Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The educational system allows students with special educational needs who are diagnosed with Autism Spectrum Disorder to benefit from schooling in both an ordinary school and a special education school. However, the scientific community considers that people with ASD may present different levels of severity that determine the adaptation to the educational center. This article aims to analyze the differences according to the educational context in the type of ASD, the severity of the ASD, the severity of the intellectual disability and the level of supervision; social communication; and repetitive behavior of a sample of 232 people with ASD between 3 and 63 years old. In the present study, the Social Communication Questionnaire, Repetitive Behavior Scale-Revised and the Inventory for Client and Agency Planning were used. The results indicate that special education schools have students with more serious symptoms of ASD, severity of intellectual disability, stereotyped behaviors, selfharm, communication problems and higher levels of supervision in the classroom. These results have repercussions in the education system.

High levels of stress and depression among students in health sciences are of substantial university and health systems interest. The aim of this study is to analyze the relationship between the depressive symptomatology and the appraisal of the academic environment as stressful. For this, a study involving 485 physiotherapy students of several Spanish universities was designed. Using the depression subescale of the Symptom Check List-90-Revised and the stressors scale of Academic Stress Questionnaire (ECEA), depressive symtoms and physiotherapy student perceptions of academic stress were measured. The results suggest that students who perceive the academic environment in more threatening terms show a higher index of depressive symptomatology. This relationship seems to be more relevant for the highly stressed group, and specifically for those conditions related to performance beliefs, negative social climate, exams and academic overload. These findings emphasize the importance of identifying physiotherapy students with a higher risk of developing depressive symptoms during their training.

The purpose of this study was to collect accurate data on the School Attendance Problem (SAP) in Japan at a local level while using an explicit definition of legitimate attendance. Attendance data on 35 students at a junior high school (M=13.9 years, SD=0.9) were extracted and 11 fundamental factors related to SAP were examined. The analysis showed that the number of absences in the previous year was a strong predictor of SAP in the current year; that more than 90% of the subjects did not take advantage of special institutions; that parents’s attitude was a significant predictor of the prolongation of SAP; and that school withdrawal type (SW) was the most common form of SAP. Regardless of their attendance record or academic performance, all SAP students were advanced to the next grade at the end of the school year. Close cooperation between parents and school is identified as a key factor in addressing SAP. To give effective support to SAP students in Japan, it is necessary to review aspects of the educational system that may be encouraging students not to attend school.

One of the most diagnosed neurocognitive disorders in Spain (5%) and recognized by the LOMCE as Students with Specific Need for Educational Support is Attention Deficit Hyperactivity Disorder (ADHD). Schoolchildren with problems to concentrate and in many cases with sleep and restlessness problems, which interfere in their social and school development. This work includes two pilot projects with randomized experimental longitudinal design. With the objective of know the immediate effect of 16min of "cooperative high-intensity interval training" (CHIIT) on concentration and evaluate the effect of 10 weeks of C-HHIT on sleep quality. In Project 1 (n= 20) the Control Group visualized a documentary and the Experimental Group did Physical Exercise (4 minutes warm-up + 16 minutes C-HIIT). In Project 2 (n= 20) only the Experimental Group attended the 10 weeks of extra-curricular activity C-HIIT (2 sessions / week, 30 minutes / session). The tools used were test d2 (concentration), Pittsburg test and Fitbit HR (sleep quality) and Seego ® system (exercise intensity) bracelets. The analysis of repeated measures ANOVA 2 times (pre-test vs. post-test) × 2 groups (control group vs. experimental group) and test for non-metric measurements, Willcoxon and U Mann-Whitney showed that the performance of the C-HIIT method has an immediate effect of improving the concentration [F(1.18)=20.50; p=.001; partial; ?2=.532; 1- ß> .999] and improves long-term sleep quality [F(1.18)=69.932; ?2=.795; 1-ß> 975; p<.001] in schoolchildren with learning difficulties.

Learning Styles are a set of cognitive, physiological and affective traits that indicate how students perceive, interact and respond to different learning environments. Each student has their own learning style of acquiring knowledge. Students, in addition to using their cognitive skills and cognitive goals, must also know how to rank, organize and prioritize their learning. Although the study of learning styles is very common in the levels of compulsory education, there is less research in higher education. In this study, learning styles are recognized as essential teaching resources to guide meaningful learning. The study has been carried out with engineering university students. A descriptive, non-experimental and cross-sectional methodological design carried out in the Forest Engineering degree at the University of Pinar del Río (Cuba) was used. A total of 120 university students participated in the study (53.3% women and 46.6% men). Participants have completed the Honey-Alonso Learning Styles Questionnaire (CHAEA). The answers allowed to determine the profile of student learning styles. Data suggested that the reflexive style being the most representative, followed by the theoretical, active and pragmatic styles. No statistically significant differences in learning styles were detected between academic years for men, but they were detected for women. An evolution of the reflexive and theoretical styles is evidenced with the level of professionalization of the students as they move through the academic years. This evolution is being linked with the best academic performance achieved. The study evidenced that learning styles are a valuable resource that enriches the orientation of teaching in terms of diversity and the improvement of learning. Its effects on the training of engineers was analysed and strengths and weaknesses in the applied field of higher education was discussed.

Previous research suggests that parental socialization styles affect the implementation of family support strategies and are related to school adjustment. Nevertheless, the precise nature of the influence of socialization practices on these variables during adolescence has yet to be determined. The aim of this study was therefore to examine (separately) the direct influence of maternal and paternal affectcommunication and rule setting on adolescent participants' perceived family support, and to analyze the relationship between these dimensions and school adjustment. The sample comprised 1190 secondary school and Spanish Baccalaureate students (47.1% boys and 52.3% girls; Mage = 14.76 years, SD = 1.55) from the Autonomous Community of the Basque Country. The Affect Scale (EA-H) and the Rules and Demands Scale (ENE-H) were used to assess parental socialization practices, and the subscale for perceived family support from the Social Support from Family and Friends (AFA-R) measure and the School Engagement Measure (SEM) were used to assess school engagement, with the mean grades earned by participants being taken as a measure of academic performance. The results obtained reveal that paternal affect-communication contributes more than maternal affect-communication to adolescents' perception of having family support, whereas in relation to rules, only maternal rule setting was found to have an effect on perceived family support, with this effect being negative. Both components of parenting styles were found to be linked to school engagement. In the final sections, the data are discussed and the study's limitations presented.

The socioeconomic and cultural status of the family could condition the self-concept of adolescents, as well as their beliefs about their own perceived emotional intelligence (EI). Therefore, the purpose of this study is twofold: to analyse the variability of perceived EI based on self-concept at different socioeconomic and cultural status; and examine the predictive capacity of self-concept on perceived EI, controlling the socioeconomic and cultural status of participants. Participants were 1088 students (447 men and 641 women, Mage= 14.39 years, SD= 1.68) from 11 randomly selected public, private, and charter high schools of the Basque Autonomous Region, studying Compulsory Secondary Education and Baccalaureate. The instruments used were the Dimensional Self-Concept Questionnaire-33 (AUDIM-33), the Trait Meta-Mood Scale scale (TMMS-22) and the Socioeconomic and Cultural Index (ISEC). The results show that the self-concept domains affect differently the degree of EI with which adolescent perceive themselves based on the family's socioeconomic and cultural status. Additionally, the data indicate that self-concept domains have a greater predictive capacity on emotional repair. The implications of these results are discussed.

Stress and anxiety are two closely related, but differentiated concepts. On one hand, stress can be understood as an individual’s inability to cope with extrinsic (environmental) demands, generating exhausting situations that could sometimes lead to very severe psychological disorders. On the other hand, anxiety refers to the state of nervousness in anticipation of a dangerous situation (threat). The objective of this study was to identify the relationship existing between stress and anxiety in their relationship with various techniques, factors to be considered and intervention programs. After a search for scientific articles published in the last five years, that is, from 2014 to 2019 in the Psicodoc, Scielo, Psychology Database, Scopus and PsycINFO international databases, 533 scientific articles were found, which after applying the inclusion criteria, were reduced to seven articles for review. The results showed the influence that intervention programs, techniques and factors to be considered exert on being able to cope with anxiety and stress. In this sense, the results suggest that when daily techniques are used to improve anxiety and stress, the subject scores lower in these variables, and thereby better personal wellbeing.

There have been many different instruments that have been developed in Anglo-Saxon countries in order to evaluate school climate. However, it doesn’t exist yet a widely accepted and validated measurement instrument in Spanish that evaluates in a balanced way, through different dimensions, the main aspects that most researches defend as components of the school climate. With the purpose of overcoming this limitation, the objective of this study is to elaborate a new measurement instrument of the perception of the school climate and to analyze its construct and convergent validity. A total of 480 students from Álava and Madrid of ages between 12 and 18 (M = 14.91, SD= 1.49), take part in the research; 286 (59.6%) of them were women and 194 (40.4%) men. The participants filled in two questionnaires: PACE (school climate) and the version adapted to Spanish of the School Engagement Measure. The analyses carried out allow selecting the most appropriate items for the multidimensional measurement of the school climate. The questionnaire presents adequate internal consistency and external validity. Thus, the new questionnaire gets to surpass the limitation of other measurement instruments created previously and the procedure to be followed in order to continue with its validation is under discussion.

Several studies have pointed to the relationship between the affective and cognitive domains in science. The objective of this work has been to compare emotions, attitudes and levels of self-efficacy in STEM (Science, Technology, Engineering and Mathematics) areas in different educational stages. The research design was exploratory and quantitative. The sample consisted of 1097 students (540 from Secondary, 444 from Primary and 113 teachers-in-training). The measuring instruments investigated emotional and attitudinal factors based on the variables of the study. The results have revealed that positive emotions predominate in relation to STEM areas in Primary School, with an emotional decline as the academic level increases. In addition, positive emotions have predominated in experimental activities, and negative emotions in traditional activities. Primary and Secondary students considered that practical didactic strategies facilitate their learning. However, teachers-intraining have shown a preference for the use of traditional strategies during their teaching practices, considering that their students would learn with them. The levels of self-efficacy of the participants have varied depending on the academic level, and statistically significant differences have been found between the Secondary stage and the teacher in training, as in the latter the levels of self-efficacy in STEM areas decline.