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

La pandèmia del coronavirus SARS-CoV-2 no sols ha suposat un canvi de paradigma en els processos de la docència universitària durant la crisi sanitària, sinó també una oportunitat per a reflexionar sobre els reptes i oportunitats que aquesta crisi ha pogut generar tant en la educomunicación com en l'alfabetització mediàtica en el context de l'educació superior. L'objectiu general d'aquesta recerca és analitzar el repte de transformació digital que va suposar la docència no presencial a conseqüència de la pandèmia en el màster oficial en Comunicació i Indústries Creatives de la Universitat d'Alacant (d'ara endavant Comincrea) durant el curs 2021-2022. Per a això, s'estableixen tres objectius específics que analitzaran a través d'enquestes sistematitzades de preguntes tancades i obertes l'impacte que la docència en línia i la transformació digital ha provocat en el professorat, l'alumnat i les empreses que ofereixen pràctiques curriculars externes. Els resultats indiquen que existeix una predisposició per part del professorat a la transformació digital, encara que amb un cert rebuig a la dualitat i, evidència que l'alumnat, malgrat comptar amb els recursos i competències necessàries, continua preferint la presencialitat com a sistema, si bé destaquen la flexibilitat que suposa la semi presencialitat.

Presentación del número 25.

This article describes the process of construction and development of the ACESTEM scale to measure attitudes towards science in STEM Education in students between the age of 10 and 14. After performing content validity by expert judgment, an exploratory factor analysis (EFA) of the scale was carried out in a sample of 408 students (210 girls and 198 boys). This offered a structure of four factors (Liking for science, Professional interest in science, Self-efficacy and Perceived usefulness of science) with 24 items and a McDonald's Omega with a reliability of .909. The subsequent confirmatory analysis (CFA) carried out on a different sample of 295 students (114 girls and 181 boys) confirmed the four-factor structure, obtaining satisfactory fit indices and a McDonald's Omega with a reliability of .917, leaving a 21-item scale. The analysis of the results allows us to verify a decrease in the interest of students in science as they grow older, as well as the influence of the mother with a STEM profession on self-efficacy, especially in female students. The ACESTEM scale can help teachers and guidance practitioners in educational centers to identify those students’ beliefs that affect relevant decisions about the choice of possible itineraries related to STEM Education, as well as to promote actions that would have a positive impact on the quality of teaching to achieve STEM Education for all.

University learners are usually unaware of the implications of an introverted vs extroverted personality for the development of their own self-leadership. This research’s objective is to analyze the effects of a Self-Leadership Program that consists of eight workshops targeted at master’s level students who are identified as having an introverted personality trait, so that they can benefit from a more effective and comprehensive learning experience and development.  The purpose is to better prepare them for the world of work, by providing an experiential approach to impact on their Emotional Competence Development. To achieve this, using a quasi-experimental design and an ex post facto design (n=126), the extraversion subscale of the Big 5 Model is administered, while the Bisquerra and Pérez-Escoda Model is used to assess the Emotional Competencies. Four types of students are compared: trained extraverts and introverts, and non-trained extraverts and introverts. Two groups of results are obtained: those based on the ANOVA test and those based on the ANCOVA test. The results of those based on the ANOVA test concluded that the trained introverts get lower scores than the trained extroverts, although the trained introverts have reduced the gap as compared to the non-trained extroverts (Control Group) in Emotional Autonomy and Emotional Well-being. The results of those based on the ANCOVA test concluded a positive and differentiated impact for the group of trained introverts versus the group of non-trained introverts in Total Emotional Competencies, Emotional Awareness, and Emotional Regulation.

Nowadays, in our present context, various needs arise from young people, who require the support of a tutor, even at a higher education level. The objective of this study was to describe the tutorial competence in tutor teachers at a national university in Lima. This research was carried out using a mixed approach, predominantly qualitative, descriptive level and case study design. The sample consisted of 20 students from the Faculty of Social Sciences, in addition to 4 tutor teachers in the third year of said faculty. For the field work, four instruments were administered: a questionnaire, addressed to the students; two semi-structured interview guides: one, aimed at the tutor teachers and the other, at the students; and a documentary analysis guide, aimed at the institution's regulations. Among the results, the inexistence of the role of the tutor stands out from the perception of the students, who expressed the need to have a specialist who fulfills this function. In addition, assertive communication, collaborative work and conflict resolution are skills that are part of the tutorial competence that are not adequately developed in teachers who exercise this role. Likewise, the influence of emotions emerged as an emerging category that can influence the tutor-tutor relationship. In conclusion, the tutorial competence has not been effectively formed in the teachers who assume the role of tutors nor does it meet the profile expected by the students.

Currently, university students must deal with job instability and difficulties finding permanent employment when transitioning into the workforce. The aim of this research is to analyze the expectations of the final year undergraduate students in relation to the process of entering the workforce and compare this data based on the university, gender, and employment status of each university student. 1610 students from national and international universities have participated by completing the Career Guidance and Transition into the Workforce Questionnaire (COIL, in Spanish). The main results show, on the one hand, the predisposition of the university students searching for employment related to their studies once they graduate (69.9%). On the other hand, half of the participants prefer to continue studying and thereby prolong the moment of transition into the workforce (53.5%). Significant differences are evident when comparing this data to university, gender, and work experience, generating a series of disparate professional expectations based on the sociodemographic and personal characteristics of the students. These results are consistent with other studies where university students tend to postpone entering the labor market for different reasons (Chalela et al., 2017) as well as with the differences that are established based on the socioeconomic reality of the students (Aramendi et al., 2019).To sum up, this research reveals the concerns and/or perspectives of university students in accordance with their professional and personal goals, essential in the career guidance process that must be conveyed from higher education.

Career guidance is virtually unknown to university students, and their professors are reluctant to offer this possibility, even though the professional profiles associated with the Degree in Advertising and Public Relations have been transformed by the impact of technology. Accordingly, the aim of this research is to analyse the creation of a visual, interactive application that can channel the skills, competencies, and interests of students toward specific careers, and can tailor their vocational preferences to integrate these into their personal, educational, social and labour development. Based on the Design Based Research (DBR) model, the methodology used includes a survey of the students that focuses on the state of their career orientation, an analysis of the content involving job offers on the specialised portal known as domestika.org, and an examination of the development of a career guidance app, evaluated using focus groups and eye-tracking. A total of 71.90% of the students do not know which career they want to engage in professionally, and 87.72% feel that they have received no guidance. Most of them aspire to work in creative roles, with only a scant preference for the digital marketing profession due to its precariousness, despite the greater number of jobs offered in that field. The app known as GoalPro (https://goalpro.ucmbrandlab.com) gives students the option to receive career guidance autonomously.

Over the past two decades, there has been an increase of studies concerned with analysing job search’s antecedents and consequences. Individual differences have prominently appeared in previous research as an essential background for explaining the job search process. In light of that argument, different sociodemographic variables could increase the likelihood of getting a job. As youth employment is undergoing a critical situation, this study focuses on how particular sociodemographic and socio-labour variables could explain the job search process carried out by unemployed youth. The sample consists of 568 Spanish unemployed youngsters between 16 and 29 years of age. Significant differences in means are studied using two types of nonparametric statistical tests. The results show that sex, age, education level, registration in the public employment service, last employment economic sector and job search time influence unemployed youngsters’ job search process. Finally, the results obtained are discussed.

Bullying continues to be a persistent phenomenon, with a strong association between being a victim of bullying and mental health problems throughout life. This research aims to identify the relationship between being a victim of bullying and some psychological problems (anxiety, self-esteem, social competence, family problems, and emotional regulation) in a sample of 924 5th and 6th grade students (Primary Education).  in the province of Huelva (Spain).  The sample was selected using a stratified proportional random cluster sampling. For this purpose, two scales have been administered, one for the detection of bullying (Bullying Detection Scale), and the other one for the detection of psychological factors (Psychological Characteristics Detection Scale). The Bullying Detection Scale was designed taking as reference the scales of Jiménez (2007), and López & Orpinas (2012), while the Psychological Characteristics Detection Scale was designed taking as reference the scale of Fernández-Pinto et al. (2015). The results show that students who are victims of bullying have more negative results than their peers in all psychological factors. These results highlight the importance of conducting research on bullying, since they are the basis for the development of preventive and intervention strategies from schools, with the support of the guidance professionals, which would lead to a decrease in the influence of this problem.

Nowadays, it is necessary for all teachers to develop adequate social and personal competences. Therefore, initial teacher training should incorporate them throughout the curriculum and assess their level of acquisition. The aims of this article are to describe the level of self-concept and social skills acquired by students in the second year of the Bachelor’s Degree in Early Childhood and Primary Education at the Jaume I University (Castellón, Spain) and to identify differences according to socio-educational factors. The evaluation of these skills will contribute to offer a series of improvements for the initial training program. For this purpose, a non-experimental, quantitative, descriptive, and comparative research was designed by means of the administration of two instruments. The questionnaires used were the Form-5 Self-Concept (AF-5), made up of 30 items, and the Social Skills Scale (EHS), which comprises 33 items. The sample consisted of 165 and 162 respondents, respectively. The main results reveal that the male group has a significantly higher self-concept than the female group. Likewise, significant limitations in social skills are detected. This research has provided pedagogical guidelines to improve the social and personal competences of pre-service teachers during the program.