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

The present research is approached taking into account the studies that demonstrate the connection that teachers in training make with the playful or motivational role granted to ICT and digital resources, as well as from the research shown by the association between a teacher-centred teaching approach (ITTF) with superficial learning and a student-centred approach (CCSF) with deep learning. Thus, the general objective of this research is to analyze the teaching approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom. For this purpose, a non-experimental quantitative design with a Likert scale was used, in which 646 students of the Master's Degree in Teacher Training in the specialty of Geography and History from 22 different national universities participated, that is, 70% of the universities offering this degree in Spain. As a general conclusion, the statistical analysis carried out with the data corresponding to the approaches of future history teachers in Spain and their relationship with their opinions on the use of digital resources in a classroom allows us to infer that the validation and reliability of the applied tool is very positive; that there is a weak link between digital resources and educational processes and; finally, a significant relationship between the application of a particular teaching approach and a particular view about the use of technological resources is highlighted.

Colombia has experienced a strong demand from students from a wide variety of geographical locations and socioeconomic backgrounds who want access to higher education. To ensure the reception of all students, strategies have been developed to increase the supply of education and facilitate access through innovative modalities such as virtual or distance learning. However, despite these improvements in the coverage of the educational system, high university dropout rate is a challenge for Colombia. This research focuses on analyzing the dropout factors in distance learning universities. For this purpose, a survey has been designed that collects, through 62 items, demographic, socio-economic, academic, technological infrastructure and satisfaction information. The sample consisted of 384 students with the intention of dropping out of any of 403 undergraduate programs in virtual modality, with active qualified registration as of June 2019, according to the SNIES. A quantitative research based on the logistic regression method was conducted and the results indicate how among other variables, student satisfaction with their university is associated with quality differences of offered services and academic content that are factors associated with student retention. The results allow to conclude that universities have a crucial role in order to guarantee continuation in education for all students, obliged to provide quality and equitable educational response with special attention to the most vulnerable population.

The quality of interpersonal relationships in childhood and the transition to adolescence to the quality of coexistence at school. This quality seems to depend to a large extent on the social competence of schoolchildren and particularly on their participation in phenomena with risk of violence, such as bullying. The aims of this research were to describe the level of social competence and involvement in bullying and the differences according to gender and age in a large representative sample of Andalusian schoolchildren aged 10-16 years, as well as to observe the moderating effect of gender and age on the relationship between social competence, measured in its various dimensions, and involvement in bullying aggression and victimization behaviors. 2,572 schoolchildren (667 in Primary Education and 1,905 in Secondary Education) participated (50% girls; Mage = 12.81 years; SD = 1.9). Instruments validated with Spanish adolescents (AMSCQ and EBIPQ) were used. Multivariate multiple regression models indicated the association between social competence and aggression and victimization behaviors in bullying. Aggression was associated with participants' gender, prosociality and normative adjustment, whereas victimization was related to age, social efficacy, social adjustment and prosociality. Sex and age moderated the relationship of normative adjustment and aggression behaviors and of social adjustment on the victimization and aggression. Age moderated the relationship between prosociality and social adjustment in victimization. The present study contributes to understand which psychosocial mechanisms lead schoolchildren, in these years of transition from childhood to adolescence, to get involved in violent interpersonal dynamics such as bullying.

In the educational field, there is a growing need to identify and review good practices as models to be followed. However, despite the fact that current educational models aim to focus on the student and his or her learning process, the focus of these studies has been on institutions and/or their teachers. A number of skills related to teamwork, time management, active learning, etc. have been identified as students’ good practice. In this paper we search for the relationship between students’ good practice and academic performance. A total of 461 students from the Equinocial University of Ecuador participated in the study. They responded to a language adaptation of the Spanish version of the University Students’ Good Practice Inventory (IBPEU), original by Chickering and Schlossberg (1995) and a sociodemographic questionnaire. The results show that the group of students with better academic performance also showed a higher level of use of good practices than those with average and low performance. Differences were also found with regard to gender, age and the scientific area studied, with higher levels of performance being obtained by female students who scored higher in the factor of Interacting with teachers and a change in trend in students over 22 years of age, compared to the group aged 18 to 21.

The training of those who have access to teaching studies is relevant due to the impact that teachers have on the performance of their students and on the quality of the educational system. In this context, the aim of this article is to describe the university access profile of Spanish teachers, using their pre-university academic performance as the main indicator, operationalized as the score in the common subjects of the university entrance exam. The profiles are analyzed according to the type of baccalaureate studied, the university degree chosen, and the autonomous community or city of origin, using descriptive statistics, contrast of means and the effect size of the differences and statistical power calculation, based on the data provided by the Sistema Integrado de Información Universitaria (SIIU) from 2014 to 2017 (N = 53818). In general, the average to access to university of the last four promotions of teachers is 5.782 and the 25.34% come from a STEM baccalaureate, frequently associated with higher averages in common tests, at the total sample and by communities, in general with small effect sizes. In addition, there are differences between degrees. Although results refer only to one of the multiples variables which impact to the teaching quality provide a current, comprehensive and clear overview of the academic profile of entry to teaching studies in Spain. The evidence found, despite it is not enough by itself, may be useful for decision-making about practice and educational policies related to the recruitment, selection and training of teachers, within the framework of what happens, internationally, in the most successful educational systems.  

Access to digital resources and academic performance (AP) are variables of great interest in today’s society. However, studies are needed to delve into the association between them and mental health. This study aims to a) find out if there are differences in AP based on access to digital resources (mobile, computer, Internet access and time spent on the Internet). b) Establish student profiles according to their AP and access or not to said digital resources and, finally, analyze the relationship of these profiles with mental health. A sample of 48 Spanish Compulsory Secondary Education (ESO) and Baccalaureate students was selected, of which 708 were men (48.90 %), with a mean age of 14.5 years (SD = 1.57). A sociodemographic questionnaire was used, grades in the previous year were measured, and the SDQ scale was used to measure mental health. The RA is positively influenced by the time of Internet connection, access to the computer, Internet and mobile. However, the differences between students with a good AP and a low AP are not exclusively associated with access to digital resources but with the presence of mental health difficulties. Students with low AP have greater emotional difficulties, hyperactivity, behavior problems and problems with peers. Finally, it seems that emotional problems stand out exclusively in those students with low AP who have digital resources, so it could be the most relevant variable for future educational interventions.

In recent decades there has been an irruption of digital technology in important areas of society. Numerous studies seem to prove that the continued use of technological devices has produced various transformations in the cognitive capacities of the human being, which directly affect the educational process. The objective of this article is to draw some conclusions, from the scientific evidence, about the pedagogical changes necessary to accept this increasingly evident reality in the educational field. To this aim, the work is structured in three sections that jointly generate a reflective unit. Firstly, an approach is made from theory to the problematic concept of technology. Secondly, examples of studies that show the impact of technology on cognitive abilities that directly affect education are presented (attention, concentration, memory, reflection, cognitive flexibility, autonomy and planning). Thirdly, the relationships that technology has in cognitive processes are explored, and from there in personal formation itself, using the classic criteria of R. S. Peters. Pedagogy, as a normative science, must help the human being to make judgments that allow reflection on the best possible use of technological means and not uncritically validate their use. These contributions are framed within two principles of action. On the one hand, the need to reduce the negative technological impact that comes from the continued use of digital devices. On the other hand, taking advantage of the possibilities that this technology also offers.

Communication between families and professionals is a relevant issue in the family-school relationship and can be further explored in order to understand better its dynamics, strengths and limitations. Previous studies indicate that it is an important issue for developing the democratisation of schools and the involvement of families, as well as improving their satisfaction with the school. It also has a positive influence on teachers and pupils. Based on the idea that fluid and bidirectional communication is positive, a study was designed and carried out with a quantitative perspective. Specifically, a telephone survey for which a questionnaire was designed and an empirical study was carried out to obtain a sample (n) of 1730 representatives of management teams in Spanish primary schools. The sample was selected with a proportional distribution to the population (N) of schools in each Spanish province and the empirical work was carried out during the school year 2019-2020. The survey is focused on knowing the communication channels used, especially with families of foreign origin, and the existing barriers to improve communication. The conclusions indicate the use of multiple communication channels and that according to foreign origin families, the support communication channels acquire relevance. From the results, the authors conclude that schools need to have communication plans or strategies adapted to the profile of their families and overcome the phase of using support channels to promote richer communication actions with foreign origin families.

According to the Job Demands-Resources theory, there are diverse psychosocial factors at work (job demands and job resources) that impact on levels of teachers’ work engagement and their job attitudes. Moreover, emotional intelligence is considered as a relevant personal resource with positive effects on teachers’ occupational health. However, to date no integrative studies have been conducted to test simultaneous relationships among these contextual and personal factors and their associations with work engagement and job attitudes among teachers. Therefore, the main goal of this work was to analyze the relationships among antecedents (job demands and job resources) and consequents (job attitudes) of teachers’ work engagement, as well as to test the potential moderating effect of emotional intelligence. The research design is cross-sectional and a structural equation modelling analysis was conducted with a sample of 734 teaching professionals (63.8% women; Mage = 44.38; SD = 9.11) from different teaching levels. Well-validated scales were used to measure the main study variables: aggression against teachers, organizational social support, emotional intelligence, engagement, job satisfaction, and intention to leave. The results have shown direct and interactive associations among emotional intelligence and antecedents and consequences of engagement. These findings point to the development of integrative theoretical models considering the role of teachers’ emotional resources along with other personal and contextual factors. Finally, this research may contribute to the design of programs for developing emotional competencies targeting the improvement of teacher well-being and performance.