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El interés de este estudio se ha centrado en conocer el grado de adecuación de los estudiantes de primer curso universitario a las necesidades de aprendizaje que plantea el nuevo marco del Espacio Europeo de Educación Superior, en relación a los estilos de pensamiento, las metas académicas, la nota de entrada en la titulación y las horas de estudio. Para ello, se ha trabajado con una muestra de 559 alumnos/as universitarios de primer curso de 11 titulaciones pertenecientes a la Universidad de Oviedo, con un total de 190 hombres (34 %) y 369 mujeres (66 %). En esta investigación se han utilizado el Thinking Styles Questionnaire for Students (TSQS), el Cuestionario para la Evaluación de Metas Académicas-II (CEMA-II) y un cuestionario de datos personales y académicos. Los resultados de los análisis sugieren que los alumnos universitarios de primer año están orientados hacia metas de aprendizaje. Además, prefieren estilos de pensamiento relacionados con la resolución de las tareas de forma autónoma y creativa, independientemente de la titulación en la que estén matriculados.

Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child's ability and future success. The goal of this study was to analyze the mediating role of teachers' expectations and teachers' perceptions of parents' expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, between 10 and 14 years old. Extrinsic variables influenced the students' intrinsic variables even more than the students' own experiences of academic success or failure. The way in which teachers in the child's academic life respond to prior results and the expectations they form can affect their instruction and, ultimately, the children's motivation, involvement, and persistence in learning.

Mainstream-school teachers are the most important assets for students with special educational needs (or diverse conditions) who hope to achieve real inclusion. However, teaching experience, attitudes, and knowledge can either promote or hinder efforts towards inclusion. A cross-cultural study was conducted to examine perceptions, knowledge, and attitudes towards inclusion in teachers from Ghana, Germany, and Spain, about intervention with special-education students enrolled in their classrooms. The participants comprised 363 teachers -- 156 men (43%) and 207 women (57%) -- from three countries (Ghana, Germany, and Spain). Of the teachers, 150 (41.3%) were from Ghana, 62 (17.1%) were from Germany, and 151 (41.6%) were from Spain. The results showed that there were significant differences in teachers' self-confidence and in the amount of personal and material resources they received from administrators and schools. In general, the Spanish teachers reported lower levels for these variables. All the teachers showed adequate levels of knowledge about instructional strategies and students' characteristics, although those from Ghana demonstrated significantly more knowledge than the others about students' characteristics. Finally, the teachers differed by country in terms of their attitudes towards inclusion, with the teachers from Spain and Germany demonstrating slightly better attitudes. They all agreed on the need for additional training as a key aspect in this regard.

Introduction: Further inquiry into constructs such as creativity, intelligence and scholastic abilities, and understanding how they relate to each other, can promote better understanding of the variables involved in academic achievement. Consequently, the objective of the present study was to examine the predictive value of creativity and multiple intelligences (self-perceived, perceived by families and by teachers) in scholastic aptitudes related to academic achievement in primary education. Method: For this purpose, 98 third- and sixth-graders from several schools of the north of Spain completed different tests: an objective test of creative intelligence (CREA), a scholastic aptitude test (TEA1) and a self-report questionnaire on their perceived multiple intelligences. In addition, parents and teachers also completed a questionnaire on the multiple intelligences of the participating students. Results: The results of the linear regression showed that students' creative intelligence predicted students' non-verbal scholastic aptitudes in part, and that naturalistic, linguistic and logical-mathematical intelligences showed some predictive ability of students' general scholastic ability, and of verbal and non-verbal components in particular. Discussion and conclusions: Creativity and some multiple intelligences were predictive of scholastic aptitudes, but not in the same way, and without generalized agreement among the informants. Teachers were taken to be the group that most accurately assessed levels of multiple intelligences that were predictive in this study.

Rapid, reliable and low cost techniques to fabricate biosensors is a hot topic nowadays. Here, we present a BIO-grating fabricated by means of local, selective denaturing of molecules using UV radiation. A phase-mask is used to generate an interferometric pattern of 1420 nm pitch that, when illuminating a biolayer of BSA molecules lead to its periodic deactivation. After the biorecognition of the specific antibody, aBSA, a BIO-grating is generated due to the height difference between the protein, and the complex protein + antibody. We present the optimization of the fabrication of the BIO-gratings and their AFM characterization. Also, the biosensor performance in terms of limit of detection and limit of quantification will be presented.

Copyright of Journal of Psychology & Education / Revista de Psicología y Educación is the property of Revista de Psicologia de Educacion 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 Española de Quimioterapia is the property of Sociedad Espanola de Quimioterapia 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 current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed.

Antifeedant and contact repellent activity of thyme, tarragon, marigold and lavender crude extracts against the insect pest Epicauta atomaria Germar, 1821 (Coleoptera: Meloidae) was evaluated. The extracts were obtained by sequential maceration with dichloromethane, ethyl acetate and methanol. The antifeedant and contact repellent activity was evaluated by means of the feeding index and repellency percentage respectively. The results obtained indicate that the tarragon dichloromethane, ethyl acetate, and methanol extracts, lavender methanol extract and marigold and thyme ethyl acetate extracts, had a strong antifeedant activity against E. atomaria, both with median AI values of 100 %. On the other hand, only the lavender dichloromethane extract had a moderate repellent activity against E. atomaria, at all the exposure times evaluated, with median repellency percentage values of 60 %, 80 % and 50 % at 15, 30 and 60 minutes of exposure, respectively. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to compare parents' involvement in students' homework during COVID-19 confinement and their involvement in normal circumstances. Method: 628 parents of elementary and high school students completed a questionnaire about their family and family involvement in their children's homework. To address the objective, data were examined using mean differences and analysis of variance. Results: As predicted, the COVID-19 situation led to more time spent doing homework for students, as well as higher levels of conflict and stress within the family. In addition, parents reported having increased their homework management during confinement in terms of emotional and motivational support for their children compared to normal circumstances. Finally, the data showed more conflicts and family involvement in the families of children with special needs compared to families of children without special needs. Conclusions: The time spent in confinement posed many challenges to families' routines and the data indicated a lack of resources available for families to manage their children's tasks, as well as an increase in family stress and conflicts. [ABSTRACT FROM AUTHOR]