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

Introduction. Few studies in our country deal with the self-concept in the field of music learning in spite the fact it is being studied hard in other countries. The two main objectives in which this study is focused on are: a) Creation of an useful toll to measure the Musical Self-Concept, and b) Being able to prove the factorial structure of our Conservatoire Students’ Self-Concept QuestionnaireMethod. We created a tool use with 401 Conservatoire students in the last year of the Basic Level and in the 1st-3rd years of the Professional Level.Results. Once the analyses were concluded, the final questionnaire included 21 items, with a reliability of α =.867, using as measure the internal consistency. The Exploratory Factor Analysis identified 5 factors: General and Musical Self-Concept, Musical Skill, Musical Ability, Musical Incompetence and Physical Capacity, which explained a total variance of 53.73%.Conclusion. The questionnaire "AMAC” is proved to be a valid and reliable tool, easy to use with the Conservatoire students in the grades that were subject of the analyses. It helps to prevent and/or intervene in cases of lacking self-esteem students.

Introduction.The current models in the study of giftedness such as the Triadic Interdependence define it as a favorable outcome of the interaction between intrinsic (intellectual capacity, creativity and motivation) and extrinsic (family, peers, and school) factors. Based on this, the purpose of this study was to identify and establish a profile of gifted adolescents that includes both intrinsic and extrinsic characteristics, as well as to analyze the relationships and the differences between these characteristics within the resulting group of the profile.Method. Participants were 666 students from a public school, age ranged between 12 to 18 years, and the mean of age was 14.77. Various statistical analyzes were performed such as Pearson’s correlation, Student’s t-test and ANOVA test to compare the possible similarities and differences between intrinsic and extrinsic characteristics of students identified as gifted.Results. 93 out of 666 students were found to meet the criteria established in the literature to be considered as gifted. The collected data allowed us to establish both a general profile of the group and a more specific profile based on feature grouping. In both cases it was possible to determine every group’s homogeneity and heterogeneity with regard to the presence of intrinsic and extrinsic characteristics, as well as the relationships between them.Discussion. The findings highlight that although gifted adolescents are a heterogeneous population, which shares some intrinsic and extrinsic characteristics, they differ in others depending on giftedness degree, and this should be taken into account when designing educational programs that meet both their internal and environmental needs so they can develop successfully in higher education levels.

Introduction. The introductory part of this paper underlines the research interest of the educational community in the issue of non-verbal communication in education. The question for the introduction of this scientific field in Greek education enter within the context of this research which include many aspects.Method. The paper essentially refers to the methodological problems that arise in the research field of nonverbal communication in education, as they have been recorded at international level. Regarding the investigation of the introduction of non-verbal communication in the Greek educational system, a literature review in all relevant Greek published books, articles, conference proceedings and dissertations has been conducted, following the method of content analysis.Results. The content analysis revealed that in Greece, during the last two decades, only a few books have been published focusing on some research aspects of nonverbal communication in education. Many articles in journals and conference proceedings and just four doctoral theses have been published too.Conclusion. The research on non-verbal communication in Greek education is still at an early stage and thus, needs great reinforcement because the specificity of non-verbal communication as a pedagogical strategy. The interest of Greek Ministry of Education seems to have a small but positive effect due to the introduction of some issues for the development of non-verbal communication skills in modern textbooks and manuals for teachers. In spite of this, the future of introduction of non-verbal communication in the Greek education could become promising by making more and more specialized research focusing on teachers' efforts to develop and implement programs for improving non-verbal communicative behavior in school environment.

Introduction. This paper examines the persistent problematic issue of engaging business students in teaching computer programming. Studies continue to document challenges in teaching computer programming and various methods have been proposed with varying degrees of success. From an educator’s perspective, the concern is how to engage students to enable the effective delivery of computer programming principles to the students. From a student’s perspective, how they experience the computer programming course will leave students with good programming habits, the ability to learn on their own and a favourable impression of the field of Information Systems as a profession.Method. The study used a case study design in which a survey and interviews were conducted among 138 students currently registered for a second year computer programming course at large urban University in South Africa. Three instructors involved in teaching the class were also interviewed to gauge their perspectives in relation to those offered by the students.Results. Our findings refutes the notion that the popular use of computer games in social contexts implies that they can be used successfully for teaching computer programming to business students. This allowed us, as educators in a position of power over students, to reflect on our intentions when re-designing curricula.Discussion and Conclusion. We suggest that while teaching innovations should be linked to a broader theme reflexive practice of experimentation; educators should encourage feedback from other stakeholders to foster ‘reflexive competence’, a desired property for transformation of curricula.

Introduction. The main objective of this study is (a) to investigate whether cognitive styles and working memory capacity could predict mathematical performance and which variable is relatively most important in predicting mathematical performance and b) to explore whether cognitive styles and working memory capacity could predict mathematical performance when the impacts of students’ prior math knowledge and the amount of math homework completed are controlled.Method. The sample of 183 K9 school girls (15-16 years old) were tested on (1) the Witkin’s cognitive style (Group Embedded Figure Test) (2) Digit Span Backwards Test (3) Homework questionnaire (4) Mathematics exam. Data of this research was analyzed by standard multiple regressions from SPSS (Statistical Package for the Social Sciences) software.Results. Results obtained of standard regression indicated that both predictors were correlated with mathematical performance and consistently predicted mathematical performance. Also, standardized coefficients indicated that cognitive style (β=.58) was stronger predictor of mathematical performance than working memory capacity (β=.43). After controlling for students’ prior math knowledge and the amount of math homework completed, finding of standard multiple regressions showed that cognitive style and working memory were still significant predictors of mathematical performance but the effects of these variables on mathematical performance decreased to .21 and .10, respectively.Discussion and Conclusion. According to results obtained, doing math homework and having high prior math knowledge may diminish the negative effects of being field dependent and having low working memory capacity on students’ mathematical performance.

Introduction. With regard to the interal/external frame of reference model of academic self-concept development the present study aimed at testing its theoretical assumptions within the verbal domain – namely to analyze the relations between achievement and self-concept in the native language German (L1) and the foreign language English (L2). Due to inconsistent re-search findings in this field the focus of analyses was on identifying differential patterns of dimensional comparison processes as they might depend on students’ achievement level in both subject areas and on students’ gender.Method. Data were gathered in a sample of 256 ninth grade students from German innercity grammar schools. For measuring students’ self-concepts two subject-specific scales were used. For measuring their achievement in each language subject latest grades as well as teacher competency ratings were used. Relations among constructs were analyzed by means of a structural equation modeling approach including multiple group comparisons between the female and male subsample.Results. No dimensional comparison effects could be demonstrated. Neither negative contrasting nor positive assimilation effects across both language subjects occured. Furthermore, multiple group comparisons of structural equation analyses lent strong support for the invariance model. Thus, despite significantly apparent achievement and self-concept differences between female and male learners in the L1 German gender did not moderate the relations between achievement and self-concept variables across both language subjects.Discussion. In the female as well as in the male subsample self-concept formation in both language subjects appears to be mainly affected by social comparison effects. This finding not only confirms previous research results in the field, but also contributes to clarify the role of gender in the internal/external frame of reference model – concerning the issue of dimensional comparison within the verbal domain, at least.

Introduction. In this quantitative, cross-sectional study we analyse the relationship between family socioeconomic status (SES) and students’ adaptation to school life, as expressed through several indicators of achievement, integration (adaptation to transitions, behaviour problems, risk behaviours, interpersonal difficulties, participation in extracurricular activities) and overall satisfaction. It was our goal to understand if students’ SES is a contributing factor for the individual differences in several school life dimensions, beyond grades, which have been usually the most prominent marker of school success.Method. Participants were 351 ninth to twelfth grade Portuguese students (ages 14-18 years) and the instrument that collected data concerning several school life dimensions was the School Path Questionnaire, which was designed for this study. Data was thereafter analysed through multivariate statistical analysis.Results show a positive association between students’ SES and school adaptation, with significant differences between the groups on most school life dimensions, namely school grades, number of retentions, school achievement, participation in extracurricular activities, interpersonal difficulties, adaptation to school transitions, and overall satisfaction about school life. The most significant differences were observed in performance related variables. It was the highest SES group that differentiated most from the remaining groups.Discussion. The pattern of results is discussed concerning the role of contextual variables such as family and community on school success and integration, and the necessity of educational interventions in order to compensate students’ unfavourable starting socioeconomic conditions at school.

Introduction. This paper describes the evaluation of two training programmes, one targeted at teachers and the other at pupils, the aim of both being to improve personal and social well-being through the development of emotional competence (emotional awareness, emotional regulation, emotional autonomy, social competence and life competencies).Method. Participants were 92 teachers and 423 children aged 6-12 years from various primary schools. A quasi-experimental pre-test/post-test design with control group was used to evaluate the efficacy of the two training programmes, with different instruments being applied to measure the evolution of emotional competence and its five dimensions.Results. The results showed a significant improvement in the emotional competence of participants at the end of the intervention, together with a better relational climate in schools.Discussion and Conclusion. They also corroborate current expert opinion that emotional competencies such as emotional awareness, emotion regulation, emotional autonomy, social competence, and life and well being competencies can be taught and learnt.

The globalized Knowledge Society of the 21st century brings with it important changes in models of work and lifestyle, triggered by the revolution in Information and Communication Technologies (ICTs). It has led to new ways of understanding knowledge itself, human activity, and consequently, professional and economic activity. In this current socio-educational and socio-economic context, more than ever, it makes sense to ask whether the mission and vision of commonly used educational models, that is, the educational purposes pursued, should be adjusted in the light of new context-driven training demands for the present and upcoming generations.This paper is structured in several parts. First, the concepts of Creativity, Innovation and Entrepreneurship are defined, as well as their relationships and role in the R&D&I value chain. Next is a justification of why the Knowledge Society needs persons with creativity, innovation and entrepreneurship. Third, and at the heart of this review, we address the need for a Psychology of Innovation and Entrepreneurship and its contributions to educational processes for developing these competencies. Fourth, we suggest the implications of such contributions in an emerging educational paradigm, Education for Competency in Innovation and Entrepreneurship, where we analyze what kind of learning would be involved in this competency, as well as cross-curriculum proposals to be integrated across educational processes. Conclusions and further educational implications are discussed in closing.

Introduction. The aim of the present work is to advance in the study of creativity-intelligence relationship looking into the students’ cognitive profiles. It is hypothetized that, if creative ideas emerge as result of connecting distant concepts, and a balanced cognitive profile (with-out signiticant differences between ability levels) can facilitate these distant conections; Then, creative individuals would be characterized by a balanced and flat cognitive profile; lacking valleys and peacks. It is hypothesised that, if creativity occurs as a result of relating distant concepts, a more balanced profile among cognitive abilities –a flat profile – could facilitate a loose relationship between concepts. Therefore, creative individuals would present a cognitive profile with less peaks and troughs.Method. 679 secondary students, aged between 12 and 17 years old (M = 13.86, SD = 1.25), took part in this study. The TTCT and the DAT-5 were used to assess participants’ creativity and cognitive profile, respectively. Students were divided into three groups: those with low, average and high creativity. The cognitive profile of each group was analyzed searching for peaks.Results. Results point out that, contrary to our hypothesis, the cognitive profile of creative individuals is not different from their non-creative peers.Discussion and conclusions. It is possible that the hypothesis of a flatter cognitive profile of highly creative students does not work for a normal population, since students with lower intelligence also tend to show lower creativity. This hypothesis may be useful to explain diferences in creativity in students with medium-high intelligence.