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

Cyberbullying is a new and growing bullying practice that generates more harmful consequences than even traditional bullying. In this situation, the role of education plays a decisive role in the fight against this type of practice. In fact, in recent years there has been a significant increase in the number of educational interventions on cyberbullying. However, the scientific literature shows hardly any conclusive results on the effectiveness of these interventions. Therefore, the aim of this meta-analysis is to analyse the effects that prevention programmes on cyberbullying have on the levels of perpetration among school students. To this end, a search strategy was carried out according to the PICOS framework and PRISMA criteria in five different databases: Web of Science (WoS), SCOPUS, Educational Research Information Centre (ERIC), PubMed, ScienceDirect, SpringerLink and Google Scholar. After searching and applying inclusion/exclusion filters, 9 studies were included in the meta-analysis, covering a total of 17 different interventions conducted between 2015 and 2019. These studies described the application of different intervention programmes to students aged between 10 and 17 years. The findings of this meta-analysis showed that educational prevention programmes could decrease levels of bullying perpetration (SMD = 0.08; 95% CI [0.05, 0.11]; p < 0.00001). Implications for strengthening and expanding cyberbullying prevention programmes in the educational context are discussed. In addition, future research is invited to go beyond the educational setting and consider other variables and factors that extend outside the educational environment and that are equally relevant, as well as to focus new lines of research on the important role of the cyberassistant student as an essential part of this type of situation.

Emotional intelligence is a key aspect to achieve healthy interactions in the educational context, so its evaluation for improvement purposes is important. The Trait Meta-Mood Scale (TMMS) is one of the most used instruments to assess emotional intelligence, but there are not enough studies in Latin America that address its psychometric properties. Therefore, this study aimed o analyze the internal structure (factor analysis and measurement invariance) of the TMMS in Peruvian adolescents, and to obtain a brief version. The study design was instrumental and a total of 492 adolescents (52% men; Rangeage = 12–17; Mage = 12.468; SDage = 1.503) from the first to fifth grade of Secondary Education from one school in Metropolitan Lima were evaluated. Three measurement models were analyzed: the original three-factor model, the bifactor model, and the S-1 bifactor model. Measurement invariance was analyzed with multiple group factor analysis. The three-factor model showed better psychometric support and was invariant according to sex and age. Next, a short version of the TMMS with 12 items (TMMS-12) was obtained considering various criteria (factorial load, and factor simplicity, among others), which had adequate psychometric evidence: empirical equivalence with the TMMS, well-defined internal structure, and adequate reliability coefficients. It is concluded that the TMMS-12 presents favorable psychometric evidence.

To face the changes required by the EHEA in university degrees, the work carried out by the Quality Assurance Agencies (QAA) has been necessary to achieve greater transparency, diversity, competitiveness, and quality of the study plans offered. However, there are not enough studies that try to detect the impact that the evaluation of university degrees has on the processes they develop. This paper aims to analyse the impact of the accreditation process on Master's degrees in Educational Psychology in Spain, providing information on the differences found between the different regional agencies and university institutions and the weak points that need to be optimised in the improvement plans.  For this purpose, a qualitative research methodology was used based on a documentary analysis that collected and studied the official reports of the accreditation process in 12 Spanish universities out of the 22 that offer this degree and that have undergone this evaluation. The main result is the average obtained in the set of all the accreditations of the Master's degree in Educational Psychology (=1.90), which means a C value (partially achieved), with better scores being obtained by those universities that have been verified for longer periods of time. In conclusion, further study is required in this type of studies in terms of analysing their impact on the degree, especially on the learning process.

Bilingual education is present through a wide network of Andalusian centers in which foreign Language Assistants (LAs) perform their duties. The study investigates LAs´ representations of the teaching/learning processes that take place in bilingual classrooms, documenting their suggestions for improvement. A questionnaire with 81 items was designed and sent to all bilingual centers, with a total of 279 responses. The analysis of the quantitative data was undertaken through SPSS and the qualitative information was codified using ATLAS.ti. Among the results, three emerging categories stand out for the improvement of bilingual teaching, ideas linked to a) Content and Language Integrated Learning (CLIL) approach, b) classroom methodology, and c) the role of languages. The CLIL approach is positively evaluated, although LAs consider the need for an adjustment on the use of the foreign language according to the difficulty of the subject content. Regarding classroom methodology, teaching practices are described as teacher-centered, together with a considerable dependence on the textbook. Pertaining to the use of languages, the prominent role of the Spanish language is attested, intensified in cases in which teachers’ and students´ foreign language competence is lower. The conclusions point to the relevance of reinforcing the methodological and linguistic dimensions, thus requiring renewed efforts in terms of initial and ongoing teacher training.

This research aims to gain professors’ perceptions on assessment co-creation processes in Technology Enhanced Learning Environments (TELE) in Higher Education. We will present results related to students’ level of participation, and students’, professors’, and ICT’s role in the co-creation process. Furthermore, we will show what students’ and professors’ learnt from this process. To do so, we conducted a qualitative multi-case study and we interviewed six professors (four females and two males) who participated in this research. To analyze data, we used Atlas.ti following the inductive-deductive criteria. It is inferred that professors tend to have a more democratic role whereas students assume a more active one. Also, students’ level of participation seems to be raised. In addition, participants, from their learning in assessment co-creation, revealed some benefits and limitations in the process. On the one hand, professors perceived students' acquisition of practical, reasoning, and professional skills on the part of students. Likewise, teachers reported an increase in evaluation literacy, motivation, and empathy on their part. On the other hand, the teaching staff pointed out as major constraints to the co-creation process the time and organizational factors. Finally, we would like to highlight that this research seeks to contribute to the scarce literature and does not intend to generalize its results.

Nowadays, citizens receive a great deal of information from the media, press or social networks. On some occasions, this information includes statistical graphs that contain biases. Therefore, it is essential that citizens develop adequate knowledge, skills and attitudes in order to adopt a critical attitude before accepting them as true. For this reason, framed in the theoretical framework of civic statistics, errors made by 305 students from four different Compulsary Secondary Education schools when interpreting biased news media items that included graphs were analysed. Neither of the two news items took into account the size of the population, which could lead to erroneous conclusions. It was concluded that a large proportion of the subjects surveyed assume the information they receive to be true, without first criticising it. In addition, they are not able to interpret certain graphics and they also have difficulties in understanding that the context of the news item may be essential for drawing accurate conclusions about it. Knowing about these errors will be fundamental in order to be able to work on them later, with special emphasis on the most common ones, and thus form statistically literate citizens.

This paper presents a study on the use of digital teaching resources from the teachers' perspective, analysing the advantages and disadvantages of this type of resources, the degree of conformity of teachers with these advantages and disadvantages, the potential methodological changes that the use of these resources can promote, as well as the level of connectivity and quality of the devices that are available in the centres where they teach. For this purpose, the responses of a sample of 470 teachers to a 54-item questionnaire developed ad hoc, answered online by early childhood education teachers in the region of Castilla-La Mancha, were analysed. The results show that, although teachers agree with some of the advantages attributed to the use of digital materials in Early Childhood Education, and at the same time they distance themselves from some of the disadvantages traditionally associated with them, most of the teachers participating in the study do not see significant methodological changes and report the persistence of a digital divide between centres located in urban or semi-urban areas and rural centres. Finally, some suggestions are made based on the results obtained.

Information and communication technologies help improve collaborative work among peers and communication between pairs, as well as access to information, as long as teachers have acquired technological skills during their professional training. The objective of the article is to analyze the integration of information and communication technologies (ICTs), by high school teachers, in their educational practices in the areas of Spanish Language and Natural Sciences. The method used was a quantitative approach with a non-experimental-transectional design and a descriptive section. The sampling was non-probabilistic by quotas, made up of 71 teachers. An ad hoc designed questionnaire with 90 items, on a Likert scale, was used. The data was tabulated in SPSS V23 Software. The results showed that teachers who have been trained in the use of digital tools and appreciate the educational benefits that can be reached in their students, use it more frequently. In addition, teachers who receive support from the center authorities are more motivated to integrate it into their classroom practices. It was concluded that the training and attitude that teachers have towards the use of ICTs is what will allow them to gradually incorporate information and communication technologies into the learning environments.

The scientific community claims that there is a connection between affective and cognitive factors in a second language learning. This is a non-experimental, quantitative, ex post facto, cross-sectional and explanatory research study carried out with a sample of 861 students, which consisted of 306 males and 625 females, at a public university in Colombia. The cause and effect relationships between foreign language classroom anxiety (FLCA) and willingness to communicate (WTC), test anxiety (TA), communication strategies (CS) and learning strategies (LS) were examined using the structural equation modeling (SEM). The Foreign Language Classroom Anxiety Scale, the Willingness to Communicate Questionnaire, the Oral Communication Strategy Inventory, the Test Anxiety Inventory, and the Strategy Inventory of Language Learning tools were distributed to collect the data. The SEM showed that FLCA negatively affects WTC and LS, and positively affects TA. Socio-affective strategies have a negative effect on FLCA and a positive effect on WTC. This study provides empirical evidence that shows that anxiety is an aspect that affects the development of communicative competence of English as a foreign language.

The aim of this research was to analyse the relationship between emotional intelligence (EI), socio-academic factors, and the incidence of physical activity in a sample of 1650 secondary school students from the province of Granada. The design was descriptive-exploratory, cross-sectional and ex post-facto with a single group measurement. For the measurement of the variables, two questionnaires were used, one of our own elaboration (Ad hoc) where the aim was to find out sociodemographic questions and the other to evaluate emotional intelligence (TMMS-24). The results showed that there are only significant differences between EI and gender, with boys having higher EI than girls, with more adequate values in the dimensions of emotional perception and regulation. The need to continue researching EI in order to clarify the relationships with academic factors and health indicators is highlighted, in order to better understand those elements that have a direct impact on the good development of adolescents. It is important to provide students with competences that integrate psychological tools (reinforcement of self-esteem, self-concept and EI), social tools (social skills), global health (nutritional habits, physical activity, mental health) and educational tools (study techniques, guidance), etc.