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

This paper reflects on the legal discipline and the challenges it has in university education. Legal science, throughout its history, has sought to remain intact in its pedagogical process, without taking into account current educational needs. In this work, this traditional education is questioned and alternatives are proposed to carry out a legal education hand in hand with the needs of today's society.

The general objective of this study was to analyze the interactions between teacher-student and student-student in the face of conflicts. The research design was ethnographic. The population studied consisted of 17 students, a teacher and an assistant / mother, belonging to an initial level educational institution of Pueblo Libre. The categories studied were five: types of conflict, causes of conflict, perceptions of conflicts, teacher-student interaction: teacher action, and child interaction. The instruments applied were the observation guide and the interview guide. Among the most outstanding findings, it can be affirmed that the interactions occurred from various causes and types, and that the attitudes and strategies of the teacher and students did not interfere with the resolution of the evidenced conflicts.

This case-study analyzes the coherence between discourses and teachers’ practices of teachers to attend diversity of their students in Language course. It includes the visit to 6 Educational Institutions in which the authors completed 14 classrooms’ observations and 12 teachers’ interviews from rural public multigrade elementary schools in Tacna and Ayacucho Regions of Peru. There is a partial coherence between discourse and practice in attention to children’s diversity by grade or cycle, but not by gender, age, cultural styles and learning rhythms. Analysis’ categories: a) Teachers discourse about i) Students’ diversity; ii) Multigrade teaching in response to students’ diversity and c) Teachers’ practices in multigrade class-room towards diversity.

There are still few studies that address the importance of knowing the psychological needs and frustrations of teachers at the basic levels of education when they are in the training period. The aim of this study was to revalidate the scale of basic psychological needs (S-PNTS) in order to recognize whether it is sufficiently adequate to apply and obtain results with guaranteed success in trainee teachers and to study the inference of socio-demographic and personal variables in frustration and psychological needs. A quantitative methodology has been used following a survey method with a non-experimental design, applied to a sample of 598 university students of the degrees of Teacher in Early Childhood Education and Primary Education, and of the Master’s Degree in Teacher Training in Compulsory Secondary Education of two Spanish universities (one in the north and one in the south) and of equivalent degrees in a Chilean university, with an age range between 18 and 54 years old. The programs used were SPSS.24, Factor.10, MPlus.7 and G*Power 3. After carrying out the factor analyses, the result was that the scale was configured with one less item than the original one but maintaining the three-dimensional scale. The results also reveal that trainee teachers in Primary Education show a greater approximation to frustration than those in Early Childhood and Secondary Education. On the other hand, students from the south of Spain feel less competent, more autonomous and perceive a better relationship in the teaching environment than the rest. Likewise, men perceive themselves as more competent than women.

The aim of this study is to examine the perception of the professional competence of students who are attending Physical Activity and Sport (PAS) related degrees, participating in University Service-Learning (USL) projects, according to their sex and age, as well as the profile of the group recipient of these projects. 211 students from seven Spanish universities participated in the study (male = 88, female = 123). Their age ranged between 19 and 35 and all students were participants of USL projects in PAS with nine different vulnerable groups. The instrument used to determine the professional learning and effects of USL in PAS was the scale "Service-Learning in Physical Activity" (S-LPA, E-ASAF in Spanish). Six dimensions form S-LPA: learning, pedagogical value, social impact, professional development, professional skills and opinion. With regard to the relationship between the characteristics of the students and the results, gender (men and women), age range (<20 years, 21-24 years and >25 years) and the types of recipient groups in this study (functional, social and cultural/religious diversity) were studied. Statistical analyses were carried out using a multivariate analysis of variance (MANOVA). All dimensions of the scale were significant except the social impact and professional skills. Gender, age range and type of recipient group showed significant differences with respect to the dimensions of the S-LPA scale. In addition, the interaction between type of recipient group/gender and type of recipient group/age range showed a relationship with the dimension of pedagogical value and professional development. In conclusion, this study shows the relationship of the USL with the consolidation of curricular content and the perception of professional learning in PAS students, as well as the relation with factors such as the sex, the age of the students and the type of recipient groups.

The aim of the current study was two-fold: i) to investigate whether four skill-based foreign language anxiety scales used in the literature can be confirmed as a single construct, and ii) to explore to what extent this potential single construct can explain foreign language classroom anxiety. The participants included 385 Turkish EFL learners in a university context and data collection instruments were four skill-based anxiety scales and the foreign language classroom anxiety scale (FLCAS). The results of the correlated traits and second order analysis revealed that four skill-based anxieties were confirmed as a single scale, referred to here as the skill-based foreign language learning anxiety scale (SB-FLLAS), measuring a latent variable, foreign language learning anxiety (FLLA). In addition, the SB-FLLAS explained these four anxieties with a high predictive degree on the FLCAS at 88%, demonstrated through structural equation modelling. The current study presents this new practical scale, which could be used in the measurement of skill-based anxieties, and suggests several practical and research implications for foreign language anxiety.

Visuospatial processing is key to achieve optimal performance in academic activities, among others. In the field of spatial cognition, it has been found that practice with spatial tasks can reduce the gender gap in this type of reasoning. However, an increase in spatial scores does not always compensate the differences that exist between participants with greater and lesser spatial abilities. According to previous studies on individual differences and malleability in spatial cognition, comparable studies are needed in children and adolescents using the same evaluation and training method. 39 students of Primary Education (study 1: 17 boys and 22 girls) and 21 of Secondary Education (study 2: 11 boys and 10 girls) participated in this study. The evolution profile through three sessions in a mental rotation (RM) training was analyzed, as well as the degree of improvement produced based on their initial spatial performance, analyzing the gender factor. In both groups, a spatial intervention (Mental Rotation Training Program) was applied during three consecutive sessions with an average duration of 35 minutes per session. For both age groups, participants with a low spatial level benefited at a similar rate to those participants with more spatial resources. This result was replicated for both sexes. This research will serve as a starting point to promote and implement adaptive and personalized training, and thus be able to help those who have fewer spatial skills. These types of interventions would become more effective and could maximize educational potential in the most disadvantaged groups.

The objective of this study was to learn the level of emotional intelligence in the adolescent period and to analyze the existence of significant differences that may occur in perception, understanding and emotional regulation based on certain personal and school factors. 4,467 Compulsory Secondary Education students aged 12 to 16 (M: 13.81; DT: 1.38) from the Autonomous Community of Galicia participated, to whom the Trait Meta Mood Scale (TMMS-24) instrument was administered. The results reflect moderate levels of emotional intelligence in adolescents, with greater emotional regulation than understanding and, above all, emotional perception. In addition, multivariate analyses show significant differences in gender, women present greater emotional perception and men do so in understanding and emotional regulation; in age, the older the better emotional perception, while an earlier adolescence is indicative of better understanding and emotional regulation; in family: adolescents have more optimal levels of emotional regulation if they live in two-parent families; in academic record, the students who have always passed point to a better understanding and emotional regulation, and this emotional understanding is also higher in repeating students; in course, better understanding and emotional regulation in the first year of ESO, while emotional perception is higher in the third year of ESO; in type of center, greater perception and emotional regulation in students who study in subsidized centers; and downtown location, rural nuclei favor perception and emotional regulation, while urban ones do so in emotional understanding. In conclusion, it is evidenced that emotional intelligence is mediated by personal and school factors in the adolescent population, which should serve teachers in establishing strategies for their incorporation into schools.

Cyberbullying in the university context is a little-studied reality. The aim of this study is to analyse cyberbullying in university students before and after the lockdown due to Covid-19, establishing the roles of cyberbullying, the affects experienced, peer relations and social use of the internet. We have used a non-experimental, ambispective, descriptive and inferential cross-sectional design, employing three standardized and validated questionnaires, and one ad-hoc, in order to assess the influence of the lockdown. 586 students (MAge = 22.67; SD = 5.75; 81.1% female) of Degrees and Masters at the University of Granada (Spain) participated, mainly from Social and Legal Sciences (44.20%) and Health Sciences (28.31%). Before the lockdown, 16.2% of the participants were cyber-victimized, 6.7% had bullied, 8.4% were victims/aggressors and 68.8% had no role. During the lockdown, the percentages of victims and victims/aggressors decreased, while the percentage of aggressors rose. We found there to be an influence of sex, age and positive affects in the roles before lockdown (p < .05), and of age, negative affects and peer relations during the lockdown (p < .05). The victims were those who experienced the most negative effects and those who received most support from their fellow students during the lockdown. The decrease in victimization during the lockdown may be related to the greater support received by the victims, which acted as a protecting factor. The results show that emphasis should still be placed on a positive, non-harmful and responsible use of mobile telephones among young people. The university should promote a positive and inclusive institutional climate that helps to intervene, but above all to prevent cyberbullying.