El objetivo de este estudio ha sido definir el constructo de metas parentales orientadas al logro: dominio, éxito y evitación. Para ello se realizó una adaptación al español del instrumento Parental Achievement Goals Questionnaire (Cuestionario parental de metas orientadas al logro). La muestra empleada fueron 486 progenitores donde el 53.2% eran padres y 46.8% madres. Se empleó la Teoría de Respuesta al Ítem para analizar las características de los ítems y su identificación con el constructo. Se ha recurrido al análisis de varianza para conocer las variables explicativas de las diferencias de este constructo. A continuación, se analizó el valor predictivo de las metas parentales de logro sobre el autoconcepto de los hijos e hijas. Los resultados revelaron el peso del género de los progenitores y los estudios de sus hijos e hijas como variables a tener en cuenta en la explicación de las diferencias entre los tipos de metas parentales.

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The goal of the study was to analyze the influence of perceived teacher/peer supports and barriers on career development in female engineering undergraduates based on Social Cognitive Career Theory. Thirteen students studying various engineering degrees participated. The results of a qualitative methodology, life stories, and focus groups, showed that the students perceived more teacher and peer supports than barriers from primary school to university. Students' perceptions of teacher support increased due to the climate they promoted in the classrooms, and the delivery of challenging lessons, mainly in subjects such as mathematics, technology, and computing. Peer influence became stronger at university, and was one of the most important factors in students achieving their goals. The main barriers they perceived were being discouraged from choosing Science, Technology, Engineering, and Math‐Information Technology, Electrical Engineering (STEM‐ITEE), feeling isolated when beginning ITEE courses, and negative comments.

This chapter uses a three-stage process of documentary analysis to illustrate how teaching effectiveness is assessed and studied in Spain. We begin by presenting the Spanish legal context, giving a historical overview of the most important education legislation. This is important, as there have been several reforms over recent years, and because of the decentralized model in Spain, which means that competencies and responsibilities are split between the Ministry of Education, Culture, and Sport and the regional administrations in the autonomous communities.The second part focuses on educational innovations and effective teaching behaviors resulting from policy changes and the traditional and dominant paradigms in the Spanish educational landscape. We use the six teaching effectiveness domains from the ICALT project as a reference: safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching-learning strategies, and differentiation. The third part describes empirical research undertaken in three autonomous communities in Spain to assess teaching quality. We look at organizational, human, and curricular factors which can help in interpreting teaching standards and their impact on student engagement.Finally, the conclusions from the research are considered and discussed in terms of potential policy recommendations and practical decisions at both regional and national levels about teachers’ initial training, continued training, and professional development.