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School bullying is a phenomenon of unjustified aggression in the school environment that is widespread throughout the world and with serious consequences for both the bully and the bullied. The objectives of this research were to analyze the differences between the different bullying categories by gender and academic year in primary and secondary education students, as well as their relationship with academic performance. To categorize students according to their bullying experiences, the European Bullying Intervention Project (EBIPQ) Questionnaire was used. The Chi-square test was used to compare the scores obtained by the students in the EBIPQ based on gender and academic year, and the one-way ANOVA test was used to analyze its relationship with academic performance. Research participants were 562 students from the 5th (n = 228) and 6th (n = 186) primary school years and the 1st (n = 134) and 2nd (n = 94) secondary school years. They were males (50.5%) and females (49.5%) ranging in ages from 10 to 15 years old (mean = 11.66, standard deviation = 1.206). The results showed statistically significant differences in gender and academic year, indicating a greater number of boys in the role of the bully/victim and girls in that of non-bully/non-victim. The most aggressive students were in the 2nd year of ESO (12–13 years old). Regarding academic performance, statistically significant differences were obtained that confirm the hypothesis that performance or average grade varies according to the category of bullying in which students find themselves. The academic performance of the non-bully/non-victim and those in the victim category was found to be higher than that of bullies and bully/victim students.

This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristics of the scale was carried out using a Confirmatory Factor Analysis (CFA). To compare ASFAQ scores by gender and school year, the independent samples parametric t-test and Pearson’s coincidence test were used. (3) Results: in total, 976 students participated in the research, of which 515 were middle school students and 461 were high school students. The results showed a validity of the ASFAQ for Italian students, in addition to statistically significant differences between males and females, and school year. (4) Conclusions: The ASFAQ is reliable and valid to assess the attributional styles of academic success and failure in an Italian context. There are significant differences in sex and school year, and a consequence with age

The objective of this research was to perform a construct validity, and a psychometric analysis of the Exams-related Emotions Scale (EES), analyze the differences in their scores regarding gender and academic year in primary and secondary education student, as well as study the relationship between emotions and academic performance. During the construction and analysis of the psychometric characteristics of the scale, an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were performed. To test EES scores based on gender and school year, the T-Student test for independent samples and ANOVA were used, respectively. To verify the relationship between the scores of the different types of emotions and academic performance, the Pearson correlation test was performed. A total of 562 students belonging to the 5th (n = 228) and 6th (n = 186) primary school year and the 1st (n = 134) and 2nd (n = 94) secondary school year participated in the research. Age between 10 and 15 years old (mean = 11.66, standard deviation = 1.206) both males (50.5%) and females (49.5%). The results offered support for the three-factor structure. The analysis of invariance with respect to gender showed that the factor structure was invariant. Boys scored higher on the positive emotions factor and lower scores on anxiety than girls. Regarding school year, negative emotions and anxiety related to exams increase in the secondary courses compared to Primary while for positive emotions it is primary school students who obtain higher scores. The correlation coefficient between negative emotions (as well as anxiety) and school performance is negative whereas the correlation coefficient between positive emotions and academic performance is positive. EES scale is an instrument with scientific rigor and with adequate reliability and validity to be able to know the emotions that primary and secondary school students suffer when they are subjected to evaluation processes in the academic context.

La presente tesis doctoral con título “La influencia del profesor de Educación Física en la motivación hacia la práctica de ejercicio físico y promoción de hábitos de vida saludables y dieta mediterránea durante la adolescencia” corresponde a un compendio de publicaciones previamente presentadas en las más prestigiosas revistas de ámbito internacional Nutrients y Sustainability. Este trabajo se ha realizado en la Universidad de Burgos en colaboración con la universidad de Almería. Según la OMS el 80% de los adolescentes no practica ningún deporte. A través de cuestionarios realizados por 2000 alumnos de centros públicos y concertados de Burgos y Almería, se valida la hipótesis objeto del presente estudio, alcanzándose como conclusión mas importante, que el rol de profesor de educación física a través de la motivación, es fundamental para que los adolescentes tengan hábitos alimenticios saludables, como la dieta mediterránea y realicen actividad física regularmente., The present doctoral thesis titled "The influence of the Physical Education teacher in the motivation towards the practice of physical exercise and promotion of healthy habits as well as Mediterranean diet during adolescence" corresponds to a compendium of publications previously in the most prestigious magazines of International Nutrients and Sustainability. This work has been carried out at the University of Burgos in collaboration with the University of Almería. According to the WHO, 80% of adolescents do not practice any sport. Through questionnaires carried out by 2000 students from public and public schools in Burgos and Almería, the hypothesis object of the present study is validated, reaching the most important conclusion that the role of the physical education teacher through motivation is fundamental for that adolescents have healthy eating habits, such as the Mediterranean diet and physical physical activity.