More and more studies and research have found a positive relationship between the participation of young peoplein altruistic activities and helping others. It is interesting to discover the relationship that personal and vocational satisfaction play in the preparation and training for the teaching profession. For students who begin university studies related to teaching, their psychological well-being and motivation toward this activity are very relevant aspects to consider. The access to and attainment of a university degree with a great vocational character, such as that of Preschool Teacher or Primary Education Teacher, can benefit the students under their tutelage. An adequate motivation and a psychological well-being might favor future educational professionals' personal balance and will impact their students. This research aims to analyze the degree of psychological well-being and its relationship with the motivation toward starting the teaching career. A sample of 233 students and students aged between 17 and 19 who are beginning university studies at the School of Education of Ciudad Real was selected. All participants were enrolled in the first year of the Degree in Preschool and Primary Education. The relationship between the psychological well-being of the students and their motivation toward attaining a professional teaching career was analyzed. Other variables, such as age or gender were also taken into account. A quantitative study was carried out and the Ryff Psychological Well-Being Scale (RPWS) and the validated Intrinsic Motivation Questionnaire (IMI) were used. Once the results were analyzed, it was observed that there is a positive correlation between the perception of psychological well-being that the participants have and their motivation toward the beginning of university studies. The focal point of these future teachers is direct teaching with the students of the early stages of Preschool and Primary Education. There are also some significant differences, considering the age and gender of the participants. The vocational character of university preparation for the teaching profession may determine that students who begin their degree studies have an important motivation toward the performance of their professional future.

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Influencia de la variable de personalidad en el rendimiento académico de los estudiantes cuando finalizan la Educación Secundaria Obligatoria (ESO) y comienzan Bachillerato. Álvaro Muelas PlazaCentro Universitario Villanueva. UNIR (Universidad Internacional de la Rioja) amuelas@villanueva.edu, alvaro.muelas@unir.net ResumenEl rendimiento académico es un tema que preocupa hondamente a estudiantes, padres, profesores y autoridades; y no sólo en nuestro país, también en otros muchos países europeos y de otros continentes. La investigación científica lleva mucho tiempo tratando de esclarecer las claves del rendimiento escolar y en los últimos años ha cambiado sustancialmente el enfoque tradicional con el que había venido trabajando. Por ello, este artículo se centra en analizar una de las variables que puede influir en el rendimiento académico de los estudiantes, como es la personalidad. Palabras clave: personalidad, rendimiento académico, estudiante, autoconceptoInfluence of personality variable in student academic performance when they complete secondary education (ESO) and begin Baccalaureate Abstract Academic performance is an issue for concern to students, parents, teachers and authorities, and not only in our country, in many other European countries and other continents. Scientific research has long been trying to clarify the key school performance and in recent years has substantially changed the traditional approach with which he had been working. Therefore, this article focuses on analyzing one of the variables that can influence the academic performance of students, as is personality.

Currently, there is a major social concern for the academic performance of Spanish students . The results obtained in the recent PISA (2013 ) report , it is seen as 15-year Spanish students in the areas of math , reading and science are below the average of the countries that comprise the OECD. Given this scenario , it should reflect together on how to improve these results . There are many variables that can influence . Of these, the degree of relationship between teachers and students is a clearly influential variable in all performance. It is therefore vital that teachers possess adequate skills , not to be the protagonist of student learning , but to be that guide learning in a cognitive approach , where the teacher helps the student to think of a so critical, creative and meaningful.As it is relevant that students submit adequate learning strategies when they are in the stage of secondary education , as they are one of the variables that influence their academic performance within the competencies required of all educators teach in secondary education should emphasize knowledge and daily work of learning strategies , being a fundamental aspect of all teaching. For this circumstance , the present communication , it aims to sensitize the educational community of the importance for the future of our students that teachers learn these strategies in a profound way.Learning strategies should be understood as mental activities employed by the individual in a particular learning situation to facilitate the acquisition of knowledge. Therefore, the teacher must at all times seek to "learn to learn" by the student , where it can help the student to know and to carry out its "action plan " for achieving the academic goals set.

The difficulties of reading comprehension by primary school students is a widespread problem in many different educational settings. This difficulty affects the learning of all educational areas , since they mainly use written language to express the content and assess their learning , hence, reading literacy is one of the basic skills that the school should develop in students.Reading and writing are priorities in primary education and in the context of basic skills at the end of this stage, students should be able to read their own texts independently and age to be able to use the resources to overcome the difficulties which arise from the understanding of a text. Accordingly, during primary education , students must get a reading , in addition to comprehensive , interpretive (taking into account the experience of the reader) and valuation . To do this, both memory and learning strategies play an important role .Regarding memory, given its structural model , in many cases, the students will have a deficit in reading comprehension because they have difficulties in relation to their sensory memory , comprising the exteroceptive senses ( sight, taste , hearing, smell and touch) . Failure to reach information correctly to the corresponding lobes of the brain , makes it can not be properly encoded by the students , causing all of the information that reaches the short term memory of the student, I have little meaning for him , making the grade reader compression is low.Concerning learning strategies have a key role to work reading comprehension of students. In our classrooms , we must provide students from early ages of a set of strategies (motivation , attention, information processing , critical thinking, etc. . ) To encourage and assist in understanding a text, and essentially that is the way for adequate academic performance.