Background: In a situation of compulsory home isolation enacted by governments at the spreading of the Covid-19 pandemic, the emotional health and well-being of students became a key factor in the successful implementation of distance teaching methodologies in face-to-face education universities. Psychological well-being, an essential factor in preventing academic failure, has been threatened in this serious situation of unprecedented and stressful isolation. The aim of this study is to analyze the students' cognitive-emotional regulation as well as their beliefs and perceptions about the pandemic and this lockdown situation. With this extensive study we are carrying out, want to describe the extent to which the lockdown situation is a risk factor, and, in the future, make proposals for preventive and palliative actions, if necessary, to minimize this potential risk. Method: We applied the CERQ Cognitive Emotion Regulation Questionnaire by means of an online application together with a questionnaire, CC/covid-19, of objective description and subjective perception of the lockdown situation of the students, their conditions to study, general opinions about the pandemic and specific opinions about the real possibilities of implementing online education in the middle of the academic year at the university. 1910 valid responses from more than 80 universities in 13 different Spanish-speaking countries were obtained and submitted to descriptive analysis and modeling using structural equations. Results: Most of them consider that the lockdown decision is correct, that health systems are not prepared to deal with the pandemic, and that although the universities have adequate means, the teaching staff is not competent to implement online teaching methodologies. They have a good perception of the conditions of isolation, however, the time devoted to studying has not increased. One of the results of our study is the students' self-evaluation about their digital competence and their capacity to perform
Es conocida la relación entre variables neuropsicológicas y destrezas en el ámbito deportivo. Dado que el fútbol es uno de los deportes más practicados en el mundo, es importante analizar el estudio de estas variables en dicho deporte, así como desarrollar intervenciones que contribuyan a mejorar la habilidad deportiva de forma indirecta. La presente investigación tuvo por objetivo averiguar los efectos de un programa de intervención en el que se trabajaron las funciones ejecutivas (FEs) con la finalidad de mejorar el rendimiento en el fútbol. Se llevó a cabo una intervención en la que participaron un total de 29 sujetos de edades comprendidas entre ocho y diez años, que practicaban fútbol de forma habitual. Se realizó una evaluación final para la medición de las funciones ejecutivas, a través del cuestionario para la Evaluación Conductual de la Función Ejecutiva-2 (BRIEF-2). Los resultados apuntan a una relación positiva entre las funciones ejecutiva y el rendimiento en el fútbol. Abstract. The relationship between neuropsychological variables and skills in the sports field is known. Taken into account that soccer is one of the most practiced sports in the world, it is important to analyze the study of these variables in this sport, as well as to develop interventions that indirectly contribute to improve sports ability. The present research aimed to find out the effects of an intervention program in which the executive functions were trained in order to improve soccer performance. An intervention program was developed with a total of 29 participants between eight to ten years old, who regularly practice soccer. The executive functions measurement test was carried out through the BRIEF-2 questionnaire. The results point to a positive relationship between executive function and soccer performance.
Persistence and dropout are two sides of the same coin. Together with personal and social factors, associated with the quality of teaching provided by universities determine students' ability to persist in achieving their academic degree or, on the contrary, to drop out of university studies. Our working hypothesis is that the impact on improving the quality of teaching by considering neurodidactic factors, which are currently being researched and experimented with, can improve the overall persistence rate by reducing the dropout rate. In this preliminary study, we intend to make a first approach to the phenomenon of academic failure in Andalusian universities from the prediction and diagnosis of risk groups and the recommendation of preventive measures. Among the measures we proposed for prevention, we highligh those that have an impact on neurodidactic factors. Our work consisted of applying an instrument to diagnose the risk of dropping out of university studies to a sample of first-year university students in Andalusian universities. The instrument was applied at the beginning of the second semester. Out of the 976 students surveyed, we have established a risk group of 34 students. We will propose measures oriented towards the neurodidactics factors that predict dropout and call for the use of ICT in the implementation of preventive measures.
Los alumnos de primaria con dificultades específicas de aprendizaje relacionadas con la lectoescritura necesitan que se les facilite una respuesta educativa adaptada que les permita alcanzar el éxito escolar. Los datos de prevalencia de la dislexia giran en torno al 5-10%, llegando incluso al 15%, esto quiere decir que en una clase de Educación Primaria cuanta al menos un alumno con esta dificultad. Los docentes no encuentran estrategias efectivas para trabajar con ellos dentro del grupo clase, así, el objetivo principal de la presente investigación es comprobar el aporte que realiza la herramienta de Cmaps Tools tanto en el alumnado con dislexia como para el resto del grupo clase. La muestra consta de un total de 47 estudiantes de 2º y 3º de educación primaria, entre los cuales se encuentran 7 alumnos con dislexia. Tras realizar el estudio, se constata como la utilización de TIC y mapas conceptuales mejoran tanto la comprensión lectora de los alumnos que presentan dislexia como en la totalidad del grupo, desarrollándose a la vez aspectos como son las habilidades socioafectivas y un aumento en los niveles de motivación y autoestima en el alumnado.
El objetivo de este trabajo es describir las características del cambio paradigmático que se está produciendo en la Educación Superior y sus efectos para la profesionalización y la calidad docente. El estudio se basa en tres ámbitos de la acción política y en sus correspondientes fundamentos teóricos que están explicando parte de la transformación de las instituciones de Educación Superior y de la profesión académica y que, de manera integrada, constituyen un nuevo modelo o paradigma. Se trata de: (a) el efecto de las políticas de acreditación y evaluación basada en estándares; (b) la extensión del movimiento SoTL (Scholarship of Teaching and Learning); (c) la aparición de nuevos espacios regionales de integración de la Educación Superior que trasladan el foco de la transferibilidad desde los programas de enseñanza a los resultados de aprendizaje. El modelo de investigación adoptado es de naturaleza descriptiva, explicativa. La investigación se realiza en el marco de un proyecto de I+D+i del Programa Operativo FEDER, en el que participan 28 universidades (9 de Andalucía, 6 del resto de España y 13 de América Latina) y 21 equipos de investigación. En esta investigación se emplea para la recogida de información un cuestionario y una entrevista oral en profundidad. El cuestionario ya ha sido utilizado en estudios previos que nos sirven de antecedente. En esta comunicación se presentan los resultados previos más pertinentes para el proyecto.
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