A total of 852 adolescents between 12 and 17 years of age were evaluated (M = 14.86, SD = 1.67), randomly selected among a population of secondary school and Baccalaureate students. We applied an “ad hoc” questionnaire on sociodemographic data and the Self-Report of Reasons for the Practice of Physical Exercise (AMPEF) and Self-Report of Barriers to the Practice of Physical Exercise (ABPEF) questionnaires. The results obtained show a prevalence of competition, social recognition, and challenge as motivational factors, and fatigue or laziness as barriers to physical exercise among adolescents. With respect to gender, boys show a greater presence of motivations towards doing physical exercise, while girls show more barriers. In conclusion, the motivational factors and barriers interact and support each other for a better predisposition towards physical exercise.

información del artículo Historia del artículo: Recibido el 6 de diciembre de 2015 Aceptado el 9 de marzo de 2016 On-line el 23 de abril de 2016 Palabras clave: Atención a la diversidad Inspección educativa Educación secundaria obligatoria Calidad y equidad Investigación cuantitativa r e s u m e n El objetivo del estudio es doble: por un lado, conocer las percepciones que los profesionales de la ins-pección educativa tienen sobre la atención a la diversidad en la educación secundaria obligatoria y, por otro, comprobar si existen diferencias en la percepción de estos profesionales en función de determina-das variables sociodemográficas. Para ello, se aplicó un cuestionario «ad hoc» (datos sociodemográficos) y otro para la evaluación de la atención a la diversidad como dimensión educativa en las instituciones escolares (EVADIE, versión inspección educativa), a 62 inspectores educativos de la Comunidad Autó-noma de Galicia (Espã na). Los resultados constatan una acepción de la diversidad como algo positivo y enriquecedor, que debería incluirse en los proyectos educativos de los centros escolares, enfocada a una orientación educativa y profesional según las capacidades del alumnado. Además, el estudio proporciona evidencia empírica de debilidad en las variables sociodemográficas de la inspección educativa sobre la atención a la diversidad en centros de educación secundaria obligatoria, al existir solamente diferencias significativas en función de la edad (en el currículum, medidas ordinarias y extraordinarias), antigüe-dad (en el currículum y las medidas extraordinarias), titulación (en centro y currículum) y provincia (en centro y concepto de diversidad). © 2016 Instituto de Ciencias de la Educací on de la Universidad de Oviedo. Publicado por Elsevier Espã na, S.L.U. Este es un artículo Open Access bajo la CC BY-NC-ND licencia (http://creativecommons. org/licencias/by-nc-nd/4.0/). Attention to diversity in compulsory secondary education: Analysis from the education inspection Keywords: Compulsory secondary education Attention to diversity Educational inspection Quality and equity Quantitative research a b s t r a c t The objective of this study is twofold: The first is to determine the perceptions that education inspection professionals have on the attention to diversity in compulsory secondary education; and secondly, to check if there are differences in the perception of these professionals that depend on certain socio-demographic variables. For this purpose, an "ad hoc" questionnaire was applied (demographic data), and another for the assessment of attention to diversity as an educational dimension in schools (EVADIE: inspection education version) to 62 education inspectors of the Autonomous Community of Galicia (Spain). The results show a sense of diversity as something positive and rewarding that should be included in educational projects for schools, focused on educational and vocational guidance according to the abilities of the students. In addition, the study provides empirical evidence of weakness in the ...

The internal consistency, test-retest reliability and factor structure of the Castilian Spanish version of the 12-item General Health Questionnaire (GHQ) were studied with a sample of 1930 Spanish adolescents (M age=15.9 yr., SD=2.1). Cronbach alpha for the whole sample was .85 (.81 for boys, .87 for girls). Test-retest reliability was also satisfactory: r=.75 for boys, .81 for girls, .79 for the whole sample. After applying principal components factor analysis with varimax rotation, two factors were identified that jointly accounted for 46.8% of the total variance, Anxiety and Social Dysfunction. The results suggest that the GHQ-12 items is a questionnaire with some satisfactory psychometric properties.

O sistema educativo espanhol advoga a inclusão educativa na atenção à diversidade dos alunos nos centros de ensino obrigatório. Realizou-se uma investigação qualitativa-quantitativa, cujo objetivo era comprovar a substituição paulatina da perspetiva integradora pelas práticas inclusivas nos centros educativos. Assim, os métodos foram implementados de maneira sequencial: numa primera etapa recolheram-se e analisaram-se os dados qualitativos (grupos de enfoque) e, numa segunda fase, recolheram-se e examinaram-se dados quantitativos (inquérito de opinião). A primeira análise mostra um predomínio de aspetos que dificultam a atenção à diversidade (64%), face aos que a favorecem (36%). A segunda reflete um predomínio do modelo de integração (74%), em detrimento do modelo de inclusão (26%). Além disso, a análise inferencial revela que quanto maior for a experiência docente, menor é a atenção concedida à diversidade, e vice-versa.

En este trabajo se analizan las formas de ejercer la violencia en el aula por parte del profesorado hacia el alumnado (VPA) y el alumnado hacia el profesorado (VAP), según la percepción de estudiantes de educación secundaria obligatoria (ESO). La muestra está constituida por 4.943 adolescentes con edades comprendidas entre los 12 y los 17 años. El cuestionario de violencia escolar (CUVE3-ESO) utilizado, presenta en nuestro estudio un alfa de Cronbach de .90 (elevada fiabilidad), y en el método de las dos mitades, un alfa de .82 (ítems VPA) y .84 (ítems VAP), confirmando que el instrumento posee una elevada confiabilidad. Del análisis factorial se extrajeron dos factores (F 1 : VPA y F 2 : VAP) que explican un 44.8% de la varianza. Los resultados muestran un porcentaje de conductas violentas similar en ambas direcciones (VPA: 18.9%; VAP: 15.9%), siendo las acciones más usuales en el profesorado: la utilización de las calificaciones como presión al comportamiento (31%) y preferencia por cierto tipo de alumnado (29.5%); y entre las de mayor uso por el alumnado: hablar durante la clase (46.6%) y un comportamiento inadecuado (39%).Palabras clave: Violencia escolar, Educación Secundaria, adolescencia, profesorado.School violence: the interpersonal teacher-student dyad. This study analyses ways of using violence in the classroom by teachers to students (VPA) and students to teachers (VAP), according to the students` perception of secondary obligatory education (ESO). The sample is composed of 4943 adolescents whose ages range from 12 to 17 years old. The questionnaire of school violence (CUVE3-ESO) used in our study has a Cronbach`s alpha of .90 (high reliability), and the split-halves method has an alpha of .82 (items VPA) and .84 (items VAP), confirming that the instrument has high reliability. From factorial analysis was extracted two factors (F 1 : VPA; F 2 : VAP) that explain 44.8% of the variance. The results show a similar percentage of violent behavior in both directions (VPA: 18.9%; VAP: 15.9%), being the conducts most used by teachers: the use of ratings as pressure behavior (31%) and preference for certain type of students (29.5%). And being the conducts most used by students: to speak during the class (46.6%) and inadequate behavior (39%).