VALIDACIÓN DE UN CUESTIONARIO SOBRE LA ORIENTACIÓN EDUCATIVA PRE-UNIVERSITARIA EN CONTEXTOS MULTICULTURALES

This study analyzes what factors influence the academic orientation of the pre-university student when  choosing a university degree. This research analyzes the validity and reliability of a questionnaire that  identifies the orientation that students have or do not have to choose a university degree within a  multicultural context. An exploratory, reliability and confirmatory factorial analysis has been carried out using the methodology of structural equations from the data obtained with a sample of N=432 students. The  results show a combination of six factors (social, family, sociodemographic, decision making, orientation department and multicultural) in the instrument that coincides with the previous theoretical proposal, and  the reliability data are also favorable. The analysis using the structural equation methodology confirms the fit of the data to the model, and suggests the elimination of an item that is not well related. It can be considered that the instrument is useful to measure the educational orientation in the choice of the university career by the pre-university student in multicultural contexts.Este estudio analiza qué factores influyen en la orientación académica del estudiante preuniversitario a la hora de la elección del grado universitario. En esta investigación se analiza la validez y fiabilidad de un cuestionario que identifica la orientación que tienen o no tienen los estudiantes para elegir una titulación universitaria  dentro de un contexto multicultural. Se ha realizado un análisis factorial exploratorio, de fiabilidad y confirmatorio mediante la metodología de ecuaciones estructurales a partir de los datos obtenidos con una muestra de N=432 estudiantes. Los resultados muestran una combinación de seis factores (social, familiar,sociodemográfico, toma de decisiones, departamento de orientación y multicultural) en el instrumento que coincide con la propuesta teórica anterior, y los datos de fiabilidad son también favorables. El análisis mediante la metodología de ecuaciones estructurales confirma el ajuste de los datos al modelo, y sugiere la eliminación de un ítem que no está bien relacionado. Se puede considerar que el instrumento es útil para medir la orientación educativa en la elección de la carrera universitaria por parte del estudiante preuniversitario en contextos multiculturales

Analysis of the variables that promote professional insertion based on critical thinking

Critical thinking is currently one of the most demanded competencies and skills in professionals and, therefore, constitutes one of the fundamental aspects to be developed by educational systems. This is especially important for the development of work tools for future labor insertion. The first objective of the present study was to determine the demographic variables (school type, gender, level education, work experience and volunteering) that can be used to predict the development of critical thinking in students undertaking vocational training or secondary education. The second objective was to determine whether the variables considered to be the most effective predictors are able to distinguish between higher and lower levels of critical thinking. For this purpose, a sample of students undertaking vocational training or secondary education in southern Spain (n= 3.132) was recruited. A quantitative study was then conducted, performing regression and decision tree analysis to identify predictors. Based on study outcomes, it can be concluded that a need exists to work on critical thinking at these educational stages and throughout life while considering the variables that influence critical thinking such as educational level, work experience and volunteering(TYNDALL/UFM). Reference: PID2020-119194RB-I00MCIN/AEI/10.13039/501100011033

Genomic mutation profile in progressive chronic lymphocytic leukemia patients prior to first-line chemoimmunotherapy with FCR and rituximab maintenance (REM)

Chronic Lymphocytic Leukemia (CLL) is the most prevalent leukemia in Western countries and is notable for its variable clinical course. This variability is partly reflected by the mutational status of IGHV genes. Many CLL samples have been studied in recent years by next-generation sequencing. These studies have identified recurrent somatic mutations in NOTCH1, SF3B1, ATM, TP53, BIRC3 and others genes that play roles in cell cycle, DNA repair, RNA metabolism and splicing. In this study, we have taken a deep-targeted massive sequencing approach to analyze the impact of mutations in the most frequently mutated genes in patients with CLL enrolled in the REM (rituximab en mantenimiento) clinical trial. The mutational status of our patients with CLL, except for the TP53 gene, does not seem to affect the good results obtained with maintenance therapy with rituximab after front-line FCR treatment

Characterizing Unaccompanied Foreign Minors: Educational Level and Length of Stay as Individual Difference Factors That Impact Academic Self-Efficacy

TRANSFORMACION DE LOS APRENDIZAJES EN CONTEXTOS HIBRIDOS PARA LA INCLUSION EDUCATIVA Y LABORAL DE SECTORES ESPECIALMENTE VULNERABLES CON ENFASIS EN MENAS. TYNDALL/UFM. Reference: PID2020-119194RB-I00, financed by MCIN /AEI/10.13039/501100011033.The aim of the present study is to analyze individual differences in academic self-efficacy within a population of Unaccompanied Foreign Minors (UFM) from the European cities of Ceuta and Melilla (Spain). Variables describing educational level and length of stay were considered in a sample of 377 individuals being cared for in different youth centers. Of these, 63.4% belonged to the group who had stayed at the center for less than 9 months and 36.6% reported a length of stay of more than 9 months. The age of participants ranged between 8 and 17 years old (M = 14.87 years). Once the quality parameters of the instrument (academic self-efficacy) were elaborated, reliability and validity was confirmed through Confirmatory Factor Analysis (CFA) using Structural Equation Modeling (SEM) methodology. Data collection was then initiated. The results overall indicate that 87.6% of those who completed the questionnaire reported a higher level of self-efficacy with regards to working with any classmate, whilst at the same time seeing themselves as capable of achieving good marks. ANOVA results indicated significant differences with respect to educational level and length of stay. In this regard, students who had received professional training and had been at the Center for more than 9 months, were the ones who developed greater academic self-efficacy for spending more time working when tasks were judged to be difficult. The results obtained demonstrate that any intervention will be positive as long as it promotes different institutions to develop strategies that cater to a length of stay of more than 9 months and target education, academic self-efficacy, socialization and strengthening the future workforce. Such interventions can be directed through new European, Spanish or local level policies. It is clear that institutions still have a lot of work left to do.TRANSFORMACION DE LOS APRENDIZAJES EN CONTEXTOS HIBRIDOS PARA LA INCLUSION EDUCATIVA Y LABORAL DE SECTORES ESPECIALMENTE VULNERABLES CON ENFASIS EN MENAS by MCIN /AEI PID2020-119194RB-I00MCIN /AEI/10.13039/50110001103