Una revisión de las perspectivas teóricas en el estudio del aprendizaje autorregulado

[Resumen] El artículo que se presenta responde a dos propósitos. Por un lado, se revisan los principales paradigmas teóricos (operante, fenomenológico, socio-cognitivo, procesamiento de la información, volitivo, vygotskiano y constructivista) que en los últimos años han tratado de clarificar y operativizar las variables que intervienen en la autorregulación del aprendizaje, establecer relaciones e interacciones entre ellas, así como su incidencia en el rendimiento académico. Se describen también los modelos más representativos en el marco de algunos de estos enfoques (Boekaerts y Niemivirta, 2000; Winne y Hadwin, 1998; Zimmerman, 2000). Por otro lado, se recogen los presupuestos básicos presentes en las diferentes propuestas y se revisa el modelo desarrollado por Pintrich (2000, 2004) como uno de los intentos de síntesis más importantes realizados hasta el momento[Abstract] This article has two main aims. On the one hand, the main theoretical paradigms (operant, phenomenological, social-cognitive, information processing, volitional, vygotskian and constructivist) that over the past few years have tried to clarify and make operational the variables present in the selfregulation of learning and to establish relationships and interactions among them, as well as to determine their effect on students’ achievement are reviewed; the most representative models within the framework of some of these theories are also described (Boekaerts y Niemivirta, 2000; Winne y Hadwin, 1998; Zimmerman, 2000). On the other hand, the common assumptions made from the different proposals are summarised, and the model developed by Pintrich (2000, 2004) is revised as one the most important synthesis attempts to date

Validación de un cuestionario para evaluar el funcionamiento de las bibliotecas escolares

The school library has acquired a new prominence in recent years, becoming a fundamental learning space for the teaching of different areas and subjects and the promotion of skills in students.The objective of this work is to validate a questionnaire designed ad hoc to evaluate the functioning and the forms of use and incorporation of the school library to the daily pedagogical activity. To this purpose, the questionnaire was applied to a random sampling of 4,177 students from 358 centers of Primary, Secondary and Post-Compulsory Education, reliability was calculated using the Cronbach's Alpha test and an exploratory factor analysis was carried out. The results show that the Students Questionnaire to Evaluate the Operation of the School Library has acceptable levels of reliability and validity, so that it offers guarantees enough to evaluate the functioning of the school library

Inclusive education and non-university education : a reality

La educación inclusiva ha de trascender la propia dimensión educativa e ir más allá, estando presente en todos los ámbitos, en el contexto escolar, familiar y social. En el presente trabajo llevamos a cabo un análisis secundario de datos de la situación del alumnado con necesidades educativas especiales en las enseñanzas no universitarias de régimen general atendiendo al sexo, titularidad del centro, modalidad de escolarización, tipo de discapacidad y nivel de enseñanza. El análisis realizado permite visibilizar la realidad de este alumnado, de cara a mejorar las condiciones y recursos que pueden favorecer una educación inclusiva e igualitariaInclusive education has to transcend its own educational dimension and go beyond, being present in all areas, in the school, family and social context. In the present work, we carried out a secondary analysis of data on the situation of students with special educational needs in non-university studies of general regime, based on gender, school ownership, type of schooling, type of disability and education. The analysis made it possible to visualize the reality of this students, in order to improve the conditions and resources that can favor an inclusive and egalitarian educationS

Gender and leadership in management positions

La presencia de las mujeres en el mercado laboral es una realidad hoy en día, no obstante, el acceso a los puestos de responsabilidad y poder, espacios donde podrían ejercer su liderazgo, son todavía una barrera insalvable para ellas. Este trabajo tuvo como objetivo conocer si, en un sector como el bancario, existen diferencias en función del sexo y el cargo de gestión y dirección en lo que respecta a variables de carácter personal y organizacional. Para recopilar dicha información se elaboró una hoja de registro, que fue remitida a todas las entidades bancarias de la Comunidad Autónoma de Galicia, a la que contestaron 448 empleados/as: 315 hombres (70.3%) y 133 mujeres (29.7%). Los resultados obtenidos revelaron que tanto directoras como subdirectoras son más jóvenes que sus compañeros directores y subdirectores y tienen un nivel de formación más alto; por el contrario, su trayectoria laboral en el sector de la banca es más corta, su antigüedad en la dirección o subdirección menor y su categoría profesional inferior a la de directores y subdirectores y, en consecuencia, los salarios que perciben menores. Finalmente, en las oficinas, las directoras tienen un número de trabajadores/as a su cargo igual que los directores, pero este número se reduce en el caso de las subdirectoras frente a los subdirectoresThe presence of women in the working market is a reality today, however, the access to positions of responsibility and power, spaces where they could exercise their leadership, are still an insurmountable barrier for them. In this work, the objective was to know if there are differences according to gender and the position of management and direction with regard to variables of a personal and organizational nature in a sector such as banking. To collect this information, a registration form was drawn up, which was sent to all banking entities in the Autonomous Community of Galicia, to which 448 employees replied: 315 men (70.3%) and 133 women (29.7%). The results obtained revealed that both female directors and sub-directors are younger than their fellow directors and assistant directors and have a higher level of education; On the other hand, their work experience in the banking sector is shorter, their seniority in the junior management or subdirector and their professional status lower than that of directors and assistant directors and, consequently, the salaries received are minors. Finally, in the offices, the number of workers in charge of a female director is the same as that of a male director, but that number is reduced when it is they who occupy the sub-directorate in front of their male colleaguesS

Programa de intervención para mejorar la gestión de los recursos motivacionales en estudiantes universitarios

El objetivo de este trabajo es presentar un programa de intervención en metas académicas en estudiantes universitarios. Con este programa se pretende lograr que los participantes reconozcan la importancia de las metas académicas y de las ventajas e inconvenientes que puede tener en las dimensiones afectivo-motivacional, cognitivo y académico. Los estudiantes toman conciencia de que es posible optar de manera exclusiva por un tipo de metas o, por el contrario, elegir otras opciones más flexibles donde la combinación de metas progresivamente ajustables a las exigencias y demandas contextuales se convierte en una alternativa motivacional

University students' perspectives on plagiarism during the COVID-19 pandemic

Debido a las consecuencias de la pandemia COVID-19, los procesos de enseñanza-aprendizaje se transformaron de manera súbita, y alumnado y profesorado universitario se vieron obligados a adaptarse a las necesidades que el nuevo contexto planteaba y recurrir a un entorno virtual para desarrollar sus tareas académicas y docentes. Este estudio pretende describir las acciones de plagio realizadas por el alumnado universitario durante el confinamiento; conocer su opinión respecto a la tendencia del grupo de compañeros/as a realizar acciones de plagio; y comprobar si las acciones de plagio realizadas varían en función de la rama de conocimiento y el curso. Se llevó a cabo un estudio cuantitativo, descriptivo de tipo encuesta. Se aplicó un cuestionario on-line a una muestra de 2.020 estudiantes de grado y máster. Se calcularon medias, medianas, modas, desviaciones típicas y las pruebas estadísticas no paramétricas H de Kruskal Wallis y U de Mann-Whitney. Los resultados revelan que, en la elaboración de los trabajos académicos durante el confinamiento, las acciones realizadas con más frecuencia han sido el plagio parcial de fragmentos impresos y de páginas web, sobre todo por parte del alumnado de los cursos inferiores, y de modo diferencial en función de la rama de conocimiento. Estos resultados ponen en evidencia la necesidad de seguir trabajando desde las instituciones universitarias en la adopción de medidas preventivas para evitar el plagio en la elaboración de trabajos académicosDue to the COVID-19 pandemic, the teaching-learning processes were suddenly transformed, and university students and faculty were forced to adapt to the needs posed by the new context and resort to a virtual environment to carry out their academic tasks and teachers. This study aims to describe the plagiarism actions carried out by university students during confinement; know their opinion about the tendency of the group of classmates to carry out plagiarism actions during confinement; and check if the plagiarism actions carried out vary depending on the branch of knowledge and the course. A quantitative, descriptive survey-type study was carried out. An online questionnaire was applied to a sample of 2,020 undergraduate and master's students. Means, medians, modes, standard deviations and the non-parametric statistical tests Kruskal Wallis H and Mann-Whitney U were calculated. The results reveal that in the preparation of academic work during confinement, the most frequent actions were partial plagiarism of printed fragments and web pages, especially the students of the lower courses, and differentially depending on the branch of knowledge. and highlight the need to continue working from the university institutions in the adoption of preventive measures to avoid actions such as plagiarism by students in the preparation of academic workS

A Digital Twin Platform generating Knowledge Graphs for construction projects

Construction projects combine activities across diverse domains and involve various entities which exchange information in different formats. To connect such diverse entities supporting their data exchanges using semantic web technologies, a Digital Twin Platform (DTP) is introduced, as a part of a greater ICT framework called COGITO, which aims at optimizing and supervising real construction projects from the conceptual to their implementation stages. To perform these connections, DTP creates a digital twin model designed to be the main data pool of COGITO’s application tools. DTP’s digital twin model is populated based on a well-defined ontology combining different data sources such as OpenBIM, time schedule, and construction resource files into a single RDF file. The digital twin model generation and access are demonstrated successfully on simple 4D OpenBIM data

Hypoxia compromises the mitochondrial metabolism of Alzheimer’s disease microglia via HIF1

Genetic Alzheimer’s disease (AD) risk factors associate with reduced defensive amyloid β plaque-associated microglia (AβAM), but the contribution of modifiable AD risk factors to microglial dysfunction is unknown. In AD mouse models, we observe concomitant activation of the hypoxia-inducible factor 1 (HIF1) pathway and transcription of mitochondrial-related genes in AβAM, and elongation of mitochondria, a cellular response to maintain aerobic respiration under low nutrient and oxygen conditions. Overactivation of HIF1 induces microglial quiescence in cellulo, with lower mitochondrial respiration and proliferation. In vivo, overstabilization of HIF1, either genetically or by exposure to systemic hypoxia, reduces AβAM clustering and proliferation and increases Aβ neuropathology. In the human AD hippocampus, upregulation of HIF1α and HIF1 target genes correlates with reduced Aβ plaque microglial coverage and an increase of Aβ plaque-associated neuropathology. Thus, hypoxia (a modifiable AD risk factor) hijacks microglial mitochondrial metabolism and converges with genetic susceptibility to cause AD microglial dysfunction.R.M.-D. was the recipient of a Sara Borrell fellowship from Instituto de Salud Carlos III (ISCIII) (CD09/0007). N.L.-U., C.O.-d.S.L., C.R.-M. and M.I.A.-V. were the recipients of FPU fellowships from Spanish Ministry of Education, Culture and Sport (FPU14/02115, AP2010‐1598, FPU16/02050 and FPU15/02898, respectively). A.H.-G. was the recipient of an FPI fellowship from the Spanish Ministry of Education, Culture and Sport (BES-2010-033886). This work was supported by grants from the Spanish MINEICO, ISCIII and FEDER (European Union) (SAF2012‐33816, SAF2015‐64111‐R, SAF2017-90794-REDT and PIE13/0004 to A.P.); by the Regional Government of Andalusia co-funded by CEC and FEDER funds (European Union) (‘Proyectos de Excelencia’; P12‐CTS‐2138 and P12‐CTS‐2232 to A.P.); by the ‘Ayuda de Biomedicina 2018’, Fundación Domingo Martínez (to A.P.) ; by the ISCIII of Spain, co-financed by FEDER funds (European Union) through grants PI18/01556 (to J.V.) and PI18/01557 (to A. Gutierrez); by Junta de Andalucía, co-financed by FEDER funds (grants UMA18-FEDERJA-211 (to A. Gutierrez) and US‐1262734 (to J.V.)); and by Spanish MINEICO (BFU2016-76872-R and BES-2011-047721 to E.B.).Peer reviewe

Overview, in numbers, of the situation of students with specific support of educational support

This work aims to approach the latest available numbers about students with specific need for educational support in the Autonomous Galician Community and in the State. For this, a secondary data analysis is carried out, using the information source of the Statistics of non-university education. The classification variables taken as reference are: sex, students with specific educational support needs, ownership of the centers, and educational level. The data are used in a descriptive way, using tables of frequency distribution. The results show that many students with special educational needs present behavioral/personality disorders; the students with high capacities are integrated mainly in public primary schools; a higher number of pupils than of girls is incorporated late into the educational system, above all, in public centers; Learning Disorders is the specific educational need for more common educational support. Finally, it should be noted that all the cases considered are more men than women and a greater presence of students in public centers. It is also worth noting that the figures show an equal panorama in the State as a whole and in the Galician Autonomous Community

Revista Fuentes

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en español y en inglésDebido a las consecuencias de la pandemia COVID-19, los procesos de enseñanza-aprendizaje se transformaron de manera súbita, y alumnado y profesorado universitario se vieron obligados a adaptarse a las necesidades que el nuevo contexto planteaba y recurrir a un entorno virtual para desarrollar sus tareas académicas y docentes. Se pretende describir las acciones de plagio realizadas por el alumnado universitario durante el confinamiento; conocer su opinión respecto a la tendencia del grupo de compañeros/as a realizar acciones de plagio; y comprobar si las acciones de plagio realizadas varían en función de la rama de conocimiento y el curso. Se llevó a cabo un estudio cuantitativo, descriptivo de tipo encuesta. Se aplicó un cuestionario on-line a una muestra de 2.020 estudiantes de grado y máster. Se calcularon medias, medianas, modas, desviaciones típicas y las pruebas estadísticas no paramétricas H de Kruskal Wallis y U de Mann-Whitney. Los resultados revelan que, en la elaboración de los trabajos académicos durante el confinamiento, las acciones realizadas con más frecuencia han sido el plagio parcial de fragmentos impresos y de páginas web, sobre todo por parte del alumnado de los cursos inferiores, y de modo diferencial en función de la rama de conocimiento. Estos resultados ponen en evidencia la necesidad de seguir trabajando desde las instituciones universitarias en la adopción de medidas preventivas para evitar el plagio en la elaboración de trabajos académicos.ES