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Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) 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 research presented explores the negotiation of hegemonic masculinity through football in a group of school children between three and five years of age in a school in Spain. The article shows that in the construction of masculinity within the school, football plays an important role. In this sense, it shows how the playing of football created a double system of exclusion. On the one hand, girls were excluded from the football field and, on the other hand, some children looked for strategies to exclude younger school children. At the same time, a classification of the various masculinities was created based on the skills they had and their overall ability of the sport. However, through football some children also found a way to negotiate their masculinity. In line with this issue, the struggle of powers and tensions that football provoked among the peer group is shown. The data analysis has been conducted under a post-structuralist lens for an in-depth study of the process of exclusion, differentiation and surveillance through the sport.

The authors have examined the relative contribution of personal (emotional state, gender-role attitudes), contextual (perceived social supports and barriers), and cognitive (self-efficacy beliefs, outcome expectations) variables to technological interests in a sample (N = 2,364) of 10th-grade Spanish students. The results of path analysis supported social cognitive career theory (SCCT), indicating that technological self-efficacy contributed to technological interests and technological outcome expectations. Perceived social support and perceived social barriers were related to technological self-efficacy, technological outcome expectations, and technological interests. However, the results did not support the hypothesis that outcome expectations contribute to interests. Contrary to expectations, there was no influence of gender-role attitudes on technological self-efficacy, but gender-role attitudes did determine technological interests. Finally, our study demonstrated that emotional state influenced technological self-efficacy beliefs, technological outcome expectations, and technological interests. This research extends previous work in this area by examining an understudied group, Spanish teenage students.

Background: This study was designed to determine the effect of perceived supports and barriers on self-efficacy beliefs and other social-cognitive variables related to second-year science, technology, engineering, and mathematics (STEM) students' career development. Social cognitive career theory (SCCT) states that career interest is influenced by four cognitive-person variables: self-efficacy beliefs, outcome expectations, interests, and goals. Other variables, such as social supports and barriers, also play an important role. Purpose: This study explores the influence of gender and STEM major on perceived supports and barriers. It also analyzes the effects of perceived supports and barriers on the SCCT cognitive-person variables. Method: Participants were 811 sophomore students in STEM programs at the University of Oviedo, Asturias, Spain. Kruskal-Wallis and Mann-Whitney U tests analyzed the difference in the perceived supports and barriers by gender and students' major. Multiple-group structural equation modeling was implemented to predict the relationship between perceived supports and barriers and SCCT cognitive-person variables. Results: The engineering students perceived more teaching staff barriers and fewer teaching staff supports than other students. Male software and hardware engineering students perceived more barriers than other male engineering students. The fit of the model revealed an important effect of perceived teaching staff supports on the four cognitive-person variables. Conclusions: To determine the influences on the cognitive-person variables, it is necessary to analyze the perceived supports and barriers. Peers and family are the most important perceived supports, while teaching staff and financial difficulties are the greatest perceived barriers.

High-throughput sequencing methods have increased the accessibility of plastid genomes, which are crucial for clarifying phylogenetic relationships. Current large sequencing efforts require software tools for routine display of their distinctive quadripartite structure, which is denoted by four junction sites. By concentrating on these junctions and their close vicinity, IRscope has emerged as the standard tool for detection of this structure and creating simplified comparative graphical maps of plastid genomes. Here, we provide an augmented version (IRplus) that encompasses a novel set of functions such as integrated error detection, flexible color schemes, and an upgraded method to detect inverted repeats in genomic sequences. Spanning across the plant tree of life, IRplus allows the quick visualization of various sets of plastid genomes and features, next to smooth interoperability with other widely used annotation file formats and platforms. The IRplus can be accessed at https://irscope.shinyapps.io/IRplus/ , and source codes are freely available at https://github.com/AmiryousefiLab/IRplus. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte 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.)

This article is part of an ethnographic study that aims to explore the power relations that are created around football in a school located in Portugal. The data collected show that the social and cultural conceptions that exist around football serve to exclude both girls from this sport and also children with lesser sporting skill. However, we found that boys who were excluded from this sport did not always aspire to reach the dominant masculinity represented by the game of football. At the same time, boys who play football sometimes combined hegemonic behaviours of masculinity with other less oppressive behaviours. This article tries to confirm the existence of a model of 'flexible masculinity' which serves as an analytical tool for future research on the construction of masculinities in young children. [ABSTRACT FROM AUTHOR]