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This study presents the results of the validation process of two data collection instruments on the inclusion of grandparent- grandchild relationships in Primary Education. Two ad hoc questionnaires were designed for the families of the students and the teachers (CUABU-F and CUMEABU-D) with the aim of assessing their conceptions of the roles and profiles of grandparenting and their influence on the development of school children's identity. From a quantitative approach and with an analytical design, the content validity was estimated through expert judgment, the internal consistency (Cronbach's Alpha model) and the construct validity (Principal Component analysis) of both instruments. An instrumental research design that consisted of two phases was used. In the first one, seven experts participated, who judged the questionnaires based on a scale developed for this purpose. The second phase consisted of a pilot study where information was collected from 110 teachers and 72 parents of Year 5 students in the Region of Murcia. The results showed that the instruments had content validity in terms of their pertinence, coherence, sufficiency, adequacy, relevance and clarity. Furthermore, both instruments revealed fairly high reliability and adequate construct validity. These questionnaires allowed for the diagnostic evaluation of a project that promotes grandparent-grandchild relationships in Primary Education classrooms. [ABSTRACT FROM AUTHOR]

This study shows the design and validation of the set of questionnaires called IKasGral, the aim of which is to explore students' perceptions of the development of crossskills deployed in the Final Degree Project (Bachelor Thesis) in Education degrees (Pedagogy, Social Education, Early Childhood Education and Primary Education). The article describes (i) the validation process, which was carried out with five experts in the field and a doctoral student related to the subject; and (ii) the reliability of the instrument by 48 students from four Education degrees of the University of the Basque Country at its three campuses. Results were positive with respect to the index of content validity (0.81) and an internal consistency of over 0.6, according to Cronbach's alpha coefficient of reliability. This study concludes by pointing out that these questionnaires can be transferred to other contexts that share the same or similar aims and open up the possibility of monitoring cross-skills in the Final Degree Project subject for the Degrees in Education. [ABSTRACT FROM AUTHOR]

The objective of this study was to determine the levels of study habits of secondary level students at the Juan Bautista La Salle Educational Institution in Tingua, Ancash, Peru. It is a basic, descriptive, non-experimental and transactional investigation. The population consisted of 92 students who were evaluated with the Study Habits Inventory (IHE) of Fernández), whose psychometric properties were adequate, the content validity determined by the coefficient V of Aiken = 1.00 and the reliability was determined by internal consistency with a Cronbach's alpha equal to 0.87. The results indicate that 60.87% have a medium level of study habit; 55.43% have a distribution of time for the average study; 59.78% have a medium level of motivation; and 59.78% present a medium level of distractors. Concluding that there are predominantly average or normal study habits, which impact on motivation and school performance. [ABSTRACT FROM AUTHOR]

Introduction: Rumination leads students to show negative and depressive moods of long duration and of great magnitude, affecting anxiety that are stimulated by an over-activation of the nervous system as a receptor for the spontaneous problems that precede it. Methods: For the present study, a non-experimental design was used with a population of 850 university students of both sexes. Likewise, the instruments used were subjected to content validity with experts from the study area and the reliability was Cronbach's Alpha, with a value of .852 for the rumination variable, interpreted as high reliability and with adequate internal consistency. Results: The hypothesis test analysis was ordinal logistic regression. The results indicated that rumination affects the anxiety of university students, because the proposed model explains 93.5% of the dependent variable student anxiety and reflective thinking, with Wald = 796.558 and p = 0.000 <0, 05; better predicts anxiety in college students. [ABSTRACT FROM AUTHOR]