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

Satisfaction with e-learning is a key factor in students' assessment of the educational services they receive. Therefore, it is necessary to measure it on an ongoing basis using validated instruments. The objective was to design and validate a questionnaire to measure satisfaction with e-learning (SEV) in secondary school students. The design started with a literature review, followed by open interviews via telephone with teachers and students. The content of the questionnaire, in its first version of 27 items, was corrected through the opinion of five experts and a pilot sample. Subsequently, construct validation was carried out with a sample of 572 students divided into two groups of 286 from seven schools in the Tacna region (Peru). The exploratory factor analysis (EFA) reported a model of seven (7) emerging factors grouping 22 items. The confirmatory factor analysis (CFA) validated a plausible model (X2 /g.l. = 2.219, p = 0.0000, CFI = 0.952, TLI = 0.939 and RMSEA = 0.073) of six factors (ICT management, availability of virtual media, evaluation, school work, teaching methodology and school bonding) with 19 items. The reliability analysis of the questionnaire reports ordinal alpha coefficients ranging from 0.88 to 0.926 among its dimensions. It is concluded that SEV is valid for measuring satisfaction with e-learning among secondary school students.

Hate speech is a specific form of expression targeting certain vulnerable or minority groups. It is a social phenomenon which has gained strength in recent years due to its normalisation from the public sphere and escalation on social media, particularly in contexts of crisis such as the circumstances that have arisen around COVID-19. This paper presents a systematic review of the scientific literature produced over the past two decades in English, Portuguese and Spanish as a tool to examine, from social science, the landscape of studies around one of the main threats democratic societies face today. In addition to an evidence-based idea of the state of the art, the results show a substantial increase of research into hate speech over the past five years and how focal points and disciplines have evolved from those approaches and are gaining in importance, along with the analysis of regulations and laws, computational linguistics and discourse analysis. Furthermore, the dearth of research from the field of communication and education is confirmed, which would allow us to examine not only its management and analyse its impact, but rather its understanding from critical pedagogical perspectives committed to the deepening and extension of democracy.

The study of classroom assessment environments constitutes a key aspect of the learning process. To analyze this construct, the Perceived Classroom Assessment Environment Scale (PCAES) is currently available. Since there is no empirical evidence of the application of this instrument in the Chilean educational context, this study aims at assessing the factor structure, internal consistency, and validity of the PCAES among Chilean students. The participants were 642 high school students, 50.9% women and 49.1% men, with an average age of 16.32 years. The exploratory structural equation modeling (ESEM) and confirmatory factor analysis (CFA) were used to assess the fit of the measurement model to the observed data. Internal consistency analysis was carried out using both McDonald Omega and Composite Reliability coefficients. Convergent and discriminant validity were assessed by the measurement of Average Variance Extracted (VME) and √VME. Findings support the two-factor structure of the original model. However, a 14 item-model was re-specified that showed adequate levels of reliability and validity. These findings suggest that the Spanish adaptation of PCAES evidences a measure model of adequate psychometric properties to assess classroom assessment environment perceptions.

Academic Engagement is defined as a psychological state of accomplishment and commitment to the task performed. Personality factors can help to understand why, some students show a positive mental state related to their studies and others show a lack of engagement. The aim of this study was to determine the personality characteristics of a sample of nursing students based on the Big Five model and to analyze the differences in engagement. The sample consisted of 90 nursing students. Pearson's correlation coefficients were calculated and a multivariate analysis of variance was performed. The results showed that the existence of engagement is positively associated with Extraversion, Agreeableness, Conscientiousness, and Openness, and negatively associated with the Neuroticism personality trait. The students classified in the first cluster, which was defined by a profile with high neuroticism and low scores on the rest of the personality traits, had a lower presence of engagement. In the second cluster, defined by low Neuroticism and high Extraversion, Agreeableness, Openness and Conscientiousness, the presence of engagement was higher. In conclusion, assessments of personality and engagement can be useful measurement tools to find out about students’ academic performance and be able to carry out strategies aimed at preventing the consequences of academic stress in the most vulnerable students.  

Procrastination is a common behavior in academic field associated with various negative consequences. Self-esteem, understood as a global attitude towards oneself, is one of the variables that has been associated with academic procrastination. The objective of this work is to examine the relationship between self-esteem and procrastination in students using meta-analytical techniques. A bibliographic search was carried out in the PsycInfo, Scopus and PubMed databases of the research on the variables of interest published since 2000. A total of 35 independent studies belonging to 33 articles that met the inclusion criteria were analyzed. The total sample consisted of 13,233 participants. The results show a negative relationship of medium intensity between self-esteem and procrastination in students, so that those students who show lower self-esteem have higher procrastination. The meta-regression analysis showed that mean age and sex are not statistically significant moderating variables; while the subgroup analysis does not show that the educational level moderates the effect size. The presence of publication bias is not appreciated. The implications and limitations of the work are discussed. The belonging of implementing programs to increase the self-esteem of the students is pointed out.

The learning of time is one of the great challenges that the didactics of history has faced. Many investigations have outlined the difficulties involved in their learning among students, trying to identify the most complex temporal notions and providing didactic tools for classrooms. In this line, the article collects the research entitled Time as the base nucleus of the conceptual construction of historical thought focused on analyzing the maximum performance levels presented by a sample of Secondary Education and Baccalaureate students on the understanding of temporality. To do this, the starting point was the elaboration of a conceptual test where students were urged to reflect on the basic temporal operators in relation to dating, succession, periodization, change and continuity, permanence, and sequencing, among others. The results indicate the difficulties that are outlined among the students when it comes to dimensioning certain temporal categories and correctly relating them to the historical facts of reference. The conclusions indicate the need to work on the temporal operators and categories of historical events, considered as isolated factuum, with their evolution in the narrative and causal explanation as a continuum.

Given the lack of instruments to measure the sense of efficacy in thesis advising, the objective was to design and validate a scale to assess self-efficacy in thesis advising (EA-AT), under an instrumental study, with 601 undergraduate advisors between 25 and 65 years of age, assigned to education, medicine, nursing, nutrition, psychology, administration and accounting, selected under a non-probabilistic purposive sampling in seven universities in three regions of Peru. The scale design was based on 15 indicators found in the scientific literature. Content validity was analyzed with Aiken's V coefficient, internal structure with exploratory factor analysis (EFA) and reliability with Cronbach's Alpha coefficient. The results indicate that all items reached a favorable evaluation (V > .70), when applying the EFA only nine items saturated in a single factor that explains 60.38% of the total variance of the scale and their factor loadings range between .61 and .86. Robust analyses (X2 = 94.737; p = .000; CFI = .986; GFI = .983; AGFI = .97; RMSEA = .07) show that the unidimensional structure is satisfactory and the reliability acceptable (α = .943; 95% CI = .92-.95). It is concluded that the EA-AT is a brief measure and presents initial psychometric evidence of validity and reliability in Peruvian thesis advisors.

The study of the subjective experience of early childhood educators has been predominantly circumscribed to the talk content, without delving into more intimate experiential aspects of their professional experience. Considering that the need for an immediate response to infants is a characteristic of the initial classroom, this study aims to describe the subjective references of these professionals in educational situations of a contingency and affective nature. A number of 30 early childhood educators participated, through a semi-structured interview within a phenomenological approach, giving way to the construction of 11 categories of emerging content: eight of a semantic nature and three meta-schemes of the sequential appearance of the content. The proclivity of these professionals to act quickly and intuitively stands out; follow pre-established procedures; constantly and emotionally feel, reinforce and contain the infants; identify the benefits and tensions when communicating with the family; among others. The findings account for the ways of verbally explaining their professional actions in the face of the contingent situation with an affective connotation, from which the strategies that are commonly used emerge. Some of the contributions to training in socio-affective skills in initial education are outlined, as well as new lines of research.

Due to the COVID-19 pandemic, the teaching-learning processes were suddenly transformed, and university students and faculty were forced to adapt to the needs posed by the new context and resort to a virtual environment to carry out their academic tasks and teachers. This study aims to describe the plagiarism actions carried out by university students during confinement; know their opinion about the tendency of the group of classmates to carry out plagiarism actions during confinement; and check if the plagiarism actions carried out vary depending on the branch of knowledge and the course. A quantitative, descriptive survey-type study was carried out. An online questionnaire was applied to a sample of 2,020 undergraduate and master's students. Means, medians, modes, standard deviations and the non-parametric statistical tests Kruskal Wallis H and Mann-Whitney U were calculated. The results reveal that in the preparation of academic work during confinement, the most frequent actions were partial plagiarism of printed fragments and web pages, especially the students of the lower courses, and differentially depending on the branch of knowledge. and highlight the need to continue working from the university institutions in the adoption of preventive measures to avoid actions such as plagiarism by students in the preparation of academic work.

This study aims to show teachers' perceptions about their training and competences in the field of music, as well as their self-confidence to use this tool in Early Childhood Education. From a qualitative approach, the methodology used is based on an exhaustive documentary study and semi-structured interviews carried out with the participating teachers. From the information collected, similar results are obtained from both sources, such as limited teachers’ training, as well as a lack of teachers’ self-confidence in musical skills. In conclusion, it is inferred that the factor perceived by teachers as the main obstacle to musical practice is insufficient and/or inadequate training, both initial and continuous. At the same time, this limited training causes uncertainty and lack of security in teachers when they must implement musical activities into practice.