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Developing student critical thinking skills is a core purpose of higher education, and requires the cognitive and disposition components of critical thinking to be fostered. The present study aims to examine the relationship between disposition towards critical thinking and engagement in higher education students. Participants were 836 students from two universities in Spain. Results showed a direct and positive relationship between student critical thinking disposition and several aspects of student engagement, such as reflective learning and participation in high-impact practices. These results could inform general pedagogical practices within the higher education curriculum so as to foster critical thinking disposition among future graduates.

Adolescents' use of social networks has increased exponentially. Therefore, considerable interest in studying the motives for using social network sites (SNS) and the relationships between these motives and problematic SNS use (PSNU) in adolescents has arisen. This study aimed to examine the relationships between adolescents' motives for SNS use, frequency of use, numbers of SNS used and PSNU. A total of 1,775 students (50.4% female) aged 11–19 (mean age = 14.11) completed the Scale of Motives for Using Social Networking Sites and the Problematic Social Networking Site Use Scale. The results show that the primary motives for SNS use were entertainment, information-seeking and academic purposes. Significant correlations were found between motives for use and PSNU dimensions except for preference for interaction through SNS and academic purposes. Four user profiles were established based on the motivations for use: discreet users, leisure users, socializing users and hyperconnected users. Those in this last profile scored significantly higher on PSNU, and therefore, identifying adolescents fitting this profile is going to be key to taking appropriate preventive actions. [ABSTRACT FROM AUTHOR]

El objetivo de este estudio fue caracterizar y determinar la incidencia de conductas suicidas y autolesiones deliberadas entre los jóvenes en acogimiento residencial en España, y explorar el conocimiento y la competencia percibidos de los profesionales de atención directa con respecto al reconocimiento y la gestión del riesgo de suicidio. La muestra estuvo compuesta por 185 adolescentes de entre 12 y 18 años y 225 profesionales de atención directa. Se observó una elevada tasa de conductas suicidas y solo un tercio de los jóvenes que tenían pensamientos suicidas habían buscado ayuda. La mitad de la muestra de adolescentes se había autolesionado voluntariamente. Entre los profesionales de atención directa, se percibía una falta de conocimientos con respecto al reconocimiento y la gestión de las conductas de riesgo de suicidio. Los adolescentes en acogimiento residencial son una población de riesgo que debe ser objeto de intervenciones específicas dirigidas a prevenir la conducta suicida. También es necesaria la formación de los profesionales para garantizar que tengan las habilidades necesarias para preguntar a los jóvenes sobre pensamientos o intenciones suicidas y para ponerlos en contacto con los servicios de apoyo adecuados. [ABSTRACT FROM AUTHOR]

The United Nations Convention on the Rights of the Child was the first international treaty to emphasize the importance of listening to children's views and including them in decision-making processes. In that line, the primary aim of this study was to show how the quality of preschool outdoor environments can be improved through a participatory intervention involving children, parents and teachers. A total of 1001 children aged between 3 and 6 years who were attending seven different preschools in the Basque Country (Spain) took part, along with 54 parents and 94 teachers. The data collection methodology included participant observation, images, photographs and drawings, as well as conversations and interviews with children, parents and teachers. The quality of the school outdoor environment was evaluated using the Preschool Outdoor Environment Measurement Scale. The results showed that the intervention led to improvements in the outdoor environment of schools, thus underlining the value of using participatory methods in which children are involved. In our view, the participatory approach not only respects the UN Convention on the Rights of the Child and helps to promote democracy in schools but also draws upon the creative potential of children to transform the world around them.

The aim of this study was to examine whether the availability of affordances in preschool outdoor environments influences children's social play. Participants were 173 children aged between 3 and 6 years (M = 3.95, SD = 0.82) who were attending a total of 18 early childhood education centers in the Basque Country (Spain). The results indicate that low availability of affordances in the preschool outdoor environment has a negative impact on children's group social play. Based on application of the Affordance Scale [Kyttä, Marketta. 2002. "Affordances of Children's Environments in the Context of Cities, Small Towns, Suburbs and Rural Villages in Finland and Belarus." "Journal of Environmental Psychology" 22 (1-2): 109-123. doi:10.1006/jevp.2001.0249] we propose a cut-off score for identifying environments that are likely to discourage social play. In light of the results obtained we believe that the educational community should consider the concept of affordances in order to ensure that the features of preschool outdoor environments promote a variety of social play activities.

The aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers' beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers. [ABSTRACT FROM AUTHOR]

Outdoor education fosters student well-being, development and learning. However, many schools restrict outdoor experience to their own playground, and to times considered recess. This case study, which examined student and teacher perceptions about the outdoor experience on traditional playgrounds, was conducted in an urban school in the Basque Country with an asphalt playground whose only resources were related to sports. We conducted five focal studies with 40 students, and administered a questionnaire to 78 teachers in Primary and Secondary Education. The results obtained made clear the dissatisfaction of both students and teachers with the use of the playground and with the opportunities it offered. However, they also identified areas for improvement and suggested future lines of work. It is essential to promote a dynamic of reflection on outdoor spaces that includes student participation as well as training teachers and raising their awareness. [ABSTRACT FROM AUTHOR]

Research Findings: The primary purpose of the present study was to examine the relationship between social play and involvement in the outdoor preschool environment. The study included 173 children ranging in age from 3 to 6 years (M[subscript age] = 3.95, SD = 0.82) and attending 19 preschools in the Basque Country (Spain). A total of 51 teachers (50 women, 1 man) also participated. Our results indicated that there is a relationship between social participation and involvement and that group play is the type of play that best predicts greater involvement. No significant differences in levels of involvement were found between boys and girls, although gender was found to have a moderating effect on the relationship between the type of group play and involvement. Practice or Policy: The results are discussed with reference to the need to implement innovations in the outdoor preschool environment that have a positive effect on child development. The outdoor environment should promote social participation as well as gender equality and inclusion, and consequently it should be designed to offer both access to a natural environment and multiple opportunities for play.

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