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Background: Evidence indicates an increasing prevalence of psychological issues among university students, exacerbated by COVID-19. However, conclusive data on the situation in Spanish universities is lacking. Objective: This study explores academic, interpersonal, and emotional problems, as well as the differences between years and branches of university studies. Method: 5,221 students from 35 Spanish universities completed an online questionnaire covering standardized tests. Results: The mean scores show students overwhelmed by academic work, struggling to distance themselves from personal problems and seeking help, with stress and physical discomfort, and emotional symptoms consistent with a probable clinical case of anxiety. Students report declines in attention, concentration, and emotional well-being due to the pandemic. Factorial ANOVAs showed a high transversality of the problems between years of study but identified differences between study branches. Conclusions: The results offer valuable information for university psychological support services to assess identified issues and develop specific interventions among students. [ABSTRACT FROM AUTHOR]

Los tipos de relaciones entre centros universitarios, docentes y alumnado siempre han sido tema de debate a la hora de evaluar y mejorar la consecución del aprendizaje significativo; sin embargo, dada la vasta implementación de las nuevas tecnologías en las aulas, unidas a las habilidades de comunicación en idiomas extranjeros, ha surgido un nuevo paradigma universitario donde la prestación de servicios enfocada al éxito académico y profesional ha perfilado la forma de enseñar y aprender en el ámbito universitario, y donde la implicación y el activismo del alumnado se ha convertido en el parámetro de los procesos de aprendizaje en remoto. El objetivo del presente estudio fue evaluar el nivel de relevancia que los alumnos universitarios otorgan a centros universitarios, docentes y a destrezas tecnológicas y comunicativas propias, para alcanzar el éxito académico. El instrumento de investigación empleado para la recogida de datos fue un cuestionario basado en la escala de Likert, con 5 posibilidades de respuesta en relación con la hipótesis de este estudio. A través del método basado en el modelo de ecuaciones estructurales (SEM-PLS), se recopiló un total de 116 respuestas de alumnos universitarios matriculados en el Máster de Educación Bilingüe en una universidad privada en modalidad en línea. Los resultados sacaron a la luz la gran importancia otorgada a los servicios prestados por los diferentes actores universitarios. Relevance given by university students to centres, teachers, and technological/communication skills for meaningful learning Abstract The nature of relationships amongst university centres, lecturers, and students has always been a subject for debate when it comes to evaluating and improving the achievement of meaningful learning, however, given the vast implementation of new technologies in the classroom, along with communication skills in foreign languages, a new university paradigm has emerged where the provision of services focused on academic and professional success has shaped the way of teaching and learning in the university environment, among others, and where the involvement and activism of students have become the parameter for remote learning processes. The aim of this study was to evaluate the level of relevance that university students give to university centres, lecturers and their own technological and communication skills in order to achieve academic success. The research instrument used for data collection was a questionnaire based on the Likert scale with 5 response possibilities regarding the hypothesis of this study. By means of the method based on the structural equation model (SEM-PLS), a total of 116 responses were collected from university students enrolled in the Master's Degree in Bilingual Education at a private university implementing remote teaching. The results brought to light the relevant importance given to the services provided by the different university actors.

Copyright of Revista de Derecho de la Seguridad Social, Laborum is the property of Ediciones Laborum S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Increasingly, postsecondary students enroll in distance learning courses and complete homework online, which extends their learning opportunities regardless of where they are. Online homework requires self-control from students to cope with conventional and techrelated distractors, however research on this topic is scarce. There is a need to develop an instrument to assess online homework distractions in higher education. Method: This study examined the psychometric properties of the Online Homework Distraction Scale (OHDS) based on 612 undergraduates in China. After randomly dividing the sample into two groups, we carried out a principal component analysis (PCA) with one group and confirmatory factor analysis (CFA) with another group. Results: Both PCA and CFA fi ndings indicated that tech-related distraction and conventional distraction were empirically indistinguishable for college students. Given acceptable measurement invariance, the latent factor mean was examined over gender for all participants and found that men were more distracted while doing online homework. Concerning validity evidence, in line with theoretical predictions, the OHDS was negatively related to online homework expectancy, value, effort, and time management. Conclusions: Our study provides strong evidence that the OHDS is a valid and reliable instrument for measuring online homework distraction. [ABSTRACT FROM AUTHOR]

Epistemological Beliefs (EB) are considerations about knowledge and learning that influence the performance and motivation of students. The aim of the present research is to analyze the psychometric properties of the Epistemological Questionnary-Epistemological Beliefs Inventory (EQEBI) in Spanish university students including factor analysis, reliability analysis, factor invariance testing according to gender, year and area of study and description of the test scores. To reach this objectives the EQEBI test was applied to a sample of 1231 students and analyzed through confirmatory, multi-group factor analysis and descriptive statistics. Results confirm the structure of four factors (simplicity of knowledge, certainty of knowledge, quick learning and innate ability). The Cronbach's Alpha show values similar to those obtained in previous studies, although the Alpha Ordinals exhibit higher reliabilities. Configural and metric invariance were found between groups analyzed. The EQEBI exhibits adequate psychometric properties and may be used for psychologist and educators for the assessment of EB and comparison between groups. [ABSTRACT FROM AUTHOR]

As language teachers we are constantly trying to establish a suitable atmosphere in which communication skills can be fully developed through activities or exercises which involve a stimulus, as a language is learnt more easily when the elements used to teach are more appealing. Theatre can perform this role as it is an educational tool that has been explored for the instructions of languages since the emergence of the Communicative Approach. The purpose of this article is twofold: firstly, to examine the effectiveness of theatre in general with reference to the numerous arguments in favour of using this didactic tool in the classroom. Secondly, to draw attention to the benefits and challenges of using theatre to teach a foreign language at university level by presenting the performance of eight plays based on popular tales in the classroom through a series of practical activities using the task-based learning methodology. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este estudio tiene como objetivo analizar las relaciones entre el afecto/rechazo y los tipos de disciplina que muestran tanto el padre como la madre y los problemas internalizantes y externalizantes que informan los estudiantes universitarios. Se aplicaron la Escala de Afecto «EA» y la Escala de Normas y Exigencias «ENE» (Fuentes, Motrico y Bersabé, 1999; Bersabé, Fuentes y Motrico, 2001) en su versión para hijos (EA-H y ENEH), así como el Youth Self- Report (Achenbach (1991) mediante la propuesta de Ivanova et al., (2007) quienes agrupan los ítems en ocho síndromes. Cinco de estas ocho categorías se agrupan en dos dimensiones más amplias: problemas internalizantes (ansioso/depresivo, introvertido/depresivo y quejas somáticas) y problemas externalizantes (infringir las normas y conducta agresiva). Los resultados indican que tanto el afecto como la disciplina inductiva de los padres constituyen prácticas positivas que correlacionan negativamente con algunos de los problemas analizados. Por el contrario, las prácticas negativas, tales como el rechazo y la disciplina rígida tanto del padre como de la madre, se relacionan positivamente con la mayoría de los problemas analizados.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to explore textual production patterns and techniques used by university students within the framework of the cognitive model of writing. To compile the data, we applied the "Test on writing production strategies", developed by Cassany (1999), to first-grade students of the Primary Education Degree of the Education School at the University of Valladolid, Spain. The selection criteria for the students is based in two facts: their age, which corresponds to the group of adult users, and their academic education, which indicates a very similar writing proficiency, supposedly close to the full development of the writing skills. The outcomes of the research are the result of the valuation and quantification of the answers, although the quantitative data are used to validate and support the qualitative data. This is the starting point for the discussion, where the data compiled for this research are compared with the data provided by previous investigations on the behaviour of proficient or expert writers. Therefore, the essential purpose of this research is to identify the strengths and the weaknesses showed by the university students regarding textual production. [ABSTRACT FROM AUTHOR]

In this paper we set out to provide contributions that reveal more about students who attend to university classrooms, from knowing their perceptions of the instructional context, the possibilities of taking control of their learning processes and the emotions they experience accordingly. We worked with an accidental sample (N=39) composed by all the students which in 2010 attended a course on the final part of the curriculum of a career of education at the Universidad Nacional de Río Cuarto (Argentina). Data were collected through the MotivatedStrategies for Learning Questionnaire, the Achievement Emotions Questionnaire and focal semistructured interviews. The results are organized into four sections: a) appraisals attributed by students to instructional context; b) aspects of their control belief of learning; c) academic emotions experienced within the context of learning considered; d) statistically significant correlations between variables motivational and emotional focalized in this study. The final considerations are grouped into three categories: a) relevance of considering appraisals and control beliefs as antecedents of academic emotions; b) addressing the importance of tasks that are appreciated as significant for professional education and c) need to investigate into personal aspects in real contexts of learning.

In this work, the SEQ (Student Engagement Questionnaire Kember & Leung, 2009) was validated with a Spanish sample. This instrument is designed to make a joint assessment of teaching-learning processes at university and to provide feedback to teachers and institutions to improve these processes. A sample of 805 subjects from three Valencian universities was used. The questionnaire assesses the capabilities of several students, and the teacher's ability to design an adequate learning environment. Several versions have been developed until its dimensions (latent variables), and the relations between the involved variables, achieve high degree of stability. A confirmatory factor analysis corroborated the structure proposed by the authors and the relations between the involved variables. Hence the instrument seems suitable to be used in Spanish samples lor the proposal it was designed for. [ABSTRACT FROM AUTHOR]

The academic performance has been approached in multiple investigations, from which it has been identified that the factors family, social, personal, school, Health, Labor, among others, influence in a decisive way in the academic performance of the University students. The present study in process, has as the objective to identify factors associated to the academic performance in students of the Faculty of Chemical Sciences of the Autonomous University of San Luis Potosí. For this purpose the tests are used; Terman-Merrill, Gordon's interpersonal values and social adaptability of Moss. [ABSTRACT FROM AUTHOR]

Resumen: Presentamos una experiencia docente realizada conjuntamente con alumnos del Grado de Humanidades y alumnos de la Universidad de Mayores. Nuestra herramienta de trabajo ha sido la novela gráfica Arrugas. La incorporación de la novela gráfica en la docencia universitaria nos está posibilitando el cambio deseado en la mayor autonomía del proceso enseñanza-aprendizaje en nuestro alumnado, permitiendo el traspaso de la tradicional docencia universitaria basada en el rol expositivo del docente, hacia un proyecto común con mayor peso de los discentes. La experiencia desarrollada ha favorecido la interrelación entre los alumnos de la Universidad de Mayores y los alumnos de grado. Relación que se ha mantenido más allá de la experiencia de aula. Es importante destacar la alta satisfacción de todos los estudiantes. Todos mostraron su deseo de continuar la docencia conjunta en otras experiencias. Abstract: We present a teaching experience carried out with the degree of Humanities students and students of the University Programs for Seniors. Our tool has been the graphic novel wrinkles. The incorporation of the graphic novel in university teaching us is enabling the change desired greater autonomy process teaching and learning in our students, allowing the transfer of traditional university teaching based on the expository role of the teacher, towards a common project with greater weight of the learners. The experience developed to favor the interrelation between the senior citizens University students and grade students. The relationship has lasted beyond the classroom experience. It is important to highlight the high satisfaction of all students. All showed their desire to continue the joint teaching in other experiences.

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We present a teaching experience carried out with the degree of Humanities students and students of the University Programs for Seniors. Our tool has been the graphic novel wrinkles. The incorporation of the graphic novel in university teaching us is enabling the change desired greater autonomy process teaching and learning in our students, allowing the transfer of traditional university teaching based on the expository role of the teacher, towards a common project with greater weight of the learners. The experience developed to favor the interrelation between the senior citizens University students and grade students. The relationship has lasted beyond the classroom experience. It is important to highlight the high satisfaction of all students. All showed their desire to continue the joint teaching in other experiences. [ABSTRACT FROM AUTHOR]

In the last decades, research in the field of language learning has focused on understanding the motivational processes beneath people's interest in studying a second language (L2). For this reason, the attitude/motivation test battery (AMTB) was created in order to assess motivation towards L2. This questionnaire was adapted to the Mexican environment, nevertheless no validation process was carried out. The aim of this study was to assess the validity of the Mexican version of AMTB. A sample of 252 University students filled in the questionnaire. After removing 11 items, the instrument showed high internal validity and suitable factorial structure. The final version of the Mexican AMTB, composed by 43 items distributed into 9 dimensions, can be considered a proper instrument for assessing motivation towards L2 in Mexican students. [ABSTRACT FROM AUTHOR]

The main purpose of this work is to analyze the perception of students enrolled in the General Chemistry Laboratory course at Suffolk University Madrid Campus on the improvement of their learning process through the inclusion of simulations in this lab course. This improvement will also be measured in a more objective way by means of the grades in the final exam. This report shows that a more positive perception is achieved in students with more visual skills, and that a more objective improvement is particularly observed in the grades of non science major students.

El objetivo principal de esta acción didáctica es analizar, mediante la inclusión de simulaciones en la parte de laboratorio del curso "General Chemistry" en el campus de Madrid de la Universidad de Suffolk (Boston, EE.UU.), la influencia de las mismas en la adquisición de conocimientos por parte de los estudiantes, valorada mediante la percepción de esa influencia por los mismos estudiantes y por la observación de sus notas en la prueba final. Este trabajo muestra que se consigue una percepción más positiva de los estudiantes que tienen habilidades visuales, pero que influye más en la mejora del aprendizaje de aquellos que no cursan carreras de ciencias, en particular.

Las respuestas afectivas juegan un papel esencial en el proceso de enseñanza y aprendizaje de las matemáticas. Gran número de investigaciones se ha centrado en la ansiedad matemática y la han relacionado con diferencias de género entre la población estudiantil o con la elección de cursos de matemáticas y carreras universitarias en función del nivel de matemáticas que presenten. Se utiliza aquí la escala de ansiedad matemática de Fennema-Sherman para analizar los niveles de ansiedad de un grupo de alumnos de la Universidad de Granada, cuando realizaron tareas matemáticas. Affective answers play an essential role in the processes of teaching and learning mathematics. Within this field, one of the constructs that produces more interest is mathematics anxiety. This construct has been frequently related to gender differences between the students population and to the students’ choice of mathematics courses and university degrees depending on the level of mathematics involved. Using the Fennema-Sherman Mathematics Anxiety Scale, we analyzed the mathematics anxiety levels of a group of students from the University of Granada when working on some mathematics tasks.

The research aimed to reflect on the language and orthography used by the students of Universidad Abierta Interamericana and characterize the opinion and attitude of teachers toward the orthography of university students from their own orthographic experience. A descriptive, cross-sectional, quantitative and qualitative study was carried out based on the results of an anonymous questionnaire delivered to a closed group comprising 29 teachers, and a subsequent period of reflection. 56% of teachers acknowledge that they have once made orthographic errors and the totality of them have implemented measures to correct them, therefore, they claim not to make them today or commit very few. In relation to the attitude of teachers' toward students' errors, most of them indicated that they correct them and a 79% highlights them and make them be corrected, while a 17% marks and corrects them sometimes. 45% of teachers never deduct points from the final grade because of grammar errors, 27% always do, and 14% sometimes depending on the number. 14% of surveyed teachers did not respond. 80% consider it their task to correct them. The attitude of correcting errors and/or making them be noted is independent of having once made them since almost all the teachers react to them because they consider it to be their responsibility. [ABSTRACT FROM AUTHOR]

This study examines the self-perception of Psychology Students (UNLP-Argentina) performance as readers and writers. It is carried out within the framework of research on "academic literacy" and stems from instructors´ concerns about the inadequacy of academic language skills of students and consequently the high percentage of college dropout. A transactional descriptive study examined 50 first year students and 40 fifth year students and was conducted via a questionnaire designed to detect the presence/absence of self-perception of difficulty, the types of perceived difficulties, and causes for such difficulties. Similarities/differences in participants´ self-perception in these two groups were identified: 1st year students perceive greater difficulties. The conclusions discuss the implications of these results in terms of the issues addressed and their importance in the design of intervention strategies to promote successful performance in college. [ABSTRACT FROM AUTHOR]

This article analyses the perception of conflict held by students in the Faculty of Education at the three campuses of the University of Granada, and evaluates the different notions held by those who have received specific training in this subject and those who have not during their initial training process. An ad hoc questionnaire has been developed, with an empirical-analytical study and Ex Post Facto correlational design. The sample covers 1,281 subjects. The results indicate a negative perception and conceptualization, poor realization of the educational guides on subjects that include competences related to the theme of Conflict and/or the Culture of Peace, and the influence of previous experiences. [ABSTRACT FROM AUTHOR]

OBJETIVO: Estudiar la Relación entre el Autoconcepto de las Competencias, las Metas Académicas y el Rendimiento en alumnos universitarios de la ciudad de Lima. DISEÑO: Estudio correlacional multivariado, realizado en alumnos Universitarios de Lima y Callao. MATERIAL Y MÉTODOS: Muestreo estratificado de acuerdo al tamaño de las universidades seleccionadas, el tamaño de las facultades y año de estudio; la muestra para el estudio estuvo conformado por 1018 estudiantes universitarios. Se utilizó la Escala de Autoconcepto de las Competencias y la Escala de las Metas Académicas. El análisis estadístico se desarrolló en tres etapas, el análisis psicométrico para evaluar la validez y confiabilidad de las escalas aplicadas; el análisis descriptivo de las variables estudiadas y el análisis inferencial bivariado y multivariado (análisis de regresión múltiple) para contrastar las hipótesis planteadas. RESULTADOS: La media de la edad de los alumnos evaluados fue de 21,1 ± 2,41 años, el 66.6% fueron mujeres y el 33.4% fueron varones. Los alumnos pertenecientes a universidades nacionales fueron el 53.0%, los de universidades particulares el 47.0%. CONCLUSIONES: Los hallazgos indican que la escala de autoconcepto de las competencias y el cuestionario de metas académicas presentan validez y confiabilidad. Los puntajes de los alumnos en las áreas de las escalas de autoconcepto de las competencias, las metas académicas y el rendimiento académico, presentan distribuciones que se aproximan a la curva normal. Existen correlaciones significativas entre el autoconcepto de las competencias y las metas académicas; el autoconcepto de las competencias y el rendimiento académico; las metas académicas y el rendimiento académico, y el autoconcepto de las competencias, las metas académicas; y el rendimiento académico. El análisis comparativo indica que existen diferencias estadísticas significativas por sexo y por el año de estudios. El autoconcepto de las competencias y las metas académicas influyen de forman positiva sobre el rendimiento académico.

The final aim of this research is to find out the competence, the knowledge and the regulation that future teachers show about their written expression. Writing processes identified by Hayes and Flower (1980) are studied in this paper, namely, writing plans, transcription, review, and metacognition or self-regulation. Data was collected through a semi-structured cognitive interview, which included a valid and standardized survey questionnaire on written expression (Salvador, 2005). Content analysis was also used. The results show that students are competent in some operations, but have certain difficulties and gaps in others. Therefore, training in such aspects is required because of their importance in society and the new curriculum framework in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Avances en Psicología is the property of Universidad Femenina del Sagrado Corazon and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En este artículo nos centramos en el estudio de los errores matemáticos de alumnos universitarios que cursan estudios en titulaciones de Economía y Administración y Dirección de Empresas. En el trabajo seguimos una propuesta empírico-inductiva para el análisis de los errores y su posterior identificación y clasificación, interpretándolos posteriormente en relación al conocimiento matemático-financiero que se pretende desarrollar. Los resultados muestran cómo algunos de los errores identificados están también presentes en resultados de estudios realizados con alumnos de secundaria, confirmando su persistencia y señalando su efecto sobre diferentes aspectos matemático-financieros. Además, hemos identificado otros errores, vinculados a contenidos como los números racionales y la dimensión temporal, que pueden afectar a la comprensión de ideas básicas en la asignatura de Matemáticas Financieras.

Introduction. In this article the evolution of study habits of a university students' cohort (throughout 5 years of professional studies) that started their studies in a private university in 2002, is described. Objective. To establish the changes in the study habits (HE), as a product of the professional formation. Additionally, this research work aims to characterize the relationship between the study habits and the academic performance. Materials and methods. The Gasper'n's Study Habits Test was applied to 162 new students in their first week of classes. After 5 years, the same test was re-applied to the subjects that were still in the university. Also, information about their admission scores, performances and their social & economical levels, were gathered. Results. In the first application of the test there were no statistically significant differences in the HE, according to each professional studies program. In the first semester, a positive correlation between the performance and one of the scales of the instrument was found (concentration and place of studying). In general terms (considering the three programs studied) there were no significant differences in the HE in the before-and-after comparison. Conclusions. This research work is aligned with other empirical efforts interested on learning about the relationship between HB and academic performance. On the other hand, contributing with empirical evidence to the knowledge about the high stability of the HE through the time, offers clues to suppose that, possibly, the fact of dominating a knowledge area may not be necessarily related to an improvement of the way in which we approach it, as it is commonly thought. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to assess the physical health, eating and exercise habits of college students from the Universidad Intercontinental. A random sample of 694 students from all schools answered a structured questionnaire regarding physical health, eating and exercise habits. The questionnaire proved to have adequate empirical and structure validity, as well as internal consistency. Results also showed that students from law, architecture, systems and accounting schools presented the poorest overall health indexes. Indexes were also considerably poor in female students and students from the final semesters. Results were in general agreement with others produced in universities from the United States. Results also suggest the specific areas where corrective and preventive interventions are required. [ABSTRACT FROM AUTHOR]