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

Introduction. Fitting together virtual teaching environments has made possible the continuance of higher education at the global level, and particularly in Peru, after the proliferation of the Covid-19 virus during 2020 and 2021. Nevertheless, teachers and students from Amazonian communities continue to face challenges to public education, such as limited access and insufficient knowledge of technological and educational resources, which may lead to low involvement and unfavorable attitudes towards academic research activities. Objective. The aim of this research was to propose an explanatory model for attitudes toward research, based on perceived self-efficacy and problem-solving ability in a university population, as a function of demographic factors such as gender, age, and current year of studies, during virtual education in 2021. Method. This observational, descriptive, and correlational study used a sample of students (n = 958) between the ages of 18 and 25 years. Self-reported questionnaires were used to inquire about their perceived level of academic, situation-specific self-efficacy; problem-solving ability; and attitude towards research, where the latter were explained through structural equation modeling (SEM). Results. The study confirmed that students' degree of self-efficacy and problem-solving ability predicted their attitude toward research (p < 0.05), with adequate goodness-of-fit indices for the SEM model (X2 / df = 3.27; CFI = 0.968; RMSEA = 0.049; TLI = .945). Likewise, path analysis revealed that self-efficacy was directly related to indicators of attitude toward research, particularly uninterest in research (0.24), little vocation for research (0.32) and low value given to research: (0.24). Discussion and Conclusions. Thus it is essential that the university strengthen problem-solving skills and a sense of self-confidence in undergraduate students, and thereby increase students’ involvement in research activities.

Introduction. Communication apprehension is significant in understanding the language skills acquisition of foreign language students. However, studies on communication apprehension have been devoted mainly to second language learners of the English Language. Consequently, there is, in the body of literature, insufficient evidence to understand factors that impact communication apprehension of third language learners. This gap can limit the capacity of researchers interested in foreign language to understand the mechanism underlying third language learners’ communication apprehension. This warranted the need to investigate the predictive powers of socio-demographic variables, academic motivation, and self-efficacy on the communication apprehension of French, Chinese and German third language learners in Nigerian Federal universities. Method. A hierarchical regression analysis was conducted on a sample of 278 third language learners (French n = 148; Chinese n = 78 and German n =52). Socio-demographic variables (age, gender and language of specialization), dimensions of academic motivation (intrinsic motivation, extrinsic motivation, motivational strength) and self-efficacy served as the predictor variables while communication apprehension was the criterion variable. Results. Results revealed that while the socio-demographic variables were not significant predictors, intrinsic motivation and self-efficacy negatively and significantly predicted third language learners’ communication apprehension whereas motivational strength became a positive and significant predictor of third language learners’ communication apprehension only when their self-efficacy was entered in the model.   Discussions and conclusions. Based on the findings, it was concluded that possession of strong self-efficacy beliefs and high intrinsic motivation might be essential for third language learners to overcome their communication apprehension.

Introduction. Although death is a reality inherent to human life, it continues to be a taboo phenomenon that generates unease in some contexts such as education. Its limited curricular approach and the personal implications of its treatment in the classroom constitute some difficulties for greater inclusion in the different stages. Method. The aim of this study is a bibliometric analysis of the scientific output on the pedagogy of death in Scopus. The sample consisted of 139 papers to which different bibliometric techniques were applied (bibliographic coupling, co-authorship, co-citation, co-occurrence). Results. The results revealed a growing scientific production, with Testoni as the most prolific author. As potential lines of development, it is worth highlighting the implementation of training schemes for teachers to be able to educate about death, as well as educational activities (with different methodologies and resources) in order to work on reducing anxiety and fear of death. Discussion and Conclusion. It concludes the relevance of the study of scientific production to establish collaborations between researchers and develop new lines of research on Pedagogy of Death.

Introduction:  This work identifies whether there are combinations of resilient factors that give rise to different profiles of resilience in secondary school teachers and whether the resilient groups obtained differ in technostress. Method. The Resilience Scale (1993) and the Questionnaire on Resources, Emotions / Experiences and Demands in ICT users (2004), were administered to 232 teachers, between 27 and 60 years old (M = 30.60; DT = 10.44) from Alicante (Spain). Results. The cluster analysis identified three resilient profiles: a high resilience profile, a low resilience profile and a group with a predominance of self-discipline and low acceptance of oneself and of life and social competence, reflecting less technostress in the high resilience profile. Discussion and conclusion. This suggests the need to deepen resilience to face the stresses derived from technologies.

Twenty years have passed since the first issue of the Electronic Journal of Research in Educational Psychology appeared. In this issue's editorial we will comment on: the journal’s new direction since 2018, with editorial data; the necessary role of the educational psychologist; our appreciation to those involved in bringing each issue to publication, consistently upholding EJREP’s quality standards; the journal’s future prospects, in terms of increased impact; the development of gender equality policies; and published works that lead to improvement in professional practice.

Traditional constitutional history favors expert voices and a statist view of law. Its favorite sources are, logically, the official ones. Most of the Argentine constitutional history does not deviate from this description. It focuses on the 19th century, prioritizes secondary sources, legitimizes power without questioning it, and reproduces an abstraction that hides the previous exclusion of groups such as women, workers, and indigenous people, among others. Inspired by the perspective of the critical legal history and history "from below", this text aims to highlight the importance of revisiting constitutional history by recovering unqualified voices of law such as that of the popular classes. To illustrate this, it presents the case of the Argentine constitutional experience of 1949. In this context, hundreds of collectives presented petitions to the constituent assembly in Buenos Aires, expressing their proposals for constitutional reform in a largely spontaneous manner. What these demonstrations show are the meanings and expectations that these ordinary people had about the constitutional law that, we understand, they are also part of that constitutional history and enrich it.

In order to better understand the consequences of the Russian-Ukrainian war on the state of global democracy, this essay proposes to shed light on the different mechanisms of international justice that are applied in a context of armed conflict. To do so, we first address the law of armed conflict by describing alleged violations of international humanitarian law and international human rights law (part 1). We then discuss the international justice initiatives through which certain bodies have been called upon (the International Court of Justice, the European Court of Human Rights and the International Criminal Court), and whose procedures aim to establish state as well as individual responsibility in this Russian-Ukrainian conflict (part 2). In doing so, the article concludes that the war is disrupting the rule of law in Ukraine, triggering justice initiatives at both the domestic and international levels.

The text intends to give visibility to some of the discussions presented during the third Constituent Assembly of the republican era that dealt with the female issue. Among the issues discussed, which concerned Brazilian women, three will be highlighted, namely: female participation in the jury, compulsory military service for women and women's suffrage. Such issues caused some controversy in the Constituent Assembly meetings and ended up reverberating in the press of the time and, in particular, in the newspaper Correio do Povo, published in the city of Porto Alegre, the main thread of the narrative presented here. Other sources of consultation were the proceedings of the Constituent Assembly and the archives of the Brazilian Federation for Feminine Progress.

This essay aims to analyze the debates that took place in the Italian constituent process that generated article 49 of the 1948’ Italian Constitution and the clashes over the regulation of political parties, as well as the conceptions of democracy that took place in the tension between “control” and “flexibility” that guided the constituents. It aims, therefore, to analyze the arguments against and in favor of a constitutional control over the formation and purpose of political parties, as well as the theoretical content on the concept of democracy that guided the discussions. This finalized will be reached from historical research using as sources the minutes of the Italian Constituent Assembly and bibliographic production about it.