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El arte desarrolla las soft skills. No obstante, el manejo de estas últimas y el trabajo de las artes quedan relegadas a un segundo plano en la educación. De ahí, la necesidad de observar el vínculo de las soft skills en función del bajo y alto interés por las artes visuales en una muestra de 589 futuros docentes. Los resultados mostraron que el interés por las artes visuales fue más alto en la mayoría de dimensiones de las soft skills. Asimismo, estos factores predicen el alto interés por las artes visuales. Se debe ampliar el conocimiento científico en este campo. Art develops soft skills. However, the management of the latter and the work of the arts are relegated to the background in education. Hence, the need to observe the link between soft skills based on the low and high interest in visual arts in a sample of 589 future teachers. The results showed that interest in the visual arts was higher in most dimensions of soft skills. Likewise, these factors predict high interest in visual arts. Scientific knowledge in this field should be expanded.

La ansiedad escolar es uno de los trastornos emocionales con mayor prevalencia mundial en todas las edades. El presente estudio tuvo como objetivo examinar la relación de la ansiedad escolar con el perfeccionismo, considerado como un factor de vulnerabilidad psicológico que afecta directamente al rendimiento académico, en una muestra de 1588 estudiantes ecuatorianos de 12 a 18 años (M=14.82; D.E.=1.86). Se utilizaron el Inventario de Ansiedad Escolar (IAES) y la Child and Adolescent Perfectionism Scale (CAPS). El análisis de los datos reveló que el alumnado con alta ansiedad escolar mostró niveles significativamente más altos de perfeccionismo y que altos niveles de predicen altos niveles de ansiedad escolar. School anxiety is one of the emotional disorders with the highest worldwide prevalence at all ages. The present study aimed to examine the relationship of school anxiety with perfectionism, which is considered as a factor of psychological vulnerability that directly affects academic performance, in a sample of 1588 Ecuadorian students aged 12 to 18 years (M =14.82; S.D. = 1.86). The School Anxiety Inventory (IAES) and the Child and Adolescent Perfectionism Scale (CAPS) were used. Data analysis revealed that students with high school anxiety showed significantly higher levels of perfectionism and that high levels of perfectionism predict high levels of school anxiety.

espanolLas dificultades interpersonales de los estudiantes universitarios pueden afectar su rendimiento academico. En cuanto a los estudiantes que manifiestan pensamientos automaticos perfeccionistas, tienden a mostrar dificultades en las relaciones de caracter heterosexual. Esta investigacion tuvo como objetivo examinar la relacion y capacidad predictiva de constructos relativos al perfeccionismo sobre las dificultades en relaciones con personas del sexo opuesto. Se reclutaron 1298 estudiantes universitarios ecuatorianos. El 51.8% de la muestra eran hombres (n = 672). Los participantes respondieron al Perfectionism Cognition Inventory y al Cuestionario de Evaluacion de Dificultades Interpersonales en la Adolescencia. Se hallaron diferencias estadisticamente significativas en las distintas variables de pensamientos automaticos perfeccionistas (i.e., Preocupaciones Perfeccionistas, Demandas Perfeccionistas y Esfuerzos Perfeccionistas) segun los altos y bajos niveles de dificultades en las relaciones de caracter heterosexual. Tambien se obtuvo que la variable Esfuerzos Perfeccionistas es un predictor negativo y significativo de altas dificultades en las relaciones heterosexuales. Sin embargo, las variables Preocupaciones Perfeccionistas y Demandas Perfeccionistas son un predictor positivo y significativo de altos niveles en este tipo de dificultades interpersonales. Todos estos resultados confirman que los pensamientos automaticos perfeccionistas estan relacionados y son predictores de dificultades que manifiestan los estudiantes universitarios ecuatorianos en sus relaciones heterosexuales. EnglishThe interpersonal difficulties of university students may affect their academic performance. Regarding students who manifest perfectionist automatic thoughts, they tend to show difficulties in heterosexual relationships. This research aimed to examine the relationship and predictive capacity of constructs related to perfectionism on difficulties in relationships with people of the opposite sex. 1298 Ecuadorian university students were recruited. 51.8% of the sample were men ( n = 672). The Perfectionism Cognition Inventory and the Cuestionario de Evaluacion de Dificultades Interpersonales en la Adolescencia were answered by the participants. Statistically significant differences were found in the different variables of perfectionistic automatic thoughts (i.e., Perfectionist Concerns, Perfectionist Demands, and Perfectionist Efforts) according to high and low levels of difficulties in heterosexual relationships. It was also found that the variable Perfectionist Efforts is a negative and significant predictor of high difficulties in heterosexual relationships. However, the variables Perfectionist Concerns and Perfectionist Demands are a positive and significant predictor of high levels in this type of interpersonal difficulties. All these results confirm that perfectionist automatic thoughts are related and are predictors of difficulties that Ecuadorian university students manifest in their heterosexual relationships

Los problemas de asistencia a la escuela son un tema candente dentro de la sociedad en la que nos encontramos ya que poseen un impacto significativo en el desarrollo del alumnado. El objetivo de este estudio consiste en comprobar si existen diferencias en las puntuaciones medias entre los sujetos con bajas y altas puntuaciones en rechazo escolar en función de las dimensiones de las atribuciones académicas en Lengua. Se administraron la Sydney Attribution Scale (SAS) y la School Refusal Assessment Scale-Revised (SRAS-R) a 732 estudiantes (52% chicos) comprendidos entre 8 y 11 años (M =9.71; SD = 1.06). A partir de los resultados hallados, se confirma la hipótesis de inicio, según la cual se esperaba que el alumnado con altas puntuaciones en rechazo escolar obtuviera puntuaciones significativamente superiores en su atribución del fracaso a la falta de capacidad y esfuerzo. Esto ocurrió en aquellos estudiantes que basaban su rechazo a la escuela en evitar la afectividad negativa generada por determinadas situaciones escolares o escapar de situaciones de aversión social o evaluación. La actual situación ocasionada por la pandemia de la COVID-19, ha acentuado los problemas de la sociedad, y, sobre todo, del alumnado y todo lo que ello conlleva. Con el propósito de prevenir los problemas subyacentes es necesario conocer las necesidades de este alumnado y formar a los docentes para que sepan detectar estas dificultades a la hora de asistir a la escuela y estar preparados para ayudar al alumnado en su proceso de enseñanza-aprendizaje.

Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal. This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with the grant number RTI 2018-098197-B-I00 awarded to JG-F and the Project GV/2019/075 awarded to CG.

Aesthetic-musical awareness demarcates a person's own perception of their ability to connect with music and the emotions it evokes. This may imply a benefit for the affective state of the individual. Therefore, the aim of this study was to observe whether there are statistically significant differences in emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts when there are high and low scores in aesthetic-musical awareness in late adolescence. Likewise, we also aimed to determine whether emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts are predictors of high aesthetic-musical awareness. To this end, a sample of 798 Spanish students between 17 and 23 years of age (Mage = 18.5 years) was used. Statistically significant differences were found for the dimensions of each variable when there were high and low scores in aesthetic-musical awareness (scores between d = −0.31 and −0.40), with higher mean scores for emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts being present in the group with high aesthetic-musical awareness. Likewise, it was observed that the probability of presenting high scores in aesthetic-musical awareness was higher when there was an increase in emotional intelligence, perceived academic self-efficacy, and perceived automatic thoughts. In conclusion, the results found demonstrate that both emotional intelligence, perceived academic self-efficacy, and the presence of perfectionistic automatic thoughts influence on whether an individual has greater aesthetic-musical awareness. Taking into account previous studies that show how music influences the well-being of the person, these findings show a favorable link for the design of programs that benefit the emotional state of adolescents.

The aim of this study is to identify the relationship between child perfectionism and academic causal self-attributions using a dual approach: variable-oriented and person-oriented. The sample consists of 431 Spanish students (49.42% girls) between the ages of eight and 11 years (M = 9.60, SD = 1.08). The Child and Adolescent Perfectionism Scale and the Sydney Attribution Scale are employed. Three perfectionism profiles are identified using latent class analysis: high perfectionism, moderate perfectionism and non-perfectionism. Non-perfectionism scores significantly higher than high and moderate perfectionism on failure and success self-attributions to external causes, although in the case of success, these differences are only significant for the language area and the total scores. In contrast, non-perfectionism scores significantly lower than the other two profiles on self-attributions of failure to lack of effort. Effect sizes for the observed differences are generally moderate (d = between 0.44 and 0.75). In addition, results of the bivariate and partial correlational analyses indicate the shared and unique relationships between perfectionist dimensions and causal self-attributions. Thus, it allows discussing the perfectionist dimension which explains the inter-class differences found. El objetivo de este estudio es analizar la relación entre el perfeccionismo infantil y las autoatribuciones causales académicas a través de un doble enfoque: centrado en la variable y en la persona. La muestra se compone de 431 estudiantes españoles (49.42% mujeres) con edades comprendidas entre los ocho y los 11 años (M = 9.60, DE = 1.08). Se utilizan la Child and Adolescent Perfectionism Scale y la Sydney Attribution Scale. A través del latent class analysis se obtiene una solución de tres perfiles perfeccionistas: perfeccionismo alto, perfeccionismo moderado y no-perfeccionismo. El grupo no-perfeccionismo obtiene puntuaciones significativamente más altas que el perfeccionismo alto y moderado en las autoatribuciones del fracaso y el éxito a causas externas, aunque en el caso del éxito, estas diferencias solo son significativas para el área de lenguaje y el total de las puntuaciones. Por el contrario, el no-perfeccionismo puntúa significativamente más bajo que los otros dos grupos en las autoatribuciones del fracaso a la falta de esfuerzo. Los tamaños del efecto para estas diferencias son, generalmente, moderados (d = entre 0.44 y 0.75). Además, los resultados de los análisis de correlaciones bivariadas y parciales muestran la relación compartida y única entre las dimensiones perfeccionistas y las autoatribuciones causales, permitiendo discutir qué dimensión perfeccionista explica las diferencias interclase encontradas. This manuscript was supported by the Ministry of Economy and Competitiveness of Spain with the project awarded to José Manuel García Fernández (EDU2012-35124), as well as by the VALi+d Program granted to María Vicent (ACIF/2014/368).

The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (Mage = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.

Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates (Mage = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.

The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015&ndash, 2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable Development Goals&mdash, SDGs. In this article, we want to emphasize the need for training future teachers to meet the new needs of media education, taking into account the increasing importance of sustainable development of children in relation to audiovisual media to maintain their welfare, skills and future prospects. For this reason, the objective of the study is to collect the perceptions of 278 future schoolteachers about the significance of audiovisual education and their own training on the subject, the socio-educational objectives of audiovisual tools, their positioning regarding audiovisual methodology and the concept of communication. Two ad-hoc questionnaires with an ex-post-facto design were used. The findings showed that a reduced percentage of students felt they had received full audiovisual training. Nevertheless, over half of the future schoolteachers considered their work in the classroom to be important for social and educational ends, both from a theoretical and a practical viewpoint. We believe it is necessary to provide audiovisual education to future schoolteachers based on students&rsquo, interests and needs.

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Espec&iacute, fica de Situaciones Acad&eacute, micas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.07 and 1.09, respectively) and less for those with personal discomfort (OR = 0.17). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

CHILD AND YOUTH SCHOOL ANXIETY: A REVIEW OF SELF-REPORTSSchool anxiety is a set of cognitive, motor and psychophysiological responses emitted by a person in school situations that are perceived as a threat. The research objectives of this study were two. The first one was to describe school anxiety self-reports that have been elaborated and/or validated between 2005 and 2015: School Anxiety Inventory, School Anxiety Inventory-Short Version, Children’s Anxiety in Math Scale, and Test Anxiety Inventory for Children and Adolescents. The second aim was to analyze the reliability (internal consistency and temporal stability) and validity (factorial structure) of the inventories and the scale mentioned above. Results suggest that the psychometric properties of these instruments are suitable. Therefore, these can be used by clinical and educational professionals to assess the school anxiety of children and adolescents.Key words: school anxiety, childhood, adolescence, assessment, self-report..Resumen.La ansiedad escolar es el conjunto de reacciones cognitivas, motoras y psicofisiolóficas emitidas por una persona ante situaciones del ámbito escolar que son percibidas como una amenaza. Los objetivos de investigación de este trabajo fueron dos. El primero de ellos fue describir los autoinformes de ansiedad escolar que han sido elaborados y/o validados entre el año 2005 y el 2015: Inventario de Ansiedad Escolar, School Anxiety Inventory-Short Version, Children’s Anxiety in Math Scale y Test Anxiety Inventory for Children and Adolescents. El segundo propósito consistió en analizar la fiabilidad (consistencia interna y estabilidad temporal) y validez (estructura factorial) de los inventarios y de la escala mencionados antes. Los resultados sugieren que las propiedades psicométricas de estos instrumentos son adecuadas. Por tanto, pueden ser usados por profesionales clínicos y educativos para evaluar la ansiedad escolar de niños y adolescentes.Palabras clave: ansiedad escolar, infancia, adolescencia, evaluación, autoinforme.

DIFFERENCES IN SCHOOL ANXIETY ACCORDING TO SEX AND ACADEMIC YEAR IN PRIMARY EDUCATIONSchool anxiety is defined as combination of cognitive, psychophysiological and behavioral responses that a person shows in situations assessed as threatening, dangerous or ambiguous, although they were not objectively (Garcia-Fernández, Inglés, Martínez-Monteagudo, & Redondo, 2008). The important short and long-term negative consequences, which can be caused by the continued manifestation of this emotion, increase the importance of its study. Thus, the main purpose of this research was to determine the differences in school anxiety according to sex and the academic year in a sample of Primary Education students. For this purpose, a sample of 758 students in 3º, 4º, 5º and 6º grades of Primary Education with ages ranging from 8 to 11 (M = 9.68, SD = 1.23) was taken on. Participants completed the new School Anxiety Inventory for Primary Education (Gómez-Núñez, García-Fernández, & Inglés, 2015). The results of the analysis of variance intersubjectives (ANOVA) indicated that girls showed significantly higher levels of school anxiety compared to boys. These levels of school anxiety increased from third to sixth grade, with the highest levels in the last year of the stage. The post-hoc analyzes (Scheffee test) showed statistically significant differences between third and fifth year, as well as between third and sixth year, with the highest means in last years. These findings show the importance of assessing school anxiety in late childhood, taking into account the differences that exist according to sex and the academic year.Keywords: School Anxiety, childhood, Primary Education, sex, academic year, differences.Resumen.Resumen.La ansiedad escolar se define como un conjunto de respuestas cognitivas, psicofisiológicas y motoras que un individuo emite ante situaciones evaluadas como amenazantes, peligrosas o ambiguas, aunque objetivamente no lo sean. Las importantes consecuencias negativas a corto y largo plazo, que puede provocar la manifestación continuada de esta emoción, aumentan la importancia de su estudio. Así, el propósito principal de esta investigación fue determinar las diferencias en ansiedad escolar según el sexo y el curso académico en una muestra de estudiantes de Educación Primaria. Para ello, se reclutó una muestra de 758 estudiantes de 3º, 4º, 5º y 6º de Educación Primaria con edades comprendidas entre los 8 y los 11 años (M = 9.68, DT = 1.23). Los participantes completaron el nuevo Inventario de Ansiedad Escolar para Educación Primaria. Los resultados de los análisis de varianza (ANOVA) intersujetos indicaban que las niñas mostraban niveles significativamente superiores de ansiedad escolar en comparación con los niños. Estos niveles de ansiedad escolar aumentaban desde tercero hasta sexto curso, obteniendo los niveles más altos en el último curso de la etapa. Los análisis post-hoc (Prueba de Scheffee) mostraron diferencias estadísticamente significativas entre tercero y quinto curso, así como entre tercero y sexto curso, siendo siempre superiores las medias de los cursos más altos. Estos hallazgos muestran la importan cia de evaluar la ansiedad escolar en la infancia tardía, teniendo en cuenta las diferencias existentes según el sexo y el curso académico.Palabras clave: Ansiedad escolar, infancia, Educación Primaria, sexo, curso académico, diferencias.

This study analyzes the relationship between the two intrapersonal perfectionism dimensions (i.e., Self-Oriented Perfectionism-Critical, SOP-C, and Self-Oriented Perfectionism-Strivings, SOP-S) and the components of aggressive behavior (cognitive, emotional and motor) in a sample of 804 (48.3% females) Spanish students between the ages of 8 and 11 (M = 9.57; DE = 1.12). The Spanish versions of the SOP-C and SOP-S subscales of the Child/Adolescent Perfectionism Scale and the Aggression Questionnaire were used. Students with high SOP-C scored significantly higher (p < .001) than their peers with low SOP-C on all components of aggressive behavior. The magnitude of these differences (Cohen’s d index) ranged from .40 to .59. In contrast, non-significant statistical differences were found between students with high and low SOP-S. Moreover, logistic regression analysis revealed that SOP-C significantly and positively predicted high Hostility, Anger and Physical and Verbal Aggression, whereas none of these components were significantly predicted by SOP-S (95% CI). Results are discussed, taking into account the debate on the conceptualization and nature of intrapersonal perfectionism. This research was supported by the Spanish Ministerio de Ciencia e Innovación with the project awarded to José Manuel García-Fernández (EDU2012-35124); and the VALi+d Program (ACIF/2014/368), granted to María Vicent.

This study analyses the relationship between the perfectionism dimensions, i.e. Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented Perfectionism-Striving (SOP-S), and affect and the Big Five traits of personality in a sample of 804 Spanish students aged 8 to 11 (M = 9.57; SD = 1.12). Student’s t test, Cohen’s d index and logistic regression analysis were used. The high SOP-C group scored significantly higher than their peers having low SOP-C on Negative Affect and Neuroticism, and lower on Positive Affect, Agreeableness, Consciousness and Openness to Experience. To the contrary, students with high SOP-S scored significantly higher on all adaptive dimensions (i.e. Positive Affect, Extraversion, Agreeableness, Consciousness and Openness to Experience), and lower on Negative Affect and Neuroticism. Effect sizes were small for most of statistically significant differences. These findings were also supported by regression analysis. Results are discussed in light of the debate on the adaptive or maladaptive nature of Self-Oriented Perfectionism. Este estudio analiza la relación entre las dimensiones del perfeccionismo, es decir, el perfeccionismo auto-orientado-críticas (SOP-C) y el perfeccionismo auto-orientado-esfuerzo (SOP-S), y el afecto y los rasgos de personalidad del Big Five en una muestra de 804 españoles entre 8 y 11 años (M = 9.57; DT = 1.12). Se utilizaron la prueba t de Student, el índice d de Cohen y el análisis de regresión logística. El grupo con alto SOP-C obtuvo una puntuación significativamente mayor que la de sus compañeros con bajo SOP-C en Afecto Negativo y Neuroticismo, así como significativamente menor en Afecto Positivo, Amabilidad, Conciencia y Apertura a la Experiencia. Por el contrario, los estudiantes con alto SOP-S obtuvieron puntuaciones significativamente más altas en todas las dimensiones adaptativas (es decir, Afecto Positivo, Extraversión, Amabilidad, Conciencia y Apertura a la Experiencia), y más bajas en Afecto Negativo y Neuroticismo. Los tamaños del efecto fueron pequeños para la mayoría de las diferencias estadísticamente significativas. Estos hallazgos también fueron apoyados por el análisis de regresión. Los resultados se discuten a la luz del debate sobre la naturaleza adaptativa o desadaptativa del perfeccionismo auto-orientado. This manuscript was supported by the Ministry of Science and Innovation of Spain with the project awarded to José Manuel García-Fernández (EDU2012-35124); and the VALi+d Program (ACIF/2014/368), granted to María Vicent.

El objetivo de este estudio es analizar la relación entre el perfeccionismo infantil y las autoatribuciones causales académicas a través de un doble enfoque: centrado en la variable y en la persona. La muestra se compone de 431 estudiantes españoles (49.42% mujeres) con edades comprendidas entre los ocho y los 11 años (M = 9.60, DE = 1.08). Se utilizan la Child and Adolescent Perfectionism Scale y la Sydney Attribution Scale. A través del latent class analysis se obtiene una solución de tres perfiles perfeccionistas: perfeccionismo alto, perfeccionismo moderado y no-perfeccionismo. El grupo no-perfeccionismo obtiene puntuaciones significativamente más altas que el perfeccionismo alto y moderado en las autoatribuciones del fracaso y el éxito a causas externas, aunque en el caso del éxito, estas diferencias solo son significativas para el área de lenguaje y el total de las puntuaciones. Por el contrario, el no-perfeccionismo puntúa significativamente más bajo que los otros dos grupos en las autoatribuciones del fracaso a la falta de esfuerzo. Los tamaños del efecto para estas diferencias son, generalmente, moderados (d = entre 0.44 y 0.75). Además, los resultados de los análisis de correlaciones bivariadas y parciales muestran la relación compartida y única entre las dimensiones perfeccionistas y las autoatribuciones causales, permitiendo discutir qué dimensión perfeccionista explica las diferencias interclase encontradas. The aim of this study is to identify the relationship between child perfectionism and academic causal self-attributions using a dual approach: variable-oriented and person-oriented. The sample consists of 431 Spanish students (49.42% girls) between the ages of eight and 11 years (M = 9.60, SD = 1.08). The Child and Adolescent Perfectionism Scale and the Sydney Attribution Scale are employed. Three perfectionism profiles are identified using latent class analysis: high perfectionism, moderate perfectionism and non-perfectionism. Non-perfectionism scores significantly higher than high and moderate perfectionism on failure and success self-attributions to external causes, although in the case of success, these differences are only significant for the language area and the total scores. In contrast, non-perfectionism scores significantly lower than the other two profiles on self-attributions of failure to lack of effort. Effect sizes for the observed differences are generally moderate (d = between 0.44 and 0.75). In addition, results of the bivariate and partial correlational analyses indicate the shared and unique relationships between perfectionist dimensions and causal self-attributions. Thus, it allows discussing the perfectionist dimension which explains the inter-class differences found. Este trabajo ha recibido financiación del Ministerio de Economía y Competitividad de España a través de un proyecto (EDU2012-35124) concedido a José Manuel García-Fernández, así como por la ayuda para la contratación de personal investigador de carácter predoctoral de la Generalitat Valenciana concedida a María Vicent (ACIF/2014/328).

Perfectionistic Automatic Thoughts (PAT) negatively affects people who present it. Hence the importance of their study to determine possible ways of reduction. The current study tried to identify PAT profiles and specify the statistically significant differences in the Spontaneous Use of Mental Imaging in 647 undergraduates. For this the Perfectionism Cognitions Inventory and the Spontaneous Use of Imagery Scale were used. The cluster analyses showed three groups of PATs, low (LPAT), moderate (MPAT) and high (HPAT). An analysis of variance revealed moderate size differences in the visual-spatial capacity as well as in the total of the Spontaneous Use of Mental Images for MPAT and LPAT. Implications for the training of future teachers related to the use of mental imagery that can reduce maladaptive PAT are discussed.

La ansiedad por separación resulta problemática cuando sus síntomas característicos, como la angustia o la resistencia, se experimentan de manera intensa y constante. El trastorno que se deriva de esta excesiva manifestación ansiosa tiende a iniciarse en la infancia y a continuar en la adolescencia, causando graves consecuencias en la adultez. Por tanto, resulta conveniente detectar y tratar esta patología lo antes posible. En este sentido, la presente investigación tuvo como objetivo analizar la validez de constructo (estructura factorial) y la fiabilidad (consistencia interna y estabilidad temporal) de los instrumentos diseñados para evaluar la ansiedad por separación en niños y adolescentes. Se realizó una búsqueda exhaustiva en bases de datos interdisciplinares y del ámbito de la psicología y la educación, utilizando términos relacionados con el trastorno, la evaluación, la infancia y la adolescencia. De todos los registros identificados en la búsqueda, se seleccionaron exclusivamente aquellos que respondieron al propósito del estudio. Los instrumentos analizados finalmente fueron los siguientes: Separation Anxiety Assessment Scale - Child Version, Separation Anxiety Scale for Children, Separation Anxiety Avoidance Inventory - Child and Parent Version y Children’s Separation Anxiety Scale. Todos ellos están compuestos por factores que permiten identificar las situaciones generadoras de ansiedad por separación. Asimismo, los índices de consistencia interna y de estabilidad temporal proporcionados por los estudios correspondientes resultan satisfactorios en su amplia mayoría. Estos resultados evidencian la existencia de instrumentos de evaluación de la ansiedad por separación que proporcionan puntuaciones válidas y fiables para ser utilizados por profesionales de la psicología clínica y educativa. Separation anxiety is problematic when its characteristic symptoms, such as anguish or resistance, are experienced intensely and constantly. The disorder that results from this excessive anxious manifestation tends to begin in childhood and continue in adolescence, causing serious consequences in adulthood. Therefore, it is convenient to detect and treat this pathology as soon as possible. In this sense, the present research aimed to analyze the construct validity (factorial structure) and the reliability (internal consistency and temporal stability) of the tools designed to assess separation anxiety in children and adolescents. An exhaustive search was made in interdisciplinary, psychological and educational databases, using terms related to the disorder, assessment, childhood and adolescence. Of all the records identified in the search, only those that responded to the purpose of the study were selected. The tools analyzed were finally the following: Separation Anxiety Assessment Scale - Child Version, Separation Anxiety Scale for Children, Separation Anxiety Avoidance Inventory – Child and Parent Version, and Children’s Separation Anxiety Scale. All of them are composed by factors that allow identifying situations generating separation anxiety. Furthermore, the internal consistency and temporal stability indexes provided by the corresponding studies are satisfactory in the vast majority. These results demonstrate the existence of tools for assessing separation anxiety that provide valid and reliable scores to be used by professionals in clinical and educational psychology.

El problema de la desigualdad de género radica, en gran medida, en la pervivencia de los patrones tradicionales de género que la sociedad asigna a mujeres y a hombres respectivamente. Por ello, el presente estudio se planteó con el propósito de reconocer las creencias estereotipadas que el alumnado de Formación Profesional presenta ante la igualdad de género en la esfera laboral, verificando, además, la existencia de posibles diferencias significativas según el sexo y el nivel de ciclo formativo cursado (grado medio o grado superior). Para el logro de este objetivo se contó con la participación voluntaria de 135 estudiantes de un centro integrado público de Formación Profesional de la provincia de Alicante, quienes cumplimentaron la Escala de Actitudes de Rol de Género. Los resultados obtenidos evidenciaron que el conjunto de participantes presentaba un posicionamiento ambiguo respecto a la igualdad laboral entre mujeres y hombres, sobre todo en lo concerniente a la división sexual del trabajo. La aplicación de la prueba t de Student, por su parte, reflejó la existencia de diferencias estadísticamente significativas en función del nivel de ciclo formativo, pero especialmente del sexo. En este sentido, fueron las alumnas quienes rechazaron más enérgicamente la exclusión de las mujeres de los cargos de responsabilidad y la segregación ocupacional. En cuanto al nivel de ciclo formativo cursado, el alumnado de grado superior fue quien mostró actitudes más proclives hacia la presencia femenina en los espacios de poder y la intervención del padre en la educación familiar. A la vista de tales resultados, se estima necesario diseñar e implementar actuaciones dirigidas a la deconstrucción de las creencias sexistas que el alumnado de esta etapa parece mostrar en el contexto laboral. The problem of gender inequality is to a large extent due to the survival of the traditional gender roles that society allocates to women and men respectively. The aim of the present study is therefore to identify the stereotypical beliefs presented by students on vocational training as regards gender equality in the workplace and check for the existence of possible significant differences depending on gender and course level studied (intermediate or advanced). To this end, the study relied on the voluntary participation of 135 students from an integrated public vocational training centre in the province of Alicante, all of whom completed the Gender-Role Attitudes Scale. The results showed that the participants as a whole presented an ambiguous stance as far as equality in the workplace is concerned, especially as regards the sexual division of labour. The Student’s t-test indicated that there were statistically significant differences depending on the level of training studied and, in particular, gender. Regarding the latter, it was the female students who most emphatically rejected the exclusion of women from positions of responsibility and occupational segregation. As for the level of training, students at advanced level showed attitudes more favourable to the presence of women in positions of power and a father’s involvement in bringing up children. Given these results, we believe there is a need to plan and implement actions aimed at deconstructing the sexist beliefs that students at this stage appear to show in the workplace.

ADVENTURE ACTIVITIES FOR SOCIAL AND EMOTIONAL DEVELOPMENT IN CHIL-YOUTH POPULATIONPhysical activity and sports reduce problems of obesity and hypokinetic diseases, at the same time, it increases mental well-being and social skills, in all types of population. However, with the advent of adolescence, this practice declines significantly, for several reasons among which are the lack of free time, laziness and perfectionist concerns. So, the educational institution should be alarmed of the problem and implement intervention programs. The key point is to design collaborative actions in the leisure time to intervene in a natural setting, where adventure activities have a great role. The aim of the research is to understand the perception of thirty monitors, a multisport camp located in the province of Alicante, on the social and emotional development they considered can benefit the students from the activities that promote educational not formal facilities where they work. We work from a qualitative methodology, with a semi-structured interview and from a narrative- biographical orientation. The results report a positive perception, in most cases, on all the subjects studied.Keywords: Multi-adventure activities, social development, emotional contribution, self-improvement, cooperation.Resumen.La actividad física y el deporte reduce problemas de obesidad y enfermedades hipocinéticas, además de aumentar el bienestar mental y las habilidades sociales, en todo tipo de población. Sin embargo, con la llegada de la adolescencia, esta práctica decae significativamente, por varias razones entre las que se encuentran la carencia de tiempo libre, la pereza y las preocupaciones perfeccionistas. Por lo que, la institución educativa debería tomar conciencia de dicha problemática y poner en práctica programas de intervención. El punto clave es diseñar acciones colaborativas en las que intervenga el ocio y tiempo libre en un escenario natural, donde las actividades multiaventura tienen un gran papel. El objetivo de esta investigación es conocer la percepción de treinta monitores, de un campamento multiaventura situado en la provincia de Alicante, sobre el desarrollo social y emocional que consideran beneficioso para el alumnado desde las actividades que promueven las instalaciones de educación no formal donde trabajan. Se empleó una metodología cualitativa, con una entrevista semiestructurada y desde una orientación narrativa-biográfica. Los resultados reportan una percepción positiva, en la mayoría de los casos, respecto a los temas estudiados.Palabras clave: Actividades multiaventura, desarrollo social, contribución emocional, superación personal, cooperación.