Este estudio explora el nivel motivacional y de inteligencia emocional del alumnado de Educación Secundaria Obligatoria, y la relación existente entre ambos componentes esenciales en la personalidad del individuo. Se ha trabajado desde una metodología cuantitativa con una muestra de 500 alumnos de centros públicos de secundaria, utilizando el Cuestionario de Motivación y Estrategias de Aprendizaje (CMEA) y la versión en castellano de la Trait Meta-Mood Scale (TMMS-24). Los resultados sostienen un buen nivel motivacional en todos los factores (metas intrínsecas, valor de las tareas, creencia de control, autoeficacia para el rendimiento, ansiedad y metas extrínsecas), con una adecuada percepción, regulación y comprensión emocional. Así mismo,  evidencian una correlación positiva y significativa de ambas, excepto entre el factor motivacional “ansiedad” y los factores “comprensión” y “regulación” que conforman la inteligencia emocional. En conclusión, tanto motivación como inteligencia emocional, son susceptibles de ser entrenadas y mejoradas en el ámbito educativo, con capacidad para poner en marcha las habilidades sociales y sacar el máximo rendimiento de cada adolescente.

Background: To analyse the reliability, variance and execution time of the Extended Timed Up and Go (Extended TUG) test in three age groups of elderly participants (G1: 55-64 years; G2: 65-74 years; G3: 75-85 years). Methods: An analytical cross-sectional study of 114 recruited participants (63 women) of average age 70.17 (± 7.3) years was undertaken. Each participant performed the Extended TUG three consecutive times, with a rest break between tests of 120 s. Both the intragroup and intergroup reliability of the measurements in the Extended TUG were analysed. Results: The reliability of the Extended TUG test is excellent for the first and second decades but drops down to good for the third decade. Specifically, intragroup reliability ranged from 0.784 for G3 to 0.977 for G1 (G2 = 0.858). Intergroup reliability, compared with intragroup reliability, was slightly lower, ranging between 0.779 for G3 and 0.972 for G1 (G2 = 0.853). Conclusion: The reliability of the Extended TUG test progressively decreases with increasing age, being excellent for the younger age groups and good for the oldest age group.

The four baby websites with most users in Spain (www.mibebeyyo.com, www.bebesymas.com, www.parabebes.com and www.elbebe.com) are at the centre of the present study. The sites have been analysed from the perspective of the social web, or Web 2.0, focusing on their structure and content throughout one year (from October 2010 to October 2011), as well as on their presence on Facebook and Twitter. Also, user preferences and the levels of user activity and participation were studied. The purpose was to determine how the potential of Web 2.0 is materialised in the very concrete segment of the population that is the target of the websites, mothers and mothers-to-be.