and may offer further guidance for predicting expected effect sizes for the relationships between anxiety and respiratory dynamics. [ABSTRACT FROM AUTHOR]

Background/Objectives: Pain is a complex and subjective experience influenced by psychological, cultural, and social factors. This study aims to investigate how social perceptions of pain affect the lived experiences and coping mechanisms of individuals suffering from pain. By comparing public discourse with the experiences of sufferers, we explore whether the social legitimacy of pain influences how it is managed. Methods: A multi-phase qualitative study was conducted, comprising eight focus groups with members of the Spanish general population and 19 in-depth interviews with individuals suffering from various types of pain. The focus groups explored social perceptions of pain's legitimacy, while the interviews delved into the sufferers' personal experiences. The data were analyzed using thematic analysis to identify patterns and disparities between public discourse and individual narratives. Results: The focus groups revealed widespread social empathy towards all types of pain. However, interviewees reported significant social pressure to normalize their behavior and downplay their pain. Many felt misunderstood, unsupported, and stigmatized, especially in environments where they held subordinate roles, such as the workplace or healthcare settings. Sufferers often resorted to silence or isolation to avoid judgment. Conclusions: While Spanish society outwardly legitimizes all forms of pain, sufferers experience significant discrepancies between public empathy and actual social support. The findings suggest that raising awareness alone is insufficient, and that structural changes are needed to address the daily burdens that individuals face when coping with pain, particularly in workplace and healthcare environments. [ABSTRACT FROM AUTHOR]

Objective: The objective is to study to what extent the development of retinopathy of prematurity (ROP) is associated with assisted conception (AC) and in vitro fertilization (IVF) in a tertiary referral hospital. Materials and Methods: This study is a retrospective observational cohort study. Very-low-birth weight (VLBW) infants with gestational age (GA) <32 weeks or birth weight <1500 g were admitted to the neonatal unit of a tertiary care hospital between January 1, 2011, and December 31, 2021. The study determined the degree of ROP developed according to the type of fertilization used for conception. Main outcome measures were ROP prevalence in pregnancies obtained after IVF/intracytoplasmic sperm injection (ICSI) in the period from January 1, 2011, to December 31, 2021, in a tertiary hospital. Results: Of the 408 infants included in the study sample, 105 (25.7%) were born following AC and 12.4% of these developed ROP. In our sample, the practice of IVF was not associated with an increase in the incidence of VLBW infants (R² = 0.12; P = .29). Conclusion: Conception achieved via AC or IVF is not significantly associated with ROP in any degree of severity. [ABSTRACT FROM AUTHOR]