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[Resumen] El principal propósito de este estudio es identificar distintos perfiles de alumnado, definidos en base al tiempo diario que dedican a realizar los deberes escolares y a la gestión que hacen de ese tiempo. Se trata de comprobar las diversas combinaciones que se dan dentro de las y los participantes con respecto al uso y gestión del tiempo dedicado a los deberes, integrando una perspectiva centrada en la persona y no tomando las variables de forma independiente. Una vez identificados, definidos y caracterizados esos perfiles, se analizan las posibles diferencias en motivación intrínseca hacia los deberes, interés por los deberes, percepción de utilidad de los deberes, ansiedad ante los deberes y rendimiento académico. La muestra está integrada por 578 estudiantes (49.5% mujeres y 50.5% hombres) de Educación Secundaria Obligatoria (ESO) pertenecientes a seis centros educativos de Galicia. La edad de los participantes está comprendida entre los 12 y los 16 años. Los resultados han permitido identificar cuatro perfiles de alumnado: dos de ellos pueden definirse como los más adaptativos y eficaces (gestionan mejor su tiempo, están más motivados y tienen menos ansiedad ante los deberes) y los otros dos se pueden catalogar como menos eficaces o más desadaptativos (gestionan peor el tiempo, están menos motivados y tienen más ansiedad ante los deberes). Estos resultados exhortan una implicación diferencial por parte del profesorado, para que procedan de forma eficaz ante las necesidades y características de los cuatro perfiles emanados., [Abstract] The main purpose of this study is to identify different profiles of students based on the daily amount of time they spend completing homework and how they manage it. The aim is to test the various combinations shown by the participants regarding the use and management of the time spent on homework, integrating a person-centred approach, and not taking the variables independently. Once these profiles have been identified, defined, and characterised, possible differences in several variables related to homework, such as intrinsic motivation, interest, perceived usefulness, anxiety, and academic performance are analysed. The sample consists of 578 students (49.5% female and 50.5% male) of Compulsory Secondary Education (ESO) from 6 schools in Galicia. The age of participants is between 12 and 16 years old. The results have allowed to identify four student profiles: two of them can be defined as the most adaptive and effective (they manage their time better, are more motivated and have less anxiety about homework) and the other two can be categorised as less effective or more maladaptive (they manage their time worse, are less motivated and have more anxiety about homework). These results call for the differential involvement of teachers to effectively address the needs and characteristics of the four profiles identified.

[Abstract] MITCA (homework implementation method) was born with the purpose of turning homework into an educational resource capable of improving the self-regulation of learning and the school engagement of students. In this article, following the current theoretical framework, we evaluate the impact of the MITCA method on school engagement in students in the 5th and 6th years of Primary Education. While the control group of students who did not participate in the 12 weeks of MITCA (N = 431; 61% of 5th grade) worsened significantly in emotional, behavioral, and cognitive engagement, these pre-post differences do not reach significance for the group that has participated in MITCA, even observing a tendency to improve. After the intervention, the students who participated in MITCA (N = 533; 50.6% of 5th grade) reported greater emotional and behavioral engagement than the students in the control group. MITCA students showed positive emotions, were happier in school and were more interested in the classroom, paid more attention in class, and were more attentive to school rules. The conditions of the tasks’ prescription proposed by MITCA would not only restrain the lack of engagement but would also improve students’ emotional and behavioral engagement in school found in the last years of Primary Education. In the light of the results, a series of educational strategies related to the characteristics of these tasks, such as the frequency of prescription and the type of correction are proposed.

[Resumen] Con miras a mejorar la comprensión sobre la implicación del alumnado en la realización de deberes escolares y sobre la incidencia de esta en el rendimiento académico a largo plazo, esta investigación tiene como objetivos analizar la evolución del compromiso motivacional, emocional y conductual con los deberes en educación primaria y establecer su potencial explicativo sobre el rendimiento al final de esta etapa. Se diseñó una investigación explicativa longitudinal en panel en la que participaron 212 estudiantes de 4º de educación primaria de seis centros públicos gallegos durante tres cursos académicos. Se recogió información sobre su compromiso mediante cuestionario y las calificaciones asignadas por el profesorado en 6º curso en cuatro asignaturas. Los resultados de los ANOVA de medidas repetidas sugieren que el compromiso motivacional con los deberes disminuiría progresivamente de 4º a 6º curso, mientras que el compromiso conductual seguiría un patrón cuadrático o en curva. Los resultados del path analysis muestran que el compromiso motivacional en 4º predice el compromiso conductual en 5º y este el rendimiento en 6º con algunas diferencias entre materias. Este estudio revela la importancia de atender al compromiso motivacional, emocional y conductual del alumnado de primaria con los deberes para potenciar su efecto sobre el rendimiento, apuntando a la intervención sobre variables concretas., [Resumo] Co propósito de mellorar a comprensión sobre a implicación do alumnado na realización de deberes escolares e sobre a incidencia desta no rendemento académico a longo prazo, esta investigación ten como obxectivos analizar a evolución do compromiso motivacional, emocional e condutual cos deberes en educación primaria e establecer o seu potencial explicativo sobre o rendemento ao final esta etapa. Deseñouse unha investigación explicativa lonxitudinal en panel na que participaron 212 estudantes de 4º de educación primaria de seis centros públicos galegos durante tres cursos académicos. Recolleuse información sobre o seu compromiso mediante cuestionario e as cualificacións asignadas polo profesorado en 6º curso en catro materias. Os resultados dos ANOVA de medidas repetidas suxiren que o compromiso motivacional cos deberes diminuiría progresivamente de 4º a 6º curso, mentres que o compromiso condutual seguiría unha tendencia cadrática ou en curva. Os resultados do path analysis mostran que o compromiso motivacional en 4º predí o compromiso condutual en 5º e este o rendemento en 6º con algunhas diferenzas entre materias. Este estudo revela a importancia de atender ao compromiso motivacional, emocional e condutual do alumnado de primaria cos deberes para potenciar o seu efecto sobre o rendemento, apuntando á intervención sobre variables concretas., [Abstract] In order to improve the understanding of students’ involvement in homework and its impact on long-term academic performance, this research aims to analyse the evolution of motivational, emotional and behavioural engagement with homework in primary education and to establish its explanatory potential on academic performance at the end of this stage. A longitudinal explanatory panel study was designed in which 212 4th grade primary school students from six Galician public schools participated during three academic years. Information on their engagement by means of a questionnaire and the grades assigned by teachers in the 6th grade in four subjects were collected. The results of the repeated measures ANOVA suggest that motivational engagement with homework would progressively decrease from 4th to 6th grade, while behavioural engagement would follow a quadratic or curved pattern. The results of the path analysis show that motivational engagement in 4th grade predicts behavioural engagement in 5th grade and behavioural engagement predicts performance 6th grade with some differences between subjects. This study reveals the importance of addressing the motivational, emotional and behavioural engagement of primary school students with homework in order to enhance its effect on academic achievement, pointing to intervention on specific variables.

The main purpose of this study is to identify different profiles of students based on the daily amount of time they spend completing homework and how they manage it. The aim is to test the various combinations shown by the participants regarding the use and management of the time spent on homework, integrating a person-centred approach, and not taking the variables independently. Once these profiles have been identified, defined, and characterised, possible differences in several variables related to homework, such as intrinsic motivation, interest, perceived usefulness, anxiety, and academic performance are analysed. The sample consists of 578 students (49.5% female and 50.5% male) of Compulsory Secondary Education (ESO) from 6 schools in Galicia. The age of participants is between 12 and 16 years old. The results have allowed to identify four student profiles: two of them can be defined as the most adaptive and effective (they manage their time better, are more motivated and have less anxiety about homework) and the other two can be categorised as less effective or more maladaptive (they manage their time worse, are less motivated and have more anxiety about homework). These results call for the differential involvement of teachers to effectively address the needs and characteristics of the four profiles identified, El principal propósito de este estudio es identificar distintos perfiles de alumnado, definidos en base al tiempo diario que dedican a realizar los deberes escolares y a la gestión que hacen de ese tiempo. Se trata de comprobar las diversas combinaciones que se dan dentro de las y los participantes con respecto al uso y gestión del tiempo dedicado a los deberes, integrando una perspectiva centrada en la persona y no tomando las variables de forma independiente. Una vez identificados, definidos y caracterizados esos perfiles, se analizan las posibles diferencias en motivación intrínseca hacia los deberes, interés por los deberes, percepción de utilidad de los deberes, ansiedad ante los deberes y rendimiento académico. La muestra está integrada por 578 estudiantes (49.5% mujeres y 50.5% hombres) de Educación Secundaria Obligatoria (ESO) pertenecientes a seis centros educativos de Galicia. La edad de los participantes está comprendida entre los 12 y los 16 años. Los resultados han permitido identificar cuatro perfiles de alumnado: dos de ellos pueden definirse como los más adaptativos y eficaces (gestionan mejor su tiempo, están más motivados y tienen menos ansiedad ante los deberes) y los otros dos se pueden catalogar como menos eficaces o más desadaptativos (gestionan peor el tiempo, están menos motivados y tienen más ansiedad ante los deberes). Estos resultados exhortan una implicación diferencial por parte del profesorado, para que procedan de forma eficaz ante las necesidades y características de los cuatro perfiles emanados

[Resumen] Con miras a mejorar la comprensión sobre la implicación del alumnado en la realización de deberes escolares y sobre la incidencia de esta en el rendimiento académico a largo plazo, esta investigación tiene como objetivos analizar la evolución del compromiso motivacional, emocional y conductual con los deberes en educación primaria y establecer su potencial explicativo sobre el rendimiento al final de esta etapa. Se diseñó una investigación explicativa longitudinal en panel en la que participaron 212 estudiantes de 4º de educación primaria de seis centros públicos gallegos durante tres cursos académicos. Se recogió información sobre su compromiso mediante cuestionario y las calificaciones asignadas por el profesorado en 6º curso en cuatro asignaturas. Los resultados de los ANOVA de medidas repetidas sugieren que el compromiso motivacional con los deberes disminuiría progresivamente de 4º a 6º curso, mientras que el compromiso conductual seguiría un patrón cuadrático o en curva. Los resultados del path analysis muestran que el compromiso motivacional en 4º predice el compromiso conductual en 5º y este el rendimiento en 6º con algunas diferencias entre materias. Este estudio revela la importancia de atender al compromiso motivacional, emocional y conductual del alumnado de primaria con los deberes para potenciar su efecto sobre el rendimiento, apuntando a la intervención sobre variables concretas., [Resumo] Co propósito de mellorar a comprensión sobre a implicación do alumnado na realización de deberes escolares e sobre a incidencia desta no rendemento académico a longo prazo, esta investigación ten como obxectivos analizar a evolución do compromiso motivacional, emocional e condutual cos deberes en educación primaria e establecer o seu potencial explicativo sobre o rendemento ao final esta etapa. Deseñouse unha investigación explicativa lonxitudinal en panel na que participaron 212 estudantes de 4º de educación primaria de seis centros públicos galegos durante tres cursos académicos. Recolleuse información sobre o seu compromiso mediante cuestionario e as cualificacións asignadas polo profesorado en 6º curso en catro materias. Os resultados dos ANOVA de medidas repetidas suxiren que o compromiso motivacional cos deberes diminuiría progresivamente de 4º a 6º curso, mentres que o compromiso condutual seguiría unha tendencia cadrática ou en curva. Os resultados do path analysis mostran que o compromiso motivacional en 4º predí o compromiso condutual en 5º e este o rendemento en 6º con algunhas diferenzas entre materias. Este estudo revela a importancia de atender ao compromiso motivacional, emocional e condutual do alumnado de primaria cos deberes para potenciar o seu efecto sobre o rendemento, apuntando á intervención sobre variables concretas., [Abstract] In order to improve the understanding of students’ involvement in homework and its impact on long-term academic performance, this research aims to analyse the evolution of motivational, emotional and behavioural engagement with homework in primary education and to establish its explanatory potential on academic performance at the end of this stage. A longitudinal explanatory panel study was designed in which 212 4th grade primary school students from six Galician public schools participated during three academic years. Information on their engagement by means of a questionnaire and the grades assigned by teachers in the 6th grade in four subjects were collected. The results of the repeated measures ANOVA suggest that motivational engagement with homework would progressively decrease from 4th to 6th grade, while behavioural engagement would follow a quadratic or curved pattern. The results of the path analysis show that motivational engagement in 4th grade predicts behavioural engagement in 5th grade and behavioural engagement predicts performance 6th grade with some differences between subjects. This study reveals the importance of addressing the motivational, emotional and behavioural engagement of primary school students with homework in order to enhance its effect on academic achievement, pointing to intervention on specific variables.

[Abstract] The Internet and social networks are widely used by students. For higher education, which operates in a highly competitive environment, marketing is a fundamental tool for universities to distinguish themselves and attract new students. Social networks are one of the best options for influencing university choice. The objective of this study is to analyze the relationship between some indicators related to universities and their use of and results on social networks. We carried out quantitative correlational research to study the number of students and ranking position as university indicators as well as the number of followers, posts, and interactions (likes, comments, and shares) weekly and per post on Facebook, Instagram, Twitter, and YouTube. Data were collected from 83 Spanish universities over 14 weeks in 2021. Correlation analysis showed that the number of students is closely related to the number of followers and interactions, although to varying degrees. The position of a university in the rankings exhibited a particularly significant correlation with their number of followers on almost all the networks. In addition, the higher the university in the ranking, the higher the number of interactions per post that it obtained on Facebook and Twitter. It was also found that universities with more followers had more interactions (likes, comments, and shares) with their posts. Finally, the number of posts was found to be positively related to the interactions per week but not to the interactions per post. This study has identified some significant relationships between the characteristics of all Spanish universities and their performance on four social networks, which may help universities become better at acting and communicating on them.

Las estrategias de self-handicapping y pesimismo defensivo constituyen un recurso frecuentemente utilizado por los estudiantes que buscan proteger sus sentimientos de valía personal. Numerosos trabajos han evidenciado que la autoestima y las metas de logro constituyen dos de los predictores motivacionales más importantes de estas estrategias. Sin embargo, el estudio de estas relaciones se ha efectuado desde un enfoque centrado en la variable. A partir de la identificación de diferentes perfiles de estudiantes en función de sus características de autoestima y metas de logro (aprendizaje, aproximación al rendimiento y evitación del rendimiento), se pretendía determinar, dentro de cada perfil, el poder predictivo de estas variables sobre las estrategias de autoprotección. En el estudio participaron 1028 estudiantes universitarios, seleccionados mediante un muestreo por conveniencia. Partiendo de la determinación de cuatro perfiles —(a) alta autoestima y predominio de aproximación al rendimiento; (b) alta autoestima y predominio de aprendizaje; (c) baja autoestima y predominio de metas de rendimiento; y (d) baja autoestima y altas metas generalizadas—, se realizaron análisis de regresión lineal (pasos sucesivos). Los resultados evidenciaron que, en los dos perfiles con alta autoestima, las metas de aprendizaje constituían un predictor negativo del self-handicapping. Asimismo, en los perfiles con baja autoestima, las metas de evitación del rendimiento (negativamente) y ambas metas de aproximación (positivamente) se mostraron como predictores del pesimismo defensivo. Estos resultados sugieren que, en aras de propiciar una prevención eficaz del uso de estrategias de autoprotección, es preciso conocer las características motivacionales de cada estudiante, Self-handicapping and defensive pessimism strategies are a resource frequently used by students seeking to protect their feelings of personal worth. A large group of studies has shown that self-esteem and achievement goals are two of the most important motivational predictors of these strategies. However, the study of these relationships has been carried out from a variable-centred approach. From the identification of different student profiles based on their self-esteem and achievement goals (learning, performance-approach, and performance-avoidance), it was intended to determine, within each profile, the predictive power of these variables on the self-protection strategies. 1,028 university students participated in the study, selected through convenience sampling. Starting from the determination of four profiles —(a) high self-esteem and predominance of performance goals; (b) high self-esteem and predominance of learning goals; (c) low self-esteem and predominance of performance goals; and (d) low self-esteem and high generalized goals—, linear regression analyses (stepwise method) were performed. The results showed that learning goals were a negative predictor of self-handicapping in the two profiles with high self-esteem. Likewise, performance-avoidance goals (negatively) and both approximative goals (positively) were shown as predictors of defensive pessimism in the profiles with low self-esteem. These results suggest that it is necessary to know the motivational characteristics of each student in order to promote effective prevention of the use of self-protection strategies, Self-handicapping e pessimismo defensivo são estratégias frequentemente usadas por alunos que buscam proteger seus sentimentos de valor pessoal. Numerosos estudos demonstraram que a autoestima e as metas de realização são dois dos mais importantes preditores motivacionais dessas estratégias. No entanto, o estudo dessas relações foi realizado a partir de uma abordagem centrada na variável. A partir da identificação de diferentes perfis de alunos com base em suas características de autoestima e metas de realização (aprendizagem, ego-aproximação e ego-evasão), pretendeu-se determinar, dentro de cada perfil, o poder preditivo dessas variáveis sobre o uso de estratégias de autoproteção. Participaram do estudo 1.028 universitários, selecionados por amostragem por conveniência. Partindo da determinação de quatro perfis —(a) autoestima elevada e predomínio de metas ego; (b) autoestima elevada e predomínio de metas de aprendizagem; (c) baixa autoestima e predomínio de metas ego; e (d) baixa autoestima e metas generalizadas altas— foram realizadas análises de regressão linear (método stepwise). Os resultados mostraram que, nos dois perfis com elevada autoestima, as metas de aprendizagem foram um preditor negativo de self-handicapping. Da mesma forma, nos perfis com baixa autoestima, as metas ego-evasão (negativamente) e ambas as metas de aproximação (positivamente) mostraram-se preditores de pessimismo defensivo. Esses resultados sugerem que, para promover uma prevenção efetiva do uso de estratégias de autoproteção, é necessário conhecer as características motivacionais de cada aluno

[Resumo] Self-handicapping e pessimismo defensivo são estratégias frequentemente usadas ​​por alunos que buscam proteger seus sentimentos de valor pessoal. Numerosos estudos demonstraram que a autoestima e as metas de realização são dois dos mais importantes preditores motivacionais dessas estratégias. No entanto, o estudo dessas relações foi realizado a partir de uma abordagem centrada na variável. A partir da identificação de diferentes perfis de alunos com base em suas características de autoestima e metas de realização (aprendizagem, ego-aproximação e ego-evasão), pretendeu-se determinar, dentro de cada perfil, o poder preditivo dessas variáveis ​​sobre o uso de estratégias de autoproteção. Participaram do estudo 1.028 universitários, selecionados por amostragem por conveniência. Partindo da determinação de quatro perfis —(a) autoestima elevada e predomínio de metas ego; (b) autoestima elevada e predomínio de metas de aprendizagem; (c) baixa autoestima e predomínio de metas ego; e (d) baixa autoestima e metas generalizadas altas— foram realizadas análises de regressão linear (método stepwise). Os resultados mostraram que, nos dois perfis com elevada autoestima, as metas de aprendizagem foram um preditor negativo de self-handicapping. Da mesma forma, nos perfis com baixa autoestima, as metas ego-evasão (negativamente) e ambas as metas de aproximação (positivamente) mostraram-se preditores de pessimismo defensivo. Esses resultados sugerem que, para promover uma prevenção efetiva do uso de estratégias de autoproteção, é necessário conhecer as características motivacionais de cada aluno., [Resumen] Las estrategias de self-handicapping y pesimismo defensivo constituyen un recurso frecuentemente utilizado por los estudiantes que buscan proteger sus sentimientos de valía personal. Numerosos trabajos han evidenciado que la autoestima y las metas de logro constituyen dos de los predictores motivacionales más importantes de estas estrategias. Sin embargo, el estudio de estas relaciones se ha efectuado desde un enfoque centrado en la variable. A partir de la identificación de diferentes perfiles de estudiantes en función de sus características de autoestima y metas de logro (aprendizaje, aproximación al rendimiento y evitación del rendimiento), se pretendía determinar, dentro de cada perfil, el poder predictivo de estas variables sobre las estrategias de autoprotección. En el estudio participaron 1028 estudiantes universitarios, seleccionados mediante un muestreo por conveniencia. Partiendo de la determinación de cuatro perfiles —(a) alta autoestima y predominio de aproximación al rendimiento; (b) alta autoestima y predominio de aprendizaje; (c) baja autoestima y predominio de metas de rendimiento; y (d) baja autoestima y altas metas generalizadas—, se realizaron análisis de regresión lineal (pasos sucesivos). Los resultados evidenciaron que, en los dos perfiles con alta autoestima, las metas de aprendizaje constituían un predictor negativo del self-handicapping. Asimismo, en los perfiles con baja autoestima, las metas de evitación del rendimiento (negativamente) y ambas metas de aproximación (positivamente) se mostraron como predictores del pesimismo defensivo. Estos resultados sugieren que, en aras de propiciar una prevención eficaz del uso de estrategias de autoprotección, es preciso conocer las características motivacionales de cada estudiante., [Abstract] Self-handicapping and defensive pessimism strategies are a resource frequently used by students seeking to protect their feelings of personal worth. A large group of studies has shown that self-esteem and achievement goals are two of the most important motivational predictors of these strategies. However, the study of these relationships has been carried out from a variable-centred approach. From the identification of different student profiles based on their self-esteem and achievement goals (learning, performance-approach, and performance-avoidance), it was intended to determine, within each profile, the predictive power of these variables on the self-protection strategies. 1,028 university students participated in the study, selected through convenience sampling. Starting from the determination of four profiles —(a) high self-esteem and predominance of performance goals; (b) high self-esteem and predominance of learning goals; (c) low self-esteem and predominance of performance goals; and (d) low self-esteem and high generalized goals—, linear regression analyses (stepwise method) were performed. The results showed that learning goals were a negative predictor of self-handicapping in the two profiles with high self-esteem. Likewise, performance-avoidance goals (negatively) and both approximative goals (positively) were shown as predictors of defensive pessimism in the profiles with low self-esteem. These results suggest that it is necessary to know the motivational characteristics of each student in order to promote effective prevention of the use of self-protection strategies.

[Resumo] A situación derivada da pandemia provocada pola COVID-19 transformou substancialmente as metodoloxías de ensino-aprendizaxe. Unha mudanza moi evidente deuse nos instrumentos de avaliación ao teren que se adaptar ás modalidades de ensino online e semipresencial. O grupo de innovación GIPED-INNOVA deseñou unha investigación có obxectivo de coñecer os instrumentos de avaliación que se empregaron durante o curso académico, o valor que lle dan os estudantes e como este varía en función da motivación académica destes. No estudo participaron 178 estudantes das materias que imparten os docentes de GIPED-INNOVA. Para a recollida da información, elaborouse un cuestionario online ad hoc no que se incluíron os distintos instrumentos que se poden empregar para avaliar o rendemento do alumnado na Universidade da Coruña. Por outra banda, para coñecer a motivación dos estudantes utilizouse o Cuestionario de Metas Académicas. Segundo os resultados, os participantes consideran que os docentes de GIPED-INNOVA empregan en maior medida instrumentos de avaliación relativos ás prácticas de aula. Ademais, os estudantes que adoptan metas de aprendizaxe valoran especialmente estas ferramentas xunto a asistencia a clase. Non obstante, nin os estudantes con metas de rendemento nin aqueles con metas de aprendizaxe valoran os instrumento tipo proba., [Abstract] The COVID-19 pandemic has significantly altered the teaching-learning methodologies. The evaluation instruments used to measure students’ performance constituted one of the most noticeable changes on this new online teaching context. The group of teaching innovation GIPED-INNOVA designed a research that aims to shed light on the evaluation instruments used during the current academic year, the value with which the students regarded them and how it varies regarding student’s academic motivation. A hundred and seventy-eight students participated in the study. All of them attended the GIPED-INNOVA professors’ classes. An online questionnaire, which included the different evaluation instruments that can be used to measure students’ performance at the University of A Coruña, was designed ad hoc. On the other hand, the Goal Orientation Scale was used to obtain information regarding students’ academic motivation. According to the results, participants requested that the GIPED-INNOVA’s professors mainly used tasks and class exercises as evaluation instruments. Moreover, those who adopt a mastery goal orientation valued both these instruments and class attendance the most. However, neither the students that held mastery goals nor those who adopted performance goals valued exams.

[Abstract] School engagement occupies a place of reference in recent educational psychology research owing to its potential to address poor school results and school dropout rates. However, there is a need for a unifying theoretical framework. The study proposed the characterization of school engagement and explored the extent to which different profiles are associated with academic performance and self-regulation. With a sample of 717 5th and 6th year primary school students, this study was carried out via the latent profile analysis (LPA). Two groups of low school engaged students—one characterized by low behavioral engagement (5.02%) and the other by low emotional engagement (6.55%)—were distinguished. The majority of participants showed moderately high (31.95%) or moderate (56.48%) levels of school engagement in its three dimensions. Students with high engagement had the best grades and managed their time and study surroundings better, were the most strategic in seeking information, and showed less maladaptive regulatory behavior. The differences between students exhibiting low behavioral and emotional engagement and those exhibiting moderate levels in these dimensions may center upon the management of contextual resources and management of information and help. This research supports the need to approach the study of school engagement by observing the combination of its emotional, behavioral, and cognitive dimensions.

[Resumen] Introducción. La orientación a metas de los estudiantes puede estar influenciada, entre otros factores, por los comportamientos que componen los estilos educativos de los padres y las madres. De acuerdo con investigaciones previas, las dimensiones del comportamiento materno tendrían una influencia mayor en los adolescentes que las dimensiones de los padres. En consecuencia, los objetivos de este estudio fueron: 1) categorizar los comportamientos maternos percibidos por los/as estudiantes de Educación Secundaria Obligatoria (ESO); y 2) explorar la incidencia de los comportamientos maternos percibidos en la orientación a metas académicas de sus hijos/as. Método. En esta investigación participaron 255 estudiantes de 4º de ESO con edades comprendidas entre los 14 y 18 años de la provincia de A Coruña, España. Se empleó la versión en castellano del Children’s Report of Parental Behavior Inventory (CRPBI) para estudiar los comportamientos maternos percibidos y el Cuestionario de Metas Académicas para establecer la orientación a metas académicas de los participantes. Resultados: El análisis factorial de las respuestas al CRPBI ha diferenciado 7 dimesiones del comportamiento maternal. Los comportamientos maternos categorizados como sobreprotección y evaluación positiva y apoyo se relacionarían positivamente con la orientación a metas de aprendizaje de los/as hijos/as. La dimensión de evaluación positiva y apoyo también contribuiría a la explicación de las metas de aproximación al rendimiento mientras que el empleo de castigos contribuiría a la adopción de metas de evitación del rendimiento. Los comportamientos maternos categorizados como control/posesividad y negligencia/permisividad se relacionarían positivamente con la orientación a metas de aproximación al rendimiento. Discusión y conclusiones. Los resultados de este estudio ponen en evidencia la importancia de los comportamientos maternos percibidos en la elección de metas de orientación al aprendizaj, [Abstract] Introduction: Students' goal orientation may be influenced by the behaviours that make up parents' educational styles, among other factors. According to previous research, the dimensions of maternal behaviour have more influence on adolescents than paternal dimensions. Consequently, the aims of this study were: 1) to categorise maternal behaviours as perceived by students in compulsory secondary education (ESO); and 2) to explore the impact of maternal behaviours on their children’s orientation towards academic goals. Method: The participants in this study comprised 255 students in the 4th year of compulsory secondary education (ESO), aged between 14 and 18 years old, from A Coruña, Spain. The Spanish version of the Children's Report of Parental Behaviour Inventory (CRPBI) was used to study perceived maternal behaviours, and the Academic Goals Questionnaire was used to establish the participants’ orientation towards academic goals. Results: Factorial analysis of the responses to the CRPBI differentiated 7 dimensions of maternal behaviour. Maternal behaviours categorised as approval and support, and overprotectiveness were positively related to children’s orientation towards learning goals. The dimension of approval and support also contributed to the explanation of performance-approach goals while the use of punishment contributed to the adoption of performance-avoidance goals. Maternal behaviours identified as control/possessiveness and neglect/permissiveness were positively related to performance goal orientation. Discussion or Conclusion: The results of this study highlight the importance of perceived maternal behaviours in the choice of learning-oriented and performance-approach goals. Behaviours such as approval and support should be promoted to encourage secondary education students' orientation towards these types of academic goals.

This study responds to the need to explore the individual characteristics that may help us to understand the levels of stress involved in the significant COVID-19-related restrictions to people’s daily lives. In order to understand levels of stress and stress control during the COVID-19 confinement, 1269 people from Spain (17.5% men) aged between 18 and 70 completed the Perceived Stress Scale (PSS-14). The results indicated that people aged under 40, and especially those under 25, women, and those on low incomes reported higher rates of confinement stress. The nature of where people live, and their working situation during confinement also contributed to people’s stress response, although with lower levels of impact. In this context, our study suggests that the levels of stress in those who combine remote working with in situ working were lower than those who had other working conditions. Our study contributes significant information to understanding the effects of confinement, and its results may be used to inform intervention tools and programs.

The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety

Introducción. La orientación a metas de los estudiantes puede estar influenciada, entre otros factores, por los comportamientos que componen los estilos educativos de los padres y las madres. De acuerdo con investigaciones previas, las dimensiones del comportamiento materno tendrían una influencia mayor en los adolescentes que las dimensiones de los padres. En consecuencia, los objetivos de este estudio fueron: 1) categorizar los comportamientos maternos percibidos por los/as estudiantes de Educación Secundaria Obligatoria (ESO); y 2) explorar la incidencia de los comportamientos maternos percibidos en la orientación a metas académicas de sus hijos/as. Método. En esta investigación participaron 255 estudiantes de 4º de ESO con edades comprendidas entre los 14 y 18 años de la provincia de A Coruña, España. Se empleó la versión en castellano del Children’s Report of Parental Behavior Inventory (CRPBI) para estudiar los comportamientos maternos percibidos y el Cuestionario de Metas Académicas para establecer la orientación a metas académicas de los participantes. Resultados: El análisis factorial de las respuestas al CRPBI ha diferenciado 7 dimisiones del comportamiento maternal. Los comportamientos maternos categorizados como sobreprotección y evaluación positiva y apoyo se relacionarían positivamente con la orientación a metas de aprendizaje de los/as hijos/as. La dimensión de evaluación positiva y apoyo también contribuiría a la explicación de las metas de aproximación al rendimiento mientras que el empleo de castigos contribuiría a la adopción de metas de evitación del rendimiento. Los comportamientos maternos categorizados como control/posesividad y negligencia/permisividad se relacionarían positivamente con la orientación a metas de aproximación al rendimiento. Discusión y conclusiones. Los resultados de este estudio ponen en evidencia la importancia de los comportamientos maternos percibidos en la elección de metas de orientación al aprendizaje y de apr, Introduction: Students' goal orientation may be influenced by, among other factors, the be-haviours that make up parents' educational styles. According to previous research, the dimensions of maternal behaviour would have a greater influence on adolescents than the dimensions of the fathers. Consequently, the aims of this study were: 1) to categorise maternal behaviours as perceived by students in Compulsory Secondary Education (ESO); and 2) to explore the incidence of maternal behaviours in the orientation towards academic goals of their children. Method: In this research, 255 students of 4th year of ESO between 14 and 18 years old from A Coruña, Spain, participated. The Spanish version of the Children's Report of Parental Be-havior Inventory (CRPBI) was used to study perceived maternal behaviours, and the Academic Goals Questionnaire was used to establish the orientation to academic goals of the participants. Results: The factorial analysis of the responses to the CRPBI has differentiated 7 dimensions of maternal behaviour. Maternal behaviours categorised as overprotection and positive eval-uation and support would be positively related to the orientation towards learning goals of the children. The dimension of positive evaluation and support would also contribute to the explanation of the goals of approximation to performance while the use of punishments would contribute to the adoption of performance avoidance goals. Maternal behaviours identified as control/possessiveness and negligence/permissiveness would be positively related to goal orientation of performance

[Abstract] The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety.