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

Introduction: Self-efficacy and eutress are motivational elements that lead academic success; while procrastination leads to failure. Self-efficacy and stress have been shown to affect procrastination behaviors, but to what extent? In addition, differences between gender in relation to these variables are evident in the literature. However, these studies are not conclusive. Therefore, this research aimed to establish an explanatory and invariant model of the effect of self-efficacy toward procrastination behaviors, mediated by eutres. Methodology: The method used is structural regressions with latent variables, and multigroup invariance was applied. The sample was nonprobabilistic of 1224 university students (61.5% women) between 18 and 35 years old (M = 22.89; SD = 5.46). Results: Adequate fit indices of the proposed model were found (CFI = 0.951, TLI = 0.943, RMSEA = 0.041) where the direct, indirect and total effect was demonstrated, through the eutres, on postponement and self-regulation. The effect size for self-regulation was large (f 2 = 0.54) and small for postponement (f 2 = 0.14). Furthermore, the model turned out to be invariant between men and women. Conclusions: Student with high self-efficacy and positive stress, will be able to self-regulate his academic behavior and avoid postponement of tasks.

Relationships in childhood are fundamental for students to achieve their full development. However, sometimes these relationships are deficient, as is the case with those who are rejected by their peers, a phenomenon that affects approximately 10-15% of pupils. This problem, as well as being very disabling due to its chronic nature, is difficult for adults to detect, which leads to a delay in prevention and intervention measures. This study presents the situation of peer rejection found in a sample of 44 infant education students from two different classrooms and centres, in which their tutors were trained to implement teaching strategies under a pilot programme aimed at improving socioemotional competence and classroom environment to reduce peer rejection. The results give indications that the reality of many students who suffer rejection can be improved with the application of teaching strategies and practical activities, which are positively evaluated in the results of the teacher surveys. This study and the data obtained lead to an improvement of the programme design to increase the prevention and reduction of peer rejection in early childhood education in a larger sample with a more intensive intervention.

Media proliferation and the Internet expansion have led to the emergence of transmedia storytelling. Its application in education, known as transmedia education, has mainly been studied in formal educational contexts. However, the learning ecologies approach, underlines the importance of all educational contexts is highlighted. This study aims to know the background of the scientific literature about the use of transmedia storytelling in the non-formal education. For this purpose, a systematic literature review is carried out, willing to identify and analyze both Transmedia Educational Objects (TEO) and Transmedia Educational Processes (TEP) performed in the non-formal educational context. The systematic literature review was carried out following the PRISMA guidelines (Page et al, 2021) in five phases: 1) Search, 2) Filtering, 3) Eligibility, 4) Classification and 5) Review and analysis. These phases resulted in the review and qualitative analysis of 29 documents. The study exposes the scarce development of TEP in the non-formal context, which are often adapted from the formal educational context, without special attention to the characteristics of the non-formal settings. From an ecological point of view, transmedia education has characteristics that could enhance TEPs and diversify learning opportunities, participation, and involvement for diverse groups in the non-formal educational context. It highlights the need and interest in conducting research and practice-oriented projects in a little explored field, where the adaptation of materials to a transmedia environment could promote progress in multiple groups to promote their development and social inclusion.

The concept of teachers’ training transfer is understood as the extent to which teachers are capable of generalizing the training learning to workplace. In this process, recognizing application scenarios and making decisions on the application play an important role. The objective of the research is to explore the relationships between the training transfer factors and the activities of identifying application scenarios and making decisions about it in the context of the training programs of non-university Mathematics teachers. The participants were 344 active teachers. Two multinomial logistic models were determined to studying the relationships indicated by analyzing the odds ratio of the models. The results showed that the factor Design and development of training was positively associated with both the ability to identify application situations and the decision to carry out an effective application. On the other hand, the factors Follow-up of the training institution and External locus of control were positively associated with the ability to identify application scenarios, while the association between the factor Feedback of students and families and the identification of application scenarios was negative. In conclusion, dimensions have been identified on which to design interventions to improve the training transfer of mathematics teachers.

Procrastination is a common behavior among students of different academic levels that is related to numerous negative consequences. The objective of this study is to estimate the reliability of the Academic Procrastination Scale-Short Form (APS-SF) through a reliability generalization meta-analysis. A systematic search was performed in five databases and the references of the original APS-SF validation article were reviewed. The pooled estimate of test reliability was performed using a random effects meta-analysis of 25 independent samples from 22 publications. Cronbach's alphas were used as effect size and their distributions were normalized using the Bonett transformation. Heterogeneity was evaluated using Cochran's Q and the I2 statistic. Risk of publication bias was assessed using the funnel plot and Egger's regression test. The pooled confidence estimate is .89 (95% CI = .87, .90). Meta-regression and ANOVA analyses show that age is a statistically significant moderator. No risk of publication bias is observed. This work shows how the APS-SF is a reliable tool for measuring academic procrastination.

The aim of this study was to carry out a meta-evaluation of the Teaching Evaluation System (TES) of the Autonomous University of Baja California to identify its strengths and aspects of the educational quality in: the Survey of Teaching Competence Evaluation (STCE), the management system of the TES, the administration of the STCE and how the results are used. The study corresponds to a case study that adapted elements of the responsive evaluation model.  The non-probabilistic sample was of 10,160 students who answered an on-line questionnaire.  The data was processed with univariate analysis techniques and qualitative analysis of the content.  It was found a divided opinion with respect to the use of the results, the structure and content of the STCE, and the procedure of application, as well as with the critical remarks towards the TES.  However, the global assessment weighted the usefulness of the TES. Conclusions relate to the necessity to better the usability of the results of the teaching evaluation.

Some research aimed at the educational context showed that the promotion of academic engagement and developing socioemotional skills benefit the development of students, especially adolescents. However, there were difficulties in finding studies that addressing both constructs simultaneously, as the scientific evidence regarding the subject is scarce. Due to this inconsistency, the objective of the present review was to identify the variables associated with academic engagement and socioemotional skills that are studied in the stage of adolescence. This study followed a systematic review methodology based on the recommendations established by the PRISMA 2020 Declaration. To do this, two different searches were made in the scientific databases of Scopus, Web of Science and PsyCINFO: the first focused on academic engagement and the second on socioemotional skills, both focused on adolescent population, including a total of 47 documents in the study. The results showed the existence of numerous variables, establishing those that are analyzed in both constructs through a qualitative analysis with Atlas.ti 22: academic performance, emotional intelligence, school bullying and resilience, finding that academic commitment is the most prevalent construct in research. In conclusion, it is advisable to include programs, strategies or projects in educational centers in order to increase the levels of academic engagement of students and develop socioemotional skills in the most favorable way possible.

Video games are gaining more attention from educational research and their implementation in teaching practice. In this sense, video games can expand educational possibilities, among others, at the university level. That said, the main objective of this work is to obtain evidence from articles on the development of specific skills (instrumental, interpersonal and systematic) of Tuning Project with video games in Higher Education. Specifically, the skills developed following the division of the Tuning Project are analyzed, as well as the fields of knowledge of the university degrees. To do this, a systematic literature review of studies published in the last six years (from 2016 to 2021) on the use of video games for students’ skills development in Higher Education is carried out, guided by the PRISMA 2020 protocol. In this review, 62 articles are identified that collect findings on the use of video games for skills development in Higher Education. The results obtained reflect a predominance of studies focused on use of video games for the development of instrumental skills such as motivation. However, a lack of studies related to interpersonal skills is detected, such as the ability to work in an interdisciplinary team or to communicate with experts from other areas, both of which are fundamental in professional development.

Introduction: The variability in the structure of aquatic communities is frequently attributed to environmental changes; however, in stable environments such as regulated rivers, trophic interactions could be another key environmental factor determining the structure of these communities. These alterations could cause a greater growth of algae, and in turn, changes in the functional groups and in the composition of the macroinvertebrate community favoring the dominance of certain groups of organisms. Objective: To identify the effects of environmental variations and changes in the structure of the phycoperiphyton on the macroinvertebrate community of regulated Andean rivers. Methods: We analyzed environmental and biological data collected in quarterly samples carried out between 2010 and 2018 in two rivers of the Central Andes (Antioquia - Colombia), for a total of 27 samples. Sample collections used standardized methods. Different statistical models were used to establish spatial and temporal patterns of the environmental variables, of the abundance and/or density and diversity of phycoperiphyton and macroinvertebrates, as well as the trophic relationships that exists between them. Results: We found that regulated rivers present relatively little environmental variability. The environmental parameters with the greatest variation were temperature, turbidity, and orthophosphates; these last two were the abiotic variables with the greatest contribution to benthic instability. Conclusion: The presence of scraping and foraging macroinvertebrates was more affected by the stability of the phycoperiphyton density than by environmental variables, showing the importance of trophic interactions in regulated rivers and the bottom up control in these ecosystems.

Introduction: The distribution of freshwater fishes in the Colombian Andes results from the interaction between historical and recent factors. Currently, the Andean landscape is facing rapid transformation processes. However, the knowledge regarding species distribution and environmental requirements is advancing slower than the transformations underway in the fluvial networks. Objective: To understand the conformation of the fish assemblage in the middle and lower Cauca River basin, considering the local environmental context before the construction of the Ituango Dam, and quantifying β diversity and its two components (turnover and nestedness) amongst local fish communities. Methods: 58 localities were monitored during nine years (between February 2010 and November 2018), the period before the dam's operation. The species richness (α-diversity), species turnover (β-diversity), and assemblage composition were estimated for the given localities. Results: 114 species were recorded, representing ~ 49 % of the total richness of known species for the Magdalena basin. The richness distribution showed that the number of species varies among the aquatic environments. Swamps presented the most significant number of species, followed by the Cauca River, while streams had the lowest values of richness. The spatial analyses of β-diversity revealed a high variation component in the study area due to species replacement between the aquatic environments. Conclusions: The implementation of long-term monitoring allowed us to recognize that the Cauca River basin conserves a great variety of species-rich environments. The species turnover indicates a high proportion of endemism or multiple sites with unique species. Finally, our study will serve as a baseline to verify, over time, whether the dam's construction is associated with essential changes in the structure of fish communities.