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Artificial intelligence (AI) and computational sciences have aroused a growing interest in education. Despite its relatively recent history, AI is increasingly being introduced into the classroom through different modalities, with the aim of improving student achievement. Thus, the purpose of the research is to analyse, quantitatively and qualitatively, the impact of AI components and computational sciences on student performance. For this purpose, a systematic review and meta-analysis have been carried out in WOS and Scopus databases. After applying the inclusion and exclusion criteria, the sample was set at 25 articles. The results support the positive impact that AI and computational sciences have on student performance, finding a rise in their attitude towards learning and their motivation, especially in the STEM (Science, Technology, Engineering, and Mathematics) areas. Despite the multiple benefits provided, the implementation of these technologies in instructional processes involves a great educational and ethical challenge for teachers in relation to their design and implementation, which requires further analysis from the educational research. These findings are consistent at all educational stages.

The present work empirically examines the validity of Student Self-Assessment (SSA) as an educational assessment in higher education. We briefly review the principle methodological factors that could affect SSA validity, as well as the main findings identified in the literature. One empirical study is presented that compares student-self evaluations on a test with the evaluation made by the course instructor while controlling for students' experience with SSA, criteria, rubric, and scales used by the student and teacher, and that the teacher was blind. Results show a strong correlation overall between the SSA and the instructor's evaluation and show that lower-performing students tend to over-estimate their performance while higher-performing students under-estimate their performance. The results support that SSA is valid for the average student, but less so for those that deviate above and below average in the absence of measurements of potentially mediating variables. The need to consider metacognitive factors in SSA is proposed.

(1) Background: An abacus is an instrument used to perform different arithmetic operations. The objective was to analyze the benefits of mathematical calculations made with an abacus to improve the concentration, attention, memory, perceptive attitudes, and creativity cognitive abilities of primary school students. (2) Methods: A total of 65 children, aged 7-11 years (8.49 ± 1.65) participated in this randomized controlled clinical trial. The children were randomly distributed into a control group (n = 34) and experimental group (n = 31). The questionnaires used were the D2 test to measure attention and concentration, the Difference Perception Test (FACE-R) test for the perception of differences, the test of immediate auditory memory (AIM), and the test to evaluate creative intelligence (CREA). (3) Results: No significant differences were found between both groups before the intervention. Significant improvements were observed in the cognitive parameters of concentration, memory, perceptive attitudes, and creativity after the intervention, using the abacus, with respect to the control group. (4) Conclusions: It is demonstrated that a calculation program based on the use of the abacus for 8 weeks has beneficial effects on the cognitive capacities of concentration, immediate auditory memory, perceptive attitudes, and creativity. In addition, the benefits of using the abacus to improve cognitive attitudes are reported.

Self-concept is a key factor in any teaching--learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers' academic stress.

Emotional intelligence, self-concept, academic stress and personality have been associated with university students' academic performance. The aim of this paper was to study the relationship between self-concept and academic stress in Education students from different Universities in the region of Andalusia (Spain), analysing the mediational role of Emotional Intelligence and personality factors in this relationship. To this end, 1,022 Education students completed the following tests: A self-concept test (AF-5), an Emotional Intelligence test (WLEIS), a personality test (Big-Five 44), and an academic stress test (SISCO). The proposed model, which has good fit rates, shows that the individual's self-concept predicts some of the variance of academic stress by a full mediation of Emotional Intelligence and the personality factor called neuroticism. The practical implications of the study are discussed and explained.

The present study examines the direct and indirect effects of trait emotional intelligence (trait EI) on levels of stress, anxiety and depression, and whether these are moderated by coping strategies. To this end, the Wong and Law Emotional Intelligence Scale, Coping Strategies Inventory and Depression Anxiety Stress Scales were administered to 567 university students. The findings point to a direct relationship between EI and the levels of anxiety, depression and stress. EI directly explained the university students' levels of anxiety, depression and stress, and it indirectly explained such levels through coping strategies. The article concludes by pointing out practical implications for university education and the improvement of students' socio-emotional well-being. [ABSTRACT FROM AUTHOR]

Child-to-parent violence is a form of family violence where the children are the aggressors. Objective: This study first aimed to analyze the psychometric validity of the Child-to-Parent Violence Questionnaire (CPV-Q) among Ecuadorian adolescents. Second, the measurement invariance across the children's sex was examined. Finally, the prevalence of child-to-parent violence (CPV) was also determined. Methods: A total of 2084 adolescents aged 12 to 18 years participated in this study. The participants were residents of two provinces in southern Ecuador. A higher percentage of participants were women. They lived mostly with their father and mother. The married marital status of the parents was the most frequently reported. Most of the fathers and mothers of the participants completed primary education. The sampling design was probabilistic, with proportional allocation by age and quotas according to the number of inhabitants per province. The sample size was determined by using a finite population formula. All the participants were randomly selected. The CPV-Q was used to assess child-to-parent violence. The items were adapted linguistically and tailored to the Ecuadorian context. Results: The questionnaire demonstrated excellent model fit and adequate reliability. Full measurement invariance was held for all scales except for the reasons subscale pertaining to fathers. Statistically significant differences were observed with respect to the sex of the aggressor, with control/domain behaviors toward both parents and psychological violence toward the mother being more frequent among daughters than sons. Similarly, reactive reasons were more frequent among daughters than sons. Conclusion: This study provides significant psychometric evidence on the CPV-Q in Ecuadorian adolescents along with data on the prevalence of violence against parents. [ABSTRACT FROM AUTHOR]

Inclusion is one of the most important and emerging areas for school improvement. The purpose of this study was to explore the perception of high school students with the aim of determining whether there is a shared and inclusive education within their schools. An explanatory model was developed, based on the responses of 365 students from the participating high school, using a scale on inclusion that had already been used in the Spanish context. The results showed a high correlation between the perception of inclusion and factors such as the perception toward the supportive teacher, the need for help and the satisfaction perceived in the classroom. We analysed which potential factors proved to be good predictors of the results associated with the perception of educational inclusion obtained using this scale. The results showed that the students' perceptions of inclusion evolved negatively over different grades. In contrast, it was found that their perception toward the teachers was mediated by the existence of a special need and age, and was higher in those students who had experienced the Support Teacher directly or indirectly. [ABSTRACT FROM AUTHOR]

The number of crimes related to child-to-parent violence (CPV) has increased in recent years. Most cases are undetected. This is the first study to compare CPV-justice involved youth (CPV-JI/detected CPV) and CPV non-justice involved youth (CPV non-JI/undetected CPV), with the aim of examining differences in risk factors and pattern of violence. The sample included 306 Spanish youth (229 males, 77 females) aged 14 to 19 years: 83 CPV-JI, 105 CPV non-JI, and 115 non-CPV. The results show a worse individual, family, and social profile in CPV-JI youth compared with CPV non-JI youth, and in the latter compared with non-CPV youth. Undetected aggressors were more similar to detected aggressors than to non-aggressors. In addition, CPV-JI youth had higher scores in CPV-Q than CPV non-JI youth. The CPV-Q score that best classified detected versus undetected aggressors is 16 to 17 points, proving to be a useful instrument in classifying different types of CPV aggressors. [ABSTRACT FROM AUTHOR]

Social education is a relatively new and expanding area of knowledge. This means that there are few studies that attempt to analyze its impact on society. This study aims to build knowledge using mixed research methods to analyze the perception held by rural society of the figure of the social educator. A questionnaire was used to research the perception in the rural community and interviews were used to understand the views of social education professionals, as key informants on their role, in the same rural area. The results are surprising as they show a social perception close to the theoretical conception. In addition, factors that affect this perception, such as having had previous experience with a social educator, are analyzed and proposed. The quantitative results seem to be in line with the conclusions drawn when analyzing what was reported by the professionals through the interviews. The study concludes by pointing to the importance of social and institutional support to try to incorporate and make more visible the figure of the social educator as the main agent of social intervention. [ABSTRACT FROM AUTHOR]