Precursors of satisfaction with Bachelor Dissertation among psychology undergraduated students from University of Sevilla (Spain)

[EN] Since Spanish study plans were adapted to European Higher Education Area (EHEA), Bachelor Dissertations became mandatory in order to obtain a Degree in Psychology. Thereby, the Faculty of Psychology at University of Seville (Spain) devotes six credits (150 hours) to develop this dissertation along the fourth course. Present work focusses in personal experiences related to making up the Bachelor Dissertation, assessing the role that different variables play on satisfaction among Sevillian psychology undergraduate students. Participants were 207 students who completed the course in the 2014-15 academic year, out of a total of 270 students enrolled (76.7%). A pencil-and-paper questionnaire was administered, gathering information about the assignment of tutors, need for support, difficulties found and satisfaction with the process. Around  one third of the students completed their Bachelor Dissertation with advisors (tutors) of their choice. 50% of the participants made at least 5 consulta[ES] En la Facultad de Psicología de la Universidad de Sevilla (US), el Trabajo Fin de Grado (TFG) constituye una asignatura obligatoria de seis créditos (150 horas) que se realiza en el último curso desde la implantación de los nuevos planes de estudios adaptados al Espacio Europeo de Educación Superior (EES). El objetivo del presente trabajo es conocer la experiencia personal que ha supuesto para el alumnado de la Facultad de Psicología de la Universidad de Sevilla la realización del TFG y analizar las variables que inciden en el grado de satisfacción. Participaron 207 estudiantes que completaron la asignatura en el curso 2014-15, de un total de 270 matriculados (76,7%). Se administró un cuestionario de lápiz y papel que recabó información sobre la asignación de tutores, necesidad de apoyo, dificultades en torno al TFG y la satisfacción con el proceso. En torno a un tercio del alumnado completó el TFG con tutores de su elección. Más de un 50% de participantes señalaron tener dificultadesValdés Díaz, M.; López-Cepero Borrego, J. (2019). Precursores de la satisfacción con el Trabajo de Fin de Grado (TFG) en estudiantes de Psicología de la Universidad de Sevilla. REDU. Revista de Docencia Universitaria. 17(2):143-157. https://doi.org/10.4995/redu.2019.11153OJS143157172Boletín Oficial del Estado (2017). Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales. Boletín Oficial del Estado, 260, (30 de octubre).Briones, E. y Vera, J. (2013). Satisfacción de los estudiantes con la realización y defensa de su Trabajo Fin de Grado. Libro de resúmenes del X Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES). p. 247. Granada: AEPC.Briones, E., Vera, J. y Soto, M.A. (2014). Evaluación del TFG: percepción de los estudiantes y futuros cambios en su gestión. Libro de resúmenes del XI Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES), p. 398. Bilbao: AEPC.Burkard, A.W., Knoxa, S., DeWalt, T., Fuller, S., Hill, C. y Schlosser, L.Z. (2014). Dissertation experiences of doctoral graduates from professional psychology programs. Counselling Psychology Quarterly, 27, 19-54. https://doi.org/10.1080/09515070.2013.821596Cantero, F.J., Díaz, E., Gutiérrez, M.T., Hidalgo, M.V., López-Cepero, J., Martín, I.M y Troyano, Y. (2016). Guía de la asignatura trabajo fin de grado. Sevilla, España: Facultad de Psicología. Disponible en: https://psicologia.us.es/De Pro, V. Sánchez, G. y Valcárcel, M.V. (2013). ¿En qué medida están contribuyendo los TFM a los resultados de aprendizaje planificados? Revista Eureka sobre enseñanza y divulgación de las ciencias, 10, 728-748. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2013.v10.iextra.16Díaz, R., Freire, Mª P., Martínez, F., Maside, J.M. y Vázquez E. (2013) Experiencia de implantación de la asignatura Trabajo de Fin de Grado en Economia de la Universidad de Santiago de Compostela. Libro de resúmenes del X Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES). p. 410. Granada.Dupont, S., Galand, B. y Nils, F. (2014). Factors predicting postponement of a final dissertation: replication and extension. Psychologica Belgica, 54, 33-54. https://doi.org/10.5334/pb.acEstapé-Dubreuil, G. (2018): Editorial: El papel de los TFG en la formación universitaria. REDU-Revista de Docencia Universitaria, 16, 9-13. https://doi.org/10.4995/redu.2018.11175Expósito, P., Freire, M.P., Martínez, F. y del Río M.L. (2018). El Trabajo de Fin de Grado: resultados desde una perspectiva de pares estudiantes/tutores. REDU. Revista de Docencia Universitaria, 16, 105-122. https://doi.org/10.4995/redu.2018.10190Ferrando, P. J. y Lorenzo-Seva U. (2016). A note on improving EAP trait estimation in oblique factor-analytic and item response theory models. Psicologica, 37, 235-247.Freire, M.P., Díaz, R., Martínez, F., Maside, J.M., del Rio, M.L. y Vázquez, E. (2015). Valoración del proceso de enseñanza-aprendizaje en el Trabajo Fin de Grado. REDU - Revista de Docencia Universitaria, 13, 323-344. https://doi.org/10.4995/redu.2015.5451Font, A. y Caballol, L. (2018). Simulación de un juicio como TFG. REDU-Revista de Docencia Universitaria, 16, 87-103. https://doi.org/10.4995/redu.2018.10166Gastón. L. y Rekalde, I. (2016). La tutoría universitaria. El caso del Grado de Pedagogía de la UPV/EHU. Revista d'innovació docent universitària, 8, 121-141.IBM (2016). Statistical Package for Social Sciences, version 24. Nueva York, EEUU: IBM Corp.Knox, S., Burkard, A.W., Janecek, J., Pruitt, N.T., Fuller, S.L. y Hill, C.E. (2011). Positive and problematic dissertation experiences: the faculty perspective. Counselling Psychology Quarterly, 24, 55-69. https://doi.org/10.1080/09515070.2011.559796Lekwa, A. y Ysseldyke, J. (2009). Dissertation research in school psychology: changes in topics and methodology over the past 25 years. Journal of Applied School Psychology, 26, 17-37. https://doi.org/10.1080/15377900903386047Lorenzo-Seva, U. y Ferrando, P.J. (2015). FACTOR, versión 10.3. Barcelona, España: Universidad Rovira i Virgili. Disponible en: http://psico.fcep.urv.es/utilitats/factor/Mohsen, S., Jalil, F. y Mahmood, H. (2013). The relations of anxiety, self-efficacy and perfectionism to dissertation procrastination. Developmental Psychology: Journal of Iranian Psychologists, 9, 283-295.Rekalde, I. (2011). ¿Cómo afrontar el trabajo fin de grado? Un problema o una oportunidad para culminar con el desarrollo de las competencias. Revista Complutense de Educación, 22(2), 179-193.Rekalde-Rodriguez, I., Ruiz de Gauna, M. P. y Bilbao, B. (2018). Acción tutorial y evaluación formativa en los Trabajos de Fin de Grados. REDU. Revista de Docencia Universitaria. Vol. 16 (2), 123-141. https://doi.org/10.4995/redu.2018.10185Richards, J., Dykeman, C. y Bender, S. (2016). Historical trends in counsellor education dissertations. British Journal of Guidance & Counselling, 44, 550-561. https://doi.org/10.1080/03069885.2016.1213373Soria, V., Carmona, M. y Ferrer, V. (2013) Evaluando la implementación del Trabajo de Fin de Grado en el Grado de Educación Social de la Universidad de Barcelona. Libro de resúmenes del X Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES). p. 375. Granada.Triguero, A., Córcoles, C., Ramírez, Y. y Tejada, A. (2015). Adquisición de competencias transversales en el Trabajo Fin de Grado: de la teoría a la práctica. Libro de resúmenes del XII Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES), p. 673. Sevilla: AEPC.Universidad de Sevilla (2008). Memoria para la Verificación del Título de Grado en Psicología de la Universidad de Sevilla. Disponible en: http://webapps.us.es/fichape/Doc/MV/176_memverif.pdfUniversidad de Sevilla (2017). Normativa reguladora de los trabajos fin de estudios. Acuerdo 4.1/CG 20-07-17. Boletín Oficial de la Universidad de Sevilla. Disponible en: http://bous.us.es/2017/BOUS-05-2017/html/01Acuerdo4.1Valderrama, E., Rullán, M., Sánchez, F., Pons, J., Mans, C., Giné, F., Seco, G., Jiménez, L., Peig, E., Carrera, J., Moreno, A., García, J., Pérez, J., Vilanova, R., Cores, F., Renau, M., Tejero, J., y Bisbal, J. (2010). La evaluación de competencias en los Trabajos Fin de Estudios. IEEE-RITA, 5, 107-114.Vera, J. y Briones, E. (2013) Valoración de los estudiantes del proceso de gestión y realización de su trabajo de fin de grado. Libro de resúmenes del X Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES), p. 246. Granada: AEPC

Host Range of Meloidogyne Arenaria (NEAL, 1889) Chitwood, 1949 (Nematoda: Meloidogynidae) in Spain

11 páginas, ilustraciones y tablas estadísticas.The distribution of Meloidogyne arenaria in Spain was revised and new samples collected from representative areas. Species and races of the populations were determined by morphometrics, differential host tests and SCAR-PCR. Meloidogyne arenaria was found most often in warm areas, but it can occur in Northern Spain in greenhouses. A total of 125 citations were found, corresponding to 45 different host plants, of which 41 new reports (32.8%) are from this study. The populations studied belong to race 2, which reproduces on tomato plants carrying the Mi gene, or race 3, which reproduces on both resistant pepper and tomato. The most frequent hosts were vegetables, fruit trees, tobacco, grapevine, and weeds.INIA OT- 03-006C7-4 and RTA2007-00099-C00-00; Castilla La Mancha PAI09-0010-4701, INCRECYT CICyT CTM2006-07309.Peer reviewe

Stress-corrosion mechanisms in silicate glasses

The present review is intended to revisit the advances and debates in the comprehension of the mechanisms of subcritical crack propagation in silicate glasses almost a century after its initial developments. Glass has inspired the initial insights of Griffith into the origin of brittleness and the ensuing development of modern fracture mechanics. Yet, through the decades the real nature of the fundamental mechanisms of crack propagation in glass has escaped a clear comprehension which could gather general agreement on subtle problems such as the role of plasticity, the role of the glass composition, the environmental condition at the crack tip and its relation to the complex mechanisms of corrosion and leaching. The different processes are analysed here with a special focus on their relevant space and time scales in order to question their domain of action and their contribution in both the kinetic laws and the energetic aspects.Comment: Invited review article - 34 pages Accepted for publication in J. Phys. D: Appl. Phy

Perturbative transport experiments on TJ-II Flexible Heliac

Transport properties of TJ-II are explored performing perturbative experiments and taking advantage of TJ-II flexibility. Rotational transform can be varied in a wide range, which allows one to introduce low order rationals and to study their effect on transport. On the other hand, confinement properties can be studied at very different rotational transform values and for different values of magnetic shear: Experiments on influence of the magnetic shear on confinement are reported. In these cases a Ohmic current has been induced in TJ-II plasma to modify magnetic shear and to evaluate itsd effect on confinement, showing that negative shear improves the confinement. Heat transport is also reduced by locating a low order rational near the power deposition profile. Plasma potential profiles have been recently measured in some configurations up to the plasma core with the Heavy Ion Beam Probe (HIBP) diagnostic and the electric field values measured in low-density plasmas are consistent with neoclassical calculations near the plasma core. Plasma edge turbulent transport has been studied in configurations that are marginally stable due to decreased magnetic well. Results show a dynamical coupling between gradients and turbulent transport. Finally, cold pulse propagation has been studied showing ballistic non diffusive propagation

Latest physics results of TJ-II flexible heliac

This paper is devoted to the presentation of the most relevant recent Physics results obtained in the TJ-II flexible heliac. Firstly ECRH modulation and plasma breakdown studies are summarised; then the particle control techniques used to obtain reproducible discharges with density under control are presented. Transport studies show internal heat transport barriers that reduce heat conductivity to neoclassical values, and ELM-like transport events, similar to those observed in tokamaks and in other stellarators before and during H mode transition. Evidence of ExB sheared has been observed both in the proximity of rational surfaces. Finally, a high resolution Thomsom Scattering system has shown Te and ne profile structures

Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review

Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD4201706221

Mechanical properties and fractographical analysis by laser scanning confocal microscopy (LSCM) of laser textured Bi(Pb)-2212 superconducting materials

6 pages, 4 figures, 1 table.-- El pdf del artículo es la versión post-print.Vitreous cylinders with compositions Bi2-xPbxSr2CaCu2Oy, (x = 0 and 0.4) were prepared and used as precursors to fabricate textured bars through a Laser Floating Zone melting method (LFZ). The resulting textured cylindrical bars were annealed and were mechanically characterized through mechanical strength, σ, Young modulus, E, Vickers hardness, H, and Weibull parameters, S0 and m. The study of the mechanisms controlling the fracture process was made by means of the fractographical analysis using Laser Scanning Confocal Microscopy (LSCM). Finally, the microstructure was determined and correlated with the mechanical properties.Peer reviewe