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

The global outbreak of the COVID-19 pandemic radically transformed the educational landscape, affecting millions of students worldwide. This unprecedented situation posed significant challenges to school engagement, a critical variable associated with the successful completion of educational stages and the development of positive academic trajectories. This article presents findings from a longitudinal qualitative study conducted in Chile, analyzing the meanings of school engagement and contextual factors from a participatory research approach that emphasizes children’s right to be involved in knowledge production. The study highlights notable improvements in cognitive engagement, reflected in increased academic interest and the development of study habits among post-pandemic students. Affective engagement, however, remains a challenge, with the need for more stimulating school environments to counteract low motivation. Additionally, a decline in behavioral engagement—evidenced by increased absenteeism—demonstrates the lasting motivational impacts of the pandemic on secondary school students.

Given the inherent complexity of assessing motivation in educational contexts, the use of theoretically grounded and psychometrically validated instruments is essential to ensure accurate measurement. This systematic review aims to identify and analyze the assessment tools and their psychometric properties used to evaluate learning motivation in children aged 6 to 12 years. Following PRISMA guidelines, searches were conducted in databases such as B-on, ERIC, and PsycINFO, identifying 473 articles published between 2010 and 2024. After applying exclusion criteria, 54 studies were included, revealing 44 distinct instruments based on six predominant theoretical models, including Self-Determination Theory, Expectancy-Value Theory, and Achievement Goal Theory. Most instruments demonstrated strong internal consistency, and a wide range of validity indicators—such as criterion, discriminant, and external validity—were frequently reported. The review offers a comprehensive synthesis of validated tools for measuring motivation in elementary education, providing practical guidance for educators and psychologists to enhance motivational assessments in school settings.

Early school leaving in secondary education poses a major challenge with significant social and economic implications both in Spain and internationally. Given its multicausal nature and its association with the risk of social exclusion, comprehensive and multidimensional interventions are required. This study focuses on the school dimension to explore whether curriculum design and, particularly, classroom methodology act as protective factors within educational support measures. Using a mixed-methods approach, it analyzes the Comprehensive Learning Program, Occupational Classroom, Basic Vocational Training, and Professional Training Program in the Region of Murcia through interviews, questionnaires, and discussion groups with teachers, administrators, professionals, and students. Findings reveal that curricular development based on inclusive, practice-oriented, and contextualized methodologies contributes significantly to the educational and social reengagement of students with trajectories of school failure, underscoring the pedagogical importance of a supportive classroom environment with high expectations.

This study developed and psychometrically validated a scale to assess video game addiction in Colombian adolescents and young adults, based on Griffiths’ theoretical model (2005). Using a sample of 385 participants, exploratory and confirmatory factor analyses were conducted. An initial seven-factor structure explained 62% of the total variance. The final confirmatory model retained five factors, with marginally acceptable fit and high internal consistency (α = 0.945). The scale identifies key behavioral patterns of video game addiction such as gaming-related impulsivity and pleasure, displacement of responsibilities, withdrawal-related anxiety and irritability, aggression, and intrusive thoughts. These findings enhance understanding of the disorder and support early diagnosis and the design of culturally adapted interventions. The scale proves to be valid, reliable, and useful for clinical, educational, and research applications in Colombian youth populations.

  Creativity plays a central role in education, being recognized as a key competency in contemporary curricula. This study explores the beliefs and self-perceptions of creativity among 230 in-service teachers from Chile and Spain, considering variables such as educational level, gender, and national context. Using validated instruments —the Kaufman Domains of Creativity Scale (K-Docs) and the Teaching for Creativity Scales (TCS)— the research adopts a quantitative, descriptive, and correlational approach. Results reveal a moderate global creative self-perception, with statistically significant differences by gender and country. Furthermore, a strong positive correlation emerges between creative self-efficacy and global creative self-perception. The findings underscore the influence of teachers’ beliefs on their ability to foster creativity in the classroom and highlight the need to strengthen professional development in this area to support creative teaching practices.

Deep friendships with low conflict in adolescence has positive benefits for the psychological life of individuals, so it is important to evaluate its predictive value. The aims of this study were: to evaluate the relationships between the values of positive adolescent development, the dimensions of empathy and friendship; to test a structural equation model with the aforementioned variables. The sample consisted of 330 Argentine adolescents: 137 males (41.5 %) and 193 females (58.5 %), aged 11-16 years (M = 12.82 SD = 1.03). Correlations and structural equations were carried out. It was found that social and personal values were positively correlated with perspective taking, emotional recognition, empathic action, degree and depth of friendship. These values in turn correlated negatively with bonding difficulties. Degree and depth of friendship correlated positively with empathic action, emotional recognition and perspective taking. Bonding difficulties correlated negatively with empathic action and emotional regulation. The model tested explained 22 % of the variance in the degree and depth of friendship. In this model, empathy played an important mediating role between adolescent developmental values and the degree and depth of friendship.

Research on the direct and indirect relationships between perceived teacher support and academic engagement among university students is still lacking. This study aimed to examine whether enjoyment and boredom mediate the link between perceived teacher support and academic engagement among a sample of university students in Vietnam. A sample of 642 students from a university in Vietnam participated in a cross-sectional survey, which included standardized measures of perceived teacher support, academic enjoyment and boredom, and academic engagement. The results indicated that perceived teacher support was positively related to academic engagement (B = 0.228, p < 0.001) and enjoyment and boredom mediated the association between perceived teacher support and academic engagement (B = 0.146, 95% CI = [0.090; 0.219] and B = 0.044, 95% CI = [0.017; 0.074]). These findings provide suggestions for administrators and teachers in developing effective teaching measures to enhance students’ academic engagement.

Introduction: To determine whether resilience dimensions are able to predict empathy dimensions based on individual resilience scores in a sample of health sciences students.  Methods: The sample consisted of 1,093 students from the Faculty of Health Sciences of El Salvador. Descriptive statistics were estimated to characterize the sample and the prediction of the dimensions of resilience on those of empathy was estimated using structural equations. Results: It was found that the Engineering and Adaptive dimensions of resilience negatively predict the Adoption of Perspective and Compassionate Care dimensions of empathy, while the ecological dimension positively predicted the Adoption of Perspective and Compassionate Care dimensions of empathy.  Conclusion: Individual resilience is a variable that can influence empathy and predict empathic behaviour in students from different careers or study programmes belonging to a Faculty of Health Sciences. These findings provide empirical evidence supporting the concept that empathy can be defined as a dependent variable regarding individual resilience. It is necessary to introduce training in resilience and empathy in a coordinated manner in the teaching-learning process in health sciences students.

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