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Podeu consultar el document complet en català i castellà a recurs relacionat, El projecte de Condicions de Vida i Estudi de l'Estudiantat de la Universitat de Barcelona (CViE-UB) sorgeix en el marc de la UB com a una universitat compromesa amb la societat i amb la garantia que tothom qui ho desitgi pugui cursar estudis universitaris, independentment del seu context i característiques personals. De la mà de l'Observatori de l'Estudiant, i en col·laboració amb estudiants i experts de diversos àmbits disciplinaris, l’estudi s’inspira en iniciatives prèvies a escala internacional, europea i estatal, però es tracta del primer d'aquesta temàtica que inclou tots els nivells d'estudis universitaris (grau i màster universitari oficial, màsters i postgraus propis, i doctorat). A més, es té la voluntat d'administrar-lo periòdicament.

Social inequality in students' educational expectations, a strong predictor of educational attainment, differs substantially between countries. Although education system characteristics are translated into school composition effects, the school level is often forgotten in comparative research. Moreover, to explain school effects, we introduce the concept of student engagement into sociological research on expectations. Results of multilevel analyses (R) on data from 7566 students in 126 high schools in four cities Barcelona (Spain), Ghent (Belgium), Bergen (Norway), and Reykjavík (Iceland) demonstrated positive effects of (1) SES composition, but mainly in systems with substantial school segregation, (2) behavioral and emotional engagement on expectations.

BackgroundFood addiction (FA) is characterised by symptoms such as loss of control over food consumption, inability to reduce consumption despite the desire to do so, and continued consumption despite negative consequences. The modified Yale Food Addiction Scale 2.0 (mYFAS 2.0) is a widely used instrument to assess FA.ObjectivesTo validate the Spanish mYFAS 2.0; to analyse the relationships between FA with other eating behaviours, sociodemographic variables, and Body Mass Index (BMI); and to test the eating-related variables that account for the variance in FA.MethodsThe sample consisted of 400 university students (M-age = 24.16, SDage = 6.12; 51% female), who completed the mYFAS 2.0 and measures of eating-related constructs.ResultsA confirmatory factor analysis (CFA) supported the one-factor structure of the mYFAS 2.0. The scale showed good internal consistency (alpha = .78), and good convergent validity with the mYFAS. FA was related to eating styles, binge eating, and bulimia. No differences in FA were observed between males and females, and there was no association between FA and BMI. In addition, younger participants scored higher on FA than older participants. The eating-related variables explain 54.7% of the variance in FA.ConclusionsThe mYFAS 2.0 is a valid and reliable scale to assess FA in the Spanish population. The positive and significant relationship of variables related to eating (eating styles, binge eating and bulimia) with FA was demonstrated. These variables were indicated by those at high risk of FA. Plain English summaryFood addiction (FA) is characterised by excessive and dysregulated intake of high-calorie foods. Loss of control over food consumption, inability to reduce consumption, and continued consumption despite negative consequences are some of its symptoms. The modified Yale Food Addiction Scale 2.0 (mYFAS 2.0) is a brief instrument specifically developed to assess FA. The objectives of this study were: (1) to examine the psychometric properties of the Spanish mYFAS 2.0; (2) to analyse the relationships between FA with other eating behaviours, sociodemographic variables, and Body Mass Index (BMI); and (3) to test whether there are certain dietary variables that may be positively related to FA. We were able to provide evidence that the mYFAS 2.0 is a valid and reliable scale for assessing FA in the Spanish population. The positive and significant relationship of eating-related variables (eating styles, binge eating and bulimia) with FA was demonstrated. These variables can be considered to identify subgroups at high risk of FA.

Purpose: With the purpose of predicting the problem of procrastination, we study how age, sex, type of studies and grade for admission to higher education influence the procrastination behavior of students.Design/methodology/approach: In a sample of 359 university students, the Pure Procrastination scale was applied, as well as data on sex, age, grade previous to join the university, grade completed and year of study (first to fourth). To identify underlying variables or factors that explain the configuration of correlations in the items of the scale used, an exploratory factor analysis was carried out (principal component analysis with Varimax normalization). Next, a multiple linear regression analysis was performed with the variables sex, age, and admission grade as independent variables and academic procrastination as the dependent variable.Findings: It has been possible to identify the variables that influence the procrastinating behavior of university students. From the identification of which students will possibly present procrastinating behaviors, the people responsible for university education will be able to implement intervention programs to deal with procrastination.Research limitations/implications: The sample is not representative of the universe of university students, although the results obtained are relevant enough to replicate the study in other university contexts. Our data could have included more instruments for collecting information, which in future studies would entail incorporating scales related to the perception of time management, motivation or self-regulation.Practical implications: Distinguishing, among university students, those who may present more procrastination tendencies will guide those responsible for the educational process of said students with respect to measures to alleviate the negative effects of procrastination through psycho-socio-educational intervention programs.Social implications: The knowledge derived from this work has practical implications for the students themselves who, in the case of being identified as a potential procrastinator, may benefit from a psycho-socio-educational intervention that will help them manage their time and reduce the discomfort derived from the procrastination.Originality/value: On the previous corpus of existing scientific knowledge, this work provides knowledge that allows optimizing, both at a public and private level, the academic, economic and social resources of university institutions in which procrastination can affect the preparation and the student performance.

El document que teniu a les vostres mans conté una anàlisi exhaustiva de les característiques i condicions de vida de l’estudiantat de grau i de postgrau de la UB. Una fotografia detallada que ha pogut dur-se a terme gràcies a l’esforç col·lectiu d’un equip d’experts i expertes i estudiants. De fet, un dels principals valors tant d’aquest treball com de l’Observatori de l’Estudiant, on s’ha realitzat, és la implicació activa de l’estudiantat, participació que resulta imprescindible per abordar aquells temes que els afecten. Els resultats d’aquesta anàlisi seran el punt de partida per al desenvolupament de polítiques i accions de govern que permetin a la UB esdevenir la universitat de tots i per a tothom.

La rápida aparición de nuevas tecnologías y el acceso cada vez más globalizado a internet promueven el uso masivo de las TIC. Al respecto, la construcción y el desarrollo de los entornos personales de aprendizaje (PLE) facilitan las habilidades requeridas para autodirigir el proceso de adquisición de conocimientos. El objetivo de este estudio es analizar cómo perciben el aprendizaje autodirigido los estudiantes universitarios de último año de carrera costarricenses, además de valorar la relación con su PLE y con el rendimiento académico. Se utilizó un diseño no experimental y transaccional de alcance correlacional. Se aplicó un cuestionario con diferentes escalas a una muestra probabilística estratificada (n = 1187) de 51 carreras de la Universidad Nacional. Los resultados muestran un nivel alto de preparación hacia el aprendizaje autodirigido. Sin embargo, aunque se detecta un gran deseo de aprender y capacidad de autocontrol, el estudiantado requiere de mayor orientación para la adquisición de habilidades en torno a la autogestión del aprendizaje. Igualmente, se encuentra una relación moderada y positiva entre este enfoque de formación y los PLE. Por último, se visualizan diferencias significativas en el rendimiento académico del alumnado en función de la preparación hacia el aprendizaje autodirigido. La ràpida aparició de les noves tecnologies i l'accés cada cop més globalitzat a internet promouen l'ús massiu de les TIC. Respecte a aquesta qüestió, la construcció i el desenvolupament dels entorns personals d'aprenentatge (EPA) faciliten les habilitats requerides per autodirigir el procés d'adquisició de coneixements. L'objectiu d'aquest estudi és analitzar com perceben l'aprenentatge autodirigit els estudiants universitaris d'últim any de carrera costa-riquenys, com també valorar la relació amb el seu EPA i amb el rendiment acadèmic. Es va fer servir un disseny no experimental i transaccional d'abast correlacional. Es va aplicar un qüestionari amb diferents escales a una mostra probabilística estratificada (n = 1187) de 51 carreres de la Universitat Nacional. Els resultats mostren un nivell alt de preparació cap a l'aprenentatge autodirigit. Tanmateix, encara que es detecta un gran desig d'aprendre i capacitat d'autocontrol, l'alumnat necessita més orientació per tal d'adquirir habilitats sobre l'autogestió de l'aprenentatge. Igualment, es troba una relació moderada i positiva entre aquest enfocament de formació i els EPA. Per últim, es visualitzen diferències significatives al rendiment acadèmic de l'alumnat en funció de la preparació cap a l'aprenentatge autodirigit. The rapid emergence of new technologies and increasingly widespread access to the internet promote the massive use of ICT. Thus, building and developing personal learning environments (PLEs) provides the skills required to self-direct the learning process. The objective of this study is to analyse how university students in Costa Rica in their final year of study perceive self-directed learning, and to evaluate the relationship between PLEs and academic performance. A non-experimental and transactional correlational approach was used. A questionnaire with different scales was applied to a stratified probabilistic sample (n = 1187) of students on 51 study programs at the Universidad Nacional. The results show a high level of acceptance of self-directed learning. However, although a great desire to learn and a high degree of self-control were identified, the student body requires more guidance in acquiring skills surrounding self-management in learning. At the same time, a slight and positive relationship between this educational approach and the PLE was noted. Last, significant differences were seen in the student body's academic performance depending on their response to self-directed learning.

A lo largo de la segunda mitad del siglo XX, ha habido una importante evolución en el pensamiento y las actitudes de mujeres y hombres hacia la igualdad de género. Pero esta evolución no se ha producido de forma homogénea en todos los ámbitos, incluida la universidad, a pesar de ser una institución de generación y transmisión de conocimiento. Estudiar las percepciones de los estudiantes actuales sobre los roles de género y la igualdad es importante para analizar el cambio en estas actitudes. El objetivo de este trabajo es explorar los factores que pueden determinar la evolución de estas percepciones durante la etapa universitaria. Para este propósito se diseñó una encuesta que se envió a 716 estudiantes de las universidades de Barcelona y Cartagena de Indias. Se utilizó un modelo de regresión logística para estimar los factores que determinan dichos cambios. Los resultados muestran la importancia de la formación en perspectiva de género, destacando especialmente la relevancia de la formación transversal. Sin embargo, se observan diferencias en función del contexto socioeconómico al que está adscrita cada universidad. Mientras que en Barcelona la formación preuniversitaria y la transmisión de valores y movimientos feministas son relevantes; en Cartagena, cabe destacar la existencia de factores relacionados con la socialización en entornos igualitarios. Estos resultados resaltan la conveniencia de introducir la perspectiva de género en los planes de estudio y la práctica docente.

Purpose: This study seeks to assess the levels of Emotional Intelligence (EQ) and emotional competencies in a sample of workers and college students according to gender. Furthermore, the research upon which this paper is established seeks to analyze the divergence between the sexes from distinct angles of EQ and emotional competencies. Design/methodology/approach: The study uses a one-way analysis of variance (ANOVA) to determine the differences among the scores of men and women for each of the samples. Self-informed instruments were administered to determine the levels of EQ and emotional competencies in a sample of one hundred and two workers who are residents in Quito, Ecuador, and three hundred and seventy-eight college students from San Francisco de Quito University. The evaluation of the Emotional Intelligence (EQ) type trait was measured through the short version of the Trait Emotional Intelligence Questionnaire (TEIQue-SF) in Spanish, as developed by Pérez (2003).Findings: First, the study performed a detailed analysis of the variables for the worker's sample, which shows that the highest score belongs to the total Measurement of Affective Regulation Styles (MARS) scale. In connection with the different facets of TEIQue, the highest is emotionality (43,245), while the lower score is related to adaptability (11,362). When analyzing workers’ samples, the results show there is no compelling discrepancy between sexes in terms of emotional competencies and EQ. However, with regard to adaptability, there is a display that indicates a tendency towards significance where men show higher scores than women, which suggests that men are more adaptable than women. The students’ samples show that the self-control scale appears to be higher in men than in women, suggesting that men show a model of greater emotional control than women who participated in the study. This finding contrasts with the competencies and skills evaluated with the MARS instrument, which reported women achieving higher scores than men. Originality/value: During the last few years, the study of emotions has been an essential change in the world of research. The influence of emotions in the academic field and later in the workplace has been seen as an essential way to improve well-being and increase motivation and productivity. Even so, there are a significant number of unknowns, such as the influence they have on different sexes.

Codi del Projecte: 2019PID-UB/039, L’objectiu d’aquest projecte ha estat incidir en l’aprenentatge al laboratori de la pràctica de l’electromiografia, amb la finalitat d’assolir un millor coneixement de la fisiologia humana a través de l’estudi de la resposta motora. En aquest sentit, s’ha proposat enfocar la pràctica de manera més autònoma per tal de fer als estudiants més partícips del seu propi aprenentatge (i no només sigui un conjunt d’activitats que es realitzen totalment conduïdes pel professor). Els professorat ja fa temps que manifesta la necessitat de dur a terme un tipus d’ensenyament que incentivi l’aprenentatge actiu per part de l’estudiant que li permeti aprendre d’una manera més constructiva, per potenciar la capacitat d’aprenentatge i equilibrar els coneixements amb l’adquisició d’habilitats (Elias, 2011; Cordero et al., 2014). Concretament, s’ha plantejat la pràctica com un experiment científic en el que els estudiants han d’obtenir dades i elaborar la discussió dels resultats, en el que el professorat subministra un guió elaborat i una plantilla per l’autoinforme de la pràctica.

The aim of this study was to develop a tool for the evaluation of the learning process of the clinical practicum in primary care. The study was carried out in two phases: (1) identification of the categories that determine the perception of the nursing degree students about the learning process in the clinical practicum in primary care and the items for each category; and (2) cross-sectional study in a sample of 475 nursing degree students. The psychometric properties in terms of reliability (internal consistency) and construct validity were analyzed through a confirmatory factor analysis. Cronbach’s alpha coefficient of internal consistency for the entire questionnaire was 0.93, and that for each of the categories was above 0.70 in all cases. The chi-squared test was statistically significant (2.84; p < 0.001). The confirmatory factor analysis produced a model of 6 dimensions and 41 items. The parameters were estimated through the least squares method. All saturations were statistically significant (p < 0.05). In view of the results of this study, it can be asserted that the questionnaire to measure the perception of the nursing degree students about the learning process in the community clinical practicum (QPCLP) presents good properties in terms of internal consistency and validity.

PurposeEntrepreneurship requires the attitudes and capabilities needed to begin new and innovative projects able to create positive impacts in the economy of a society. Given that it forms the basis from which new companies, products and innovations emerge, it is a very relevant term in business. With the aim of strengthening these capabilities, many universities are incorporating new educational strategies into their curricula to boost entrepreneurial intention and business skills among their students. This study aims to determine the factors that intervene in the entrepreneurial spirit of students in Spanish universities by examining areas of study, different personal and contextual characteristics, and the type of training students receive in entrepreneurship.Design/methodology/approachData collected from 33,182 students in 77 Spanish universities in the 2018 edition of the Global University Entrepreneurial Spirit Students' Survey (GUESSS) is examined in an exhaustive univariate and bivariate descriptive and inferential analysis. Furthermore, the relationship between the entrepreneurial index and the different explicative variables is modelled, and a basic random effect for the area of study is introduced to detect differences at this level.FindingsEconomics, engineering and health sciences presented higher than average entrepreneurial indices. Regarding the type of training, only voluntary education in entrepreneurship influenced entrepreneurial spirit, albeit not equally in all areas of study.Originality/valueThis study’s results can help universities to incorporate new educational strategies into their curricula to boost entrepreneurial intention and business skills among students by focusing resources where they are most efficient.

Little evidence is available regarding the differential impact of reading versus reading and writing on multiple source comprehension. The present study aims to: (1) compare the inferential comprehension performance of students in reading versus reading/synthesis conditions; (2) explore the impact of performing the tasks on paper versus on screen with Read&Answer (R&A) software; and (3) explore the extent to which rereading, notetaking, and the quality of the written synthesis can explain student’s comprehension scores. For the students in the synthesis condition, we also examined the relationship between the quality of the synthesis they produced and the comprehension they achieved. 155 psychology undergraduates were randomly assigned either to the reading (n = 78) or to the reading/synthesis condition (n = 77). From this sample, 79 participants carried out the task with the Read&Answer software, and 76 solved the task on paper. All the students took a prior knowledge questionnaire, and read three complementary texts about the conception of intelligence. Students in the reading condition answered an inferential comprehension test, whereas students in the synthesis condition were asked to write a synthesis before taking the same test. Results show no differences in comprehension between students in the four conditions (task and media). There was no significant association between rereading and task condition. However, students in the synthesis condition were more likely to take notes. We found that two of the categories for the quality of the synthesis, textual organization and accuracy of content had an impact on inferential comprehension for the participants who wrote it. The quality of the synthesis mediated between student’s prior knowledge and inferential comprehension.

Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as well as possible gender differences. Results showed (n = 715; Mean Age = 21.7) gender differences in lack of planning, emotional investment and somatisation and IA correlated positively with app addiction, mobile addiction, and psychopathology. A total of 26.3% of IA can be explained by a lack of self-control, time and performance management, mobile phone addiction, anxiety and psychological distress. Finally, 71% of students believe that the use of new technologies has worsened their SMC and this is correlated with impaired communication, obsession with mobile phones, IA (Total Phubbing Scale) and impulsiveness. Our results indicate the importance of taking into account psychological variables that affect the development of IA, phubbing, and SMC in the university population.

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This article addresses the benefits of audio-visual input for learning second language (L2) vocabulary and grammatical constructions. Specifically, it explores the role of frequency, the effects of subtitles and captions, and the mediating role of learner proficiency on language gains in two longitudinal studies. Study 1 targets vocabulary acquisition in two groups of adolescents with an elementary L2 proficiency level who view 24 episodes of a TV series spread weekly over a whole academic year, one group with subtitles (first language) and one with captions (second language). Study 2 targets grammar acquisition in two groups of university students with an intermediate proficiency level who view 10 episodes over five weeks, one group with captions and one without captions. Results of both studies show significant correlations between language gains and frequency in the input, but the size of the frequency effect appears to depend on the type of support provided by the on-screen text. The analyses also show no significant advantage of captions or subtitles for vocabulary learning at this proficiency level, a significant advantage of captions over no captions for grammatical constructions learning, as well as the significant role of proficiency. It is concluded that viewing audio-visual material leads to L2 learning and it can support learners in their preparation for study abroad and maximize their learning experience during their sojourn.

The incidence of consumption on Facebook around the world and its implications for university students is something that has necessarily been studied in the scientific literature (Gil-Flores, De Besa-Gutierrez & Garzón-Umerenkova, 2019). Fewer and far between are works focused on the study of social networks and academic procrastination in a population, particularly with a non-traditional teaching methodology (General Studies), even though this knowledge would allow us to obtain a profile of university students and identify their possible actions that could derive in academic problems. As a matter of fact, its importance has enabled the present study to analyze the relationship between the motivations for using Facebook and academic procrastination, and consequently determine the resulting correlation with certain indicators of use, satisfaction with Facebook and academic procrastination. For this purpose, the Facebook Usage Questionnaire was used (Igartua & Rodríguez de Dios, 2016), in addition to the Academic Procrastination Scale (Domínguez-Lara, Villegas & Centeno, 2014), with a sample of 150 students in their first year at a public university. In this manner, the results agree, showing a clear relationship between the motivations of “entertainment” and “virtual community” with moderate levels of procrastination, corresponding to greater implication with this social network. Significant differences in terms of gender and age are shown, which allows for a better understanding of the behavior pattern of these variables

Background Hate crimes have raised in Spain and the gender and sexuality-based conflicts persist worldwide which leads to this problem having an effect on health and wellbeing. Following a focus of transforming Higher Education Institutions, this research analysed the problem that affects undergraduate students in six Spanish universities. The research goal is to improve the life quality of lesbian, gay, bisexual, transgender, queer and intersex university students, breaking the silence that exists around the violence that this group suffer in Catalonia, Spain. Methods Following the Communicative Methodology, this study has identified violence based on sexual orientation, gender identity or gender expression in the target universities and provided guidelines to improve anti-discrimination protocols. A qualitative method has reached experiences of university students, heads of equality commissions, professors and administrative staff regarding this conflict. Focussing on the qualitative research tools, 30 semi-structured interviews were conducted with university students and staff around issues related to the violence against lesbian, gay, bisexual transgender, queer and intersex students: 1) perception of violence and discrimination, 2) institutional measures, 3) actions against violence. An analysis of exclusionary and transformative dimensions was used to identify emergent themes. Results We have identified two dimensions for the analysis given their impact in contributing or overcoming violence: exclusionary and transformative. A wide range of forms of violence on the grounds of sexual orientation, gender identity and gender expression perpetrated at universities have been identified as exclusionary facts and described by participants in the study. Equality commissions have not received reports of violence based on sexual orientation, gender identity or gender expression, and university staff shows certain unfamiliarity regarding the measures and politics to prevent and intervene in cases of violence against the lesbian, gay, bisexual, transgender, queer and intersex community. Among the results identified as transformative are the ways through which actions of lesbian, gay, bisexual, transgender, queer and intersex groups against violence and the professors’ commitment to intervene have a relevant impact on student’s wellbeing. An improvement and implementation of anti-discrimination protocols with mandatory applicability has also been documented. Conclusions Findings highlight the need of collecting more evidence that contributes to the improvement of protocols, measures and politics to protect all the members of the university community. A better understanding of violence based on sexual orientation, gender identity and gender expression in HEI’s may guide national and international governments to improve the health and well-being of lesbian, gay, bisexual, transgender, queer and intersex persons.

Remote sensing offers Geographic Information Systems specialists the possibility of integrating useful and powerful information into their analyses. As at least a basic knowledge of remote sensing principles and methodologies are desirable for anyone working in the geospatial industry, we include this competence as a mandatory subject in the curricula of our online master’s degree in GIS analysis. The topics of this remote sensing course have been selected based on our experience in the sector, but also with the support of tools like the body of knowledge developed by the GI2NK and EO4GEO projects. These applications can be very useful for anyone starting with the creation of new courses, as they take into consideration the recommendations of experts related to different sectors: from university to private companies, and also from the public sector. The course is fundamentally based on practical work, but since it is introductory and most of the students are not familiar with the principles of remote sensing, it is essential for them to start understanding basic concepts such as electromagnetic radiation, electromagnetic spectrum, spectral signature, bands, etc. After that, they are prepared to start searching the best images for a specific project, perform image enhancements and corrections, compute indices and apply supervised and unsupervised classifications. During the course, students are encouraged to use open-source software to develop the mandatory activities and the optional ones. Most of the tutorials are based on QuantumGIS and some of its main extensions to work with raster data and remote sensing images, but there are also tutorials based on GRASS Gis and SNAP. Nevertheless, students have total freedom to choose any available software (open-source or not) to perform the mandatory activities, and the tutor is open to resolving doubts about them. Finally, the module is designed to practice with Copernicus and Landsat images. The use of these free catalogues offers the possibility to analyse phenomena from all over the world without cost, and it empowers students to carry out their own projects more economically. Also, the historical series of Landsat Images is very useful to evaluate changes over long periods of time

Our goal in this paper is to analyse the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students’ opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too.

Con el interés de revisar el abandono temprano de la universidad, este estudio se propuso como objetivo analizar la relación entre patrones de aprendizaje, estrés académico, esfuerzo y rendimiento en el primer año de estudios superiores. En él participan 146 alumnos que cursan carreras del área de las Ciencias de la Educación. Se sigue un diseño transversal basado en cuestionarios. Los patrones que incluyen autorregulación y estrategias de procesamiento profundo muestran menor relación con el estrés académico. Por lo contrario, se hallaron relaciones significativas entre los patrones más superficiales con los factores estresantes y menores recursos de afrontamiento con un menor rendimiento académico. Se aprecia la importancia de las estrategias de afrontamiento y el esfuerzo con relación al rendimiento académico. Se concluye que los estudiantes con patrón MD, los más autorregulados, parecen estar más preparados ante las demandas y exigencias de la metodología universitaria y el afrontamiento del estrés. Contrariamente, el patrón UD parece predecir el bajo rendimiento, asociado a la mayoría de estresores, sin estrategias de afrontamiento y, consecuentemente, manifestando todas las reacciones. En su conjunto, los resultados inspiran para el diseño de acciones formativas que favorezcan la transición a la universidad. Amb l’interès de revisar l’abandonament primerenc de la universitat, aquest estudi es va proposar com a objectiu analitzar la relació entre patrons d’aprenentatge, estrès acadèmic, esforç i rendiment en el primer any d’estudis superiors. Hi participen 146 alumnes que cursen carreres a l’àrea de les Ciències de l’Educació. S’hi segueix un disseny transversal basat en qüestionaris. Els patrons que inclouen autoregulació i estratègies de processament profund mostren una relació més baixa amb l’estrès acadèmic. Al contrari, es van trobar relacions significatives entre els patrons més superficials amb els factors estressants i menys recursos d’afrontament amb un rendiment acadèmic més baix. S’hi aprecia la importàn-cia de les estratègies d’afrontament i l’esforç amb relació al rendiment acadèmic. S’hi conclou que els estudiants amb patró MD, els més autoregulats, sembla que estiguin més preparats davant les demandes i les exigències de la metodologia universitària i l’afronta-ment de l’estrès. Contràriament, el patró UD sembla que predigui el baix rendiment, associat a la majoria de factors d’estrès, sense estratègies d’afrontament i, consegüentment, manifesta totes les reaccions. En conjunt, els resultats inspiren per dissenyar accions formatives que afavoreixin la transició a la universitat. In order to analyse early university dropout, this study aimed to analyse the relationship between learning styles, academic stress, effort and performance in the first year of univer-sity. A total of 146 students from the field of educational sciences participated in the study. A cross-sectional design based on questionnaires was followed. Learning styles that include self-regulation and deep processing strategies show a lesser relationship with academic stress. In contrast, significant relationships were found between more superficial approach-es and stress factors, and more limited coping resources with lower academic performance. The importance of coping strategies and approaches to effort in relation to academic performance is apparent. It is concluded that students with a meaning-directed learning style of learning, the most self-regulated, seem to be more prepared for the demands and requirements of university methodology and coping with stress. In contrast, the undi-rected learning style seems to predict low performance, and is associated with most stress-ors, no coping strategies and, consequently, exhibiting all reactions. Taken as a whole, the results suggest designing training actions that favour the transition to university.

Through the analysis of circulating SRs in the environmental field, social practices are explained from the different conceptions of the environment that societies possess, as well as from the epistemological paradigms that sustain them. Recognizing the importance of stories and oral tradition in native cultures, the incorporation of story analysis for Environmental Education (EE) is proposed as an inquiry strategy for the identification of SR of EE. The present research work has had as its main intention, the study of the social representations of environmental education (SR-EE) that students of the Intercultural University of Chiapas (UNICH) have. The interest in carrying out this work arises from recognizing the UNICH as an opportune space to study the SR of the environment about the socio-cultural matrices of belonging. In the study group, 50.3% of young university students come from one of the thirteen original cultures of Chiapas, and due to exclusion conditions that indigenous populations have historically suffered, most of them represent the first generation of their family with access to university studies A través de l'anàlisi de les RS que circulen en el camp ambiental, les pràctiques socials són explicades des de les diferents concepcions de medi ambient que posseeixen les societats, així com des dels paradigmes epistemològics que les sustenten. Reconeixent la importància que els relats i la tradició oral tenen en les cultures originàries, es planteja la incorporació de l'anàlisi de relats per a l'Educació Ambiental (EA), com una estratègia d'indagació per a la identificació de les RS de l'EA. Aquest treball de recerca ha tingut com a intenció principal l'estudi de les representacions socials de l'educació ambiental (RS-EA) que tenen estudiants de la Universitat Intercultural de Chiapas (UNICH). L'interès per realitzar aquest treball sorgeix de reconèixer la UNICH com un espai oportú per estudiar les RS d’allò que és ambiental en relació amb les matrius socioculturals de pertinença. Dins el grup d'estudi, el 50.3% dels joves universitaris provenen d'alguna de les tretze cultures originàries de Chiapas, ia causa de les condicions d'exclusió que les poblacions indígenes han patit, la majoria representen la primera generació de la família amb accés a estudis universitaris Programa de Doctorat en Educació

The use of Constellations for weather science, security and disaster monitoring is a major challenge for space application services. Satellite to satellite communication using existing constellations has not been extensively explored yet. It can improve the communication times for small-satellite missions which have limited access to ground stations. Thus, a mission to demonstrate the feasibility of this link is required. Another element of interest in space application is Earth Observation, especially in the context of Climate Change. Gravimetry allows an understanding of mass transport in the Earth System through the remote sensing of the time variation of the Earth gravity field. CubeSats are low-cost small-scale and hence lower risk solutions to Earth Observation missions. University CubeSats have shown their success in demonstration and scientific missions, and have a great potential in providing students with practice and application on real space systems. In this context, the student associations ASTRE and SUPAERO CubeSat Club have joined in a CubeSat program called TOLOSAT, with the hope of demonstrating such technologies. Gathering 70 students from Toulouse, the team was split into subsystems in accordance with the concurrent engineering principles. The work performed followed recommendations from experts from the French National Centre for Space Studies (CNES) and the industry. The TOLOSAT payloads have to test and demonstrate new means of measuring gravity and addressing communication issues. Firstly, for the gravimetry mission, our approach relies solely on GNSS to compute the gravity field, avoiding expensive gravimeters. For the communication mission: the Iridium constellation will be used as an intermediate between the CubeSat and the ground station. Off-the-shelf components such as patch antennas are planned to prove their efficiency in orbit. This would improve the coverage and the communication window. The preliminary design was completed. TOLOSAT was designed as a 3-unit nanosatellite, on a 97.4° inclined, 500km high orbit. Margins were also ensured to allow a third payload to be defined in the future, that will be used for finance and partnerships. Detailed designs are still required, but the educational purposes have been fulfilled, in terms of discovery of the development of space missions as well as in the teamwork culture. The team is now moving on to a new phase, dedicated to a more detailed conception with an on-going focus on the introduction to students to technical - but not only - fields of knowledge applied to space systems

Este trabajo se inscribe en el Proyecto EDU2016-75874-P Evaluación de la competencia discursiva de aprendices adultos plurilingües: detección de necesidades formativas y pautas para un aprendizaje autónomo (proyecto ECODAL), financiado por el Ministerio de Economía, Industria y Competitividad español, la Agencia Estatal de Investigación (AEI) y el Fondo Europeo de Desarrollo Regional (FEDER). Sus autoras forman parte del Grupo de investigación en aprendizaje y enseñanza de lenguas (Gr@el), grupo consolidado y subvencionado por el gobierno de la Generalitat de Catalunya (AGAUR, 2017 SGR 915).