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Las características del alumnado de los Grados de Magisterio en Educación Infantil (EI) y en Educación Primaria (EP) necesitan ser atendidas en el diseño de metodologías docentes centradas en el proceso de enseñanza-aprendizaje. Mediante un estudio transversal, descriptivo, exploratorio y comparativo en una misma universidad, analizamos y comparamos las motivaciones, ideas implícitas y competencias del alumnado del primer curso de ambas titulaciones. Los resultados informan que la mayoría de los y las estudiantes de Magisterio en ambos Grados está motivado y expresa su compromiso con la justicia social mediante su futura profesión. Encontramos diferencias significativas entre estas titulaciones, a favor de EP, en la autopercepción de competencia para la expresión escrita, comprensión lectora, vocabulario y uso de TIC. Identificamos la necesidad de una organización versátil de la docencia centrada en metodologías activas contextualizadas en situaciones propias de su futura profesión. Sin obviar un apoyo instruccional continuado por parte del docente, quien garantiza el éxito de las innovaciones educativas tomando en cuenta el estado de alfabetización académica y digital del alumnado. Finalmente, dados los desafíos del entorno educativo actual, se contempla la promoción del aprendizaje permanente, que lleve a maestros y maestras a desarrollar habilidades sociales y a ser ejemplos de hábitos mediáticos saludables para interactuar en espacios presenciales y virtuales The differences between students of the Degrees in Early Childhood Education (ECH) and Elementary Education (EE) need to be taken in account in the design of students centred teaching methodologies. Through a cross-sectional, descriptive, exploratory and a comparative research, in the same university, we have analyzed and compared the motivations, implicit ideas and competences of the first-year students of both degrees. The results inform that the majority of the students of Teaching in both degrees are motivated and express their commitment for the social justice through their profession. Significant differences between these degrees have been found, in favor of EE, in the self-perception of competence for written expression, reading comprehension, vocabulary and use of ICT. It´s been identified the need for a versatile organization ot teaching, focused on active methodologies, contextualized in situations of their future professional activity, without ignoring continued instructional support from the teacher bearing in mind the student as the protagonist. Likewise, it´s necessary not to skimp on frequent feedback on the results, considering also the state of their academic and digital literacy to guarantee the success of educational innovations. Finally, given the challenges of the current educational environment, the promotion of lifelong learning is needed, for teachers to develop social skills and be examples of media habits to interact in virtual and face-to face spaces

Many international organisms have warned of the increased consumption of cannabis and its extensive use by adolescents. This study is one of the first with the aim of analyzing the role of ability and trait emotional intelligence, based on the model of Mayer and Salovey, with regards to the consumption of cannabis by adolescents. The study participants were 799 Spanish nationals aged 12 to 16. They were administered a self-report on trait emotional intelligence (EI), a test of maximum EI performance and were asked about their habits relating to cannabis consumption. This cross-sectional study used a quantitative, correlational methodology. The main results obtained from the regression analysis once gender, age and context of residence were controlled for, revealed negative associations between the factors of understanding and emotional repair of trait EI and the cannabis consumption variables, in contrast to emotional attention. On the other hand, with regards to ability EI, the factors of perception and facilitation were inversely associated with cannabis consumption in adolescents. The results suggest that both trait and ability EI are complementary constructs that help to explain cannabis consumption during this life stage. These findings offer empirical evidence that may help guide clinical and educational interventions focused on prevention of consumption during this period.Diversos organismos internacionales alertan sobre el incremento de consumo de cannabis y de su uso extendido entre los adolescentes. El presente estudio ha sido uno de los primeros con el objetivo de analizar el papel de la inteligencia emocional rasgo y habilidad, basada en el modelo de Mayer y Salovey, en relación al consumo de cannabis en adolescentes. En este estudio participaron 799 jóvenes españoles con edades comprendidas entre los 12 y los 16 años. Se administró un autoinforme de inteligencia emocional (IE) rasgo, un test de rendimiento máximo de IE y se preguntó sobre los hábitos relacionados con el consumo de cannabis. Este estudio de tipo transversal se llevó a cabo a través de una metodología de corte cuantitativo y de tipo correlacional. Los principales resultados obtenidos mediante los análisis de regresión una vez controlados el género, la edad y el contexto de centro, revelaron asociaciones negativas entre los factores de comprensión y reparación emocional de la IE rasgo y las variables de consumo de cannabis, al contrario que la atención emocional. Por otro lado, en relación con la IE habilidad, los factores de percepción y facilitación se asociaron de manera inversa al consumo de cannabis en los adolescentes. Los resultados de este estudio sugieren que tanto la IE rasgo como la IE habilidad son constructos complementarios que ayudan a explicar el consumo de cannabis. Estos hallazgos proporcionan evidencias empíricas que podrían orientar intervenciones clínicas y educativas enfocadas a la prevención del consumo en esta etapa.

Resposible Education is a well consolidated and validated educative proposal to promote the emotional, social and creative development during infancy and adolescence through the joint efforts of the entire educative community. It relies on technological and artistic resources to implement activities across the curriculum and tutorials. To this end, schools are involved in a training process during three years.

Purpose To report keratoconus incidence in refractive surgery candidates and to compare their characteristics in scanning-slit topography variables versus candidates with prolate corneas and a group with previous diagnosis of keratoconus. Methods All consecutive patients who underwent preoperative evaluation for refractive surgery in the last thirty-six months were selected. Corneal scanning-slit topography was performed in all the patients in the preoperative examination to detect patients affected by keratoconus and subjects with prolate corneas (K reading >47,2D). An additional group of keratoconic eyes was included. Age, gender, central corneal thickness (CCT), anterior best fit sphere (aBFS), posterior best fit sphere (pBFS), steepest simulated K (SSK), flattest simulated K (FSK), and irregularity index at 3 and 5mm (II3, II5) were studied. Results A total of 1662 patients (3324 eyes) were included . Ninety-six patients (190 eyes) had a steepest K reading higher than 47,2D and among them, 10 patients (20 eyes) were identified as keratoconus (0,6%). Keratoconus group included 182 eyes. Patients with prolate corneas (PC) were older (42,95 y± 9,6) than keratoconic candidates (KC) (38,22 y±11,39)(p

This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli,Borgogni , 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González,García-Gallo, 1998). Students' academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students' final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.