La tenacidad como predictor y resultado del éxito educativo, profesional y personal: revisión sistemática

Given the recent relevance of non-cognitive skills for consequential outcomes in the educational, personal, and professional domains, the objective of this systematic review was to synthesize the quality of the evidences on grit as predictor and outcome of educational, professional, and personal success. A pre-specified systematic review protocol was designed and implemented to synthesize the qualitative finding. A systematic literature search was conducted across diverse platforms and databases. A narrative content analysis was adopted to analyze the results. The final sample of studies reviewed was 90. The following analytical themes were identified: grit as a predictor of educational, professional, and personal success, and grit as outcome of demographic, educational, professional, and personal success. The results suggest that the evidences of effectiveness of grit as a predictor are largely stronger than those of grit as outcome. Additionally, our findings unveil that research on this construct is off to a good start, even though higher-quality research is needed.Dada la reciente importancia de las habilidades no cognitivas para obtener resultados significativos en los ámbitos educativo, personal y profesional, el objetivo de esta revisión sistemática es sintetizar la calidad de la evidencia de la tenacidad como predictor y resultado del éxito educativo, profesional y personal. Se diseñó y aplicó un protocolo de revisión sistemática preespecificado para sintetizar los resultados cualitativos. Se llevó a cabo una búsqueda sistemática de literatura en diversas plataformas y bases de datos. Se adoptó un análisis del contenido narrativo para analizar los resultados. La muestra final de estudios revisados fue de 90. Se identificaron los siguientes temas analíticos: tenacidad como predictor del éxito educativo, profesional y personal y tenacidad como resultado del éxito demográfico, educativo, profesional y personal. Los resultados indican que la evidencia acerca de la eficacia de la tenacidad como predictor es en gran medida mayor que de la tenacidad como resultado. Además, nuestros hallazgos revelan que la investigación sobre este constructo es prometedora, aunque necesita mejorar su calidad.This work is an outcome of the EU-funded collaborative research project CUPESSE (Cultural Pathways to Economic Self-Sufficiency and Entrepreneurship; Grant Agreement No. 613257). Correspondence: [email protected] (F. D. Fernández-Martín)

Evidence-based peer-tutoring program to improve students’ performance at the university

The purpose of this study was to demonstrate the impact of a peertutoring program on academic performance among first-year students. The sample consisted of 102 first-year students from four-degree programs at a Spanish University. The academic performance was measured through the official student Academic reports. The assignment of the students to the experimental group (N = 51) and control group (N = 51) was done randomly. The intervention consisted of 20 highly structured individual weekly tutoring sessions delivered by senior and doctoral students, previously trained in three training sessions. The results show moderate effects’ size and statistically significant differences in favor of the experimental group in the total academic course, as well as in the fall and spring semesters

Creativity training programs in primary education: A systematic review and meta-analysis

The aim of the systematic review was to examine the effectiveness of creativity training programs, interventions, or practices on creativity or divergent thinking in typical developing primary education pupils. A systematic review protocol was designed and implemented, and a systematic literature search was conducted across diverse electronic platforms and databases, as well as other resources. The final sample of high methodological quality studies reviewed was 6. A narrative content analysis approach was adopted, and a random effects analysis with restricted maximum likelihood was used to conduct the meta-analysis. The meta-analytic estimate of the overall effect size of the combined studies shows moderate effect across all studies. The results suggest that some programs, interventions, or practices exist that can effectively help teachers, practitioners, and policy makers to promote creativity or divergent thinking in school-aged children

Educational Challenges of Higher Education: Validation of the Information Competence Scale for Future Teachers (ICS-FT)

This work belongs to the doctoral thesis work funded through the Ministry of Education (Reference FPU2017-05952), as well as the project entitled: Development of informational competence of university students in a period of uncertainty promoted by the COVID-19 (ref: PPJIB2020.21) funded by the University of Granada.The irruption of information and communication technologies has brought about an abrupt change in the demands placed on future professionals. In this sense, in recent years, information competencies have gained importance in university education from a cross-cutting perspective, which advocates as its main purpose the training of young people in information search, evaluation, processing and communication skills, especially through a digital network. Based on this idea, the present work aims to develop the Information Competence Scale for Future Teachers (ICS-FT), in order to measure the level of self-perceived skills in this area. For this purpose, a work design is presented below concerning an empirical validation, divided into different phases: the validation of content, construct and reliability, which has taken as a pilot sample a total of 259 university students studying the degree of Primary Education. The results of the validation determined the optimal conditions of content, construct and reliability that allowed the application of this scale as a generic approach to determine the level of competence in the information skills of future teachers.Ministry of Education (Reference FPU2017-05952)PPJIB2020.21 University of Granad

Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.Ministry of Education, Culture and Sport of the Government of Spain FPU17/0595

Adolescents’ Emotions in Spanish Education: Development and Validation of the Social and Emotional Learning Scale

This work was funded by Porticus and the Tomillo Foundation, through the R+D+i Project entitled Evaluation of the Itinerario + Educational Model-Phase I.The aim of this study was to develop and validate a scale for measuring the different areas of competence of the social and emotional learning model in students in compulsory secondary education. For this purpose, following the recommendations and quality standards established by the specialised literature, the Social and Emotional Learning Scale was constructed and administered to a convenience sample of 1385 students in compulsory secondary education. The results reveal adequate reliability of the instrument and fairly satisfactory fit indices for the structural model proposed. In addition, external evidence is provided for the validity of the instrument with the variables life satisfaction and school performance. The Social and Emotional Learning Scale is of satisfactory metric quality and provides a detailed and consolidated picture of adolescents’ level of self-awareness, social awareness, self-control, interpersonal skills and responsible decision making, which provides students with an instrument that can help to understand their interpersonal and intrapersonal skills and to establish mechanisms for their improvement.PorticusTomillo Foundation, through the R+D+i Project entitled Evaluation of the Itinerario + Educational Model-Phase

Melhorando o engajamento acadêmico através de mentoria e serviço de aprendizagem

Introducción. Las instituciones de educación superior están constantemente enfrentándose a los desafíos de mejorar su productividad, competitividad, función social, así como la calidad de la educación y formación ofrecida al estudiantado. Dos respuestas para mejorar la calidad de la educación y la formación impartida al estudiantado, así como su función social, son el aprendizaje-servicio y la mentoría. El fundamento de ambas intervenciones de enseñanza recae en el hecho de que permiten una mayor conexión eficiente entre el currículo, las necesidades sociales y el mundo profesional. Objetivo. El objetivo de esta investigación fue explorar la eficacia del Programa Huelva Educa (PHE) para mejorar el grado de compromiso académico en el alumnado participante en calidad de personas mentoras. Metodología. La muestra estuvo compuesta por 54 estudiantes de la Universidad de Huelva seleccionados mediante un muestreo no probabilístico de conveniencia. Se adoptó un diseño cuasiexperimental pretest-postest de estudiantado universitario, donde la variable dependiente se midió mediante el “Cuestionario sobre compromiso académico del alumnado universitario” y del cuaderno de trabajo de las personas mentoras PHE. Resultados. Los resultados registrados muestran que el alumnado mejora significativamente comportamientos relacionados con la implicación en clase, análisis reflexivo de experiencias e ideas, razonamiento crítico, realizar tareas en un idioma extranjero, entre otras. Conclusiones. Este trabajo aporta evidencias sobre la eficacia del programa para la mejora de la preparación de sus asignaturas, aumento del logro académico o incremento en su aprendizaje activo y colaborativo, por lo que se recomienda la importancia de adoptar este tipo de programa.Introduction. Higher education institutions constantly face challenges to improve their productivity, competitiveness, social impact, quality of education, and training delivered to students. Two of the responses to improve the quality of education and training offered to students and the social impact are service-learning and mentoring. The merit of both teaching interventions is that they allow a more effective connection between the curriculum, the social needs, and the professional world outside. Objective. This investigation aimed to explore the effectiveness of the Huelva Educa Program (HEP) to improve the level of academic commitment of participating students as mentors. Method. The sample comprised 54 students from the University of Huelva, selected through a sampling nonprobability convenience. A quasi-experimental pretest-postest design involving undergraduate students was adopted, where the dependent variable was measured by the Questionnaire on the academic commitment of the university students and the HEP mentors’ workbook. Results. Selfreported results show that students have significantly increased behaviors related to participation in class, analyses of experiences and ideas, reflective analyses of experiences and ideas, critical reasoning, and tasks in a foreign language, among others. Conclusions. This work provides evidence on the program’s effectiveness for improving the preparation of their subjects, increasing academic achievement, or increasing their active and collaborative learning, recommending the importance of adopting this type of program.Introdução. As instituições de ensino superior enfrentam constantemente os desafios de melhorar sua produtividade, competitividade, função social, bem como a qualidade da educação e da formação oferecida aos alunos. Duas respostas para melhorar a qualidade da educação e da formação dada aos alunos, bem como sua função social, são Aprendizagem-Serviço e Mentoring. A base de ambas as intervenções pedagógicas reside no fato de que elas permitem uma maior conexão eficiente entre o currículo, as necessidades sociais e o mundo profissional. Objetivo. O objetivo desta pesquisa foi explorar a eficácia do Programa Huelva Educa (PHE) para melhorar o grau de engajamento acadêmico dos alunos participantes como mentores. Metodologia. A amostra foi composta por 54 alunos da Universidade de Huelva selecionados por amostragem não probabilística de conveniência. Foi adotado um projeto quase-experimental pré-teste e pós-teste de estudantes universitários, onde a variável dependente foi medida pelo Questionário de Engajamento Acadêmico dos Estudantes Universitários e a Carteira de Trabalho dos Mentores PHE. Resultados. Os resultados registrados mostram que os alunos melhoram significativamente os comportamentos relacionados ao envolvimento em sala de aula, análise pensada de experiências e ideias, raciocínio crítico, realização de tarefas em língua estrangeira, entre outros. Conclusão. Este trabalho fornece provas sobre a eficácia do programa para melhorar a preparação das suas disciplinas, aumentar a realização acadêmica ou aumentar a sua aprendizagem ativa e colaborativa, recomendando a importância da adoção deste tipo de programa

Implantación de herramientas de obtención de datos y análisis para el seguimiento de estudiantes posgraduados del Máster Universitario en Estudios Avanzados en Filosofía

Memoria ID-037. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2013-2014

Mortality and cardiovascular disease burden of uncontrolled diabetes in a registry-based cohort: the ESCARVAL-risk study

BACKGROUND: Despite the epidemiological evidence about the relationship between diabetes, mortality and cardiovascular disease, information about the population impact of uncontrolled diabetes is scarce. We aimed to estimate the attributable risk associated with HbA1c levels for all-cause mortality and cardiovascular hospitalization. METHODS: Prospective study of subjects with diabetes mellitus using electronic health records from the universal public health system in the Valencian Community, Spain 2008-2012. We included 19,140 men and women aged 30 years or older with diabetes who underwent routine health examinations in primary care. RESULTS: A total of 11,003 (57%) patients had uncontrolled diabetes defined as HbA1c ≥6.5%, and, among those, 5325 participants had HbA1c ≥7.5%. During an average follow-up time of 3.3 years, 499 deaths, 912 hospitalizations for coronary heart disease (CHD) and 786 hospitalizations for stroke were recorded. We observed a linear and increasingly positive dose-response of HbA1c levels and CHD hospitalization. The relative risk for all-cause mortality and CHD and stroke hospitalization comparing patients with and without uncontrolled diabetes was 1.29 (95 CI 1.08,1.55), 1.38 (95 CI 1.20,1.59) and 1.05 (95 CI 0.91, 1.21), respectively. The population attributable risk (PAR) associated with uncontrolled diabetes was 13.6% (95% CI; 4.0-23.9) for all-cause mortality, 17.9% (95% CI; 10.5-25.2) for CHD and 2.7% (95% CI; - 5.5-10.8) for stroke hospitalization. CONCLUSIONS: In a large general-practice cohort of patients with diabetes, uncontrolled glucose levels were associated with a substantial mortality and cardiovascular disease burden

Promoción de convenios de doble titulación del MU en Estudios Avanzados en Filosofía de la USAL y los Mestrados em Filosofía de las Universidades de Porto y Lisboa

Memoria ID-0266. Ayudas de la Universidad de Salamanca para la innovación docente, curso 2014-2015