Night‑time use of electronic devices, fear of missing out, sleep difficulties, anxiety, and well‑being in UK and Spain: a cross‑cultural comparison

Data availability The data that support the findings of this study are available in the repository: https://osf.io/5scb7/?view_only=de34082b5aaf460fb79a14b701e403e1Electronic devices such as smartphones have become a primary part of young people's lives. Fear of missing out seems to influence the ability to set boundaries around sleep time. This study aims to explore (1) the use of electronic media devices in presleep time, quality of sleep, anxiety, and well-being in females and males’ university students in the UK and Spain, (2) whether university students’ fear of missing out (FoMO) is associated with a higher usage of electronic devices at night-time by gender. A cross-sectional, quantitative design through Qualtrics.com was used. Samples were formed by N = 159 British participants, and N = 172 Spanish. Findings from this study suggest that fear of missing out in females is a predictor, in both countries, of electronic devices usage at night-time but not in males. Night-time usage of electronic devices is a predictor of: higher sleep difficulties in British males and females and in Spanish females, higher FoMO in females from both countries but not in males, and higher negative experiences in Spanish females. Night-time usage of electronic devices did not predict satisfaction with life or loneliness. There is a lack in the literature examining general electronic devices usage habits during night-time, fear of missing out, well-being and mental health, a lack of cross-cultural studies and that consider well-being not with positive or negative factors but from a broad perspective of the construct. Findings suggest the necessity to evaluate students’ levels of FoMO in clinical practice, especially in females, and to incorporate this construct in prevention and intervention programs

Strong predictors of offender drivers: drug and alcohol addiction and the inability to dissociate binge alcohol or drug consumption from driving. Revoking their driver’s licence may not be enough

The causes underlying traffic offender behaviour might be the tip of the iceberg that represents a persistent burden on global health and serves to detect other serious social, family, work problems. Better understanding and prevention of recidivism following a First-time driving under the influence conviction and analysis of High Risk offender driver behaviors are needed. This study seeks to identify the factors that predict an offender driver profile, analysing not only drivers’ general use of alcohol and/or drugs, but also their ability to dissociate the use of alcohol and other substances from driving. A total of 315 drivers — 97 offenders (95.9 % men) and 218 non-offenders (47.2 % men) responded to a battery of self-report evaluation questionnaires on: alcohol use habits (measured with the AUDIT); drug use (measured with the DAST-20); the ability of dissociating alcohol and substance use from driving; educational level; self-reported traffic violations, errors and lapses (measured with the DBQ, Driver Behaviour Questionnaire); and sociodemographic questions. The model showed good fit indicators (R2 = 0.74). It also displayed good predictive power: (1). It correctly classified 91 % of participants as offender or non-offender drivers. (2). More specifically, its sensitivity was 88 %, having correctly classified offenders as offenders. And its specificity was 92 %, having correctly classified non-offenders as non-offenders. The findings underscores that not only is alcohol use a key predictor of offending behaviour, but so is drug use. These addictions are a health problem, and their consequences are more serious when the afflicted individual drives a vehicle. This article makes evident that repeat offenders have a lower ability of dissociating alcohol and substance use from driving than do non-offender drivers. Non-offenders are shown to be more capable than offenders of dissociating consumption from driving: offender drivers are unable to dissociate the consumption of more than 5 spirit drinks, or the consumption of cannabis, from driving. More than half of non-offender drivers admitted to driving after having had 1 or 2 beers. Along these same lines, we found that offenders believe they have fewer lapses than non-offenders. This could be due to the optimism bias of bold offender drivers, who overestimate their abilities and underestimate their lapses. We also found that offender drivers have a lower educational level. Revoking the High Risk offender’s driver’s licence may not be enough. Instead, High Risk Offenders should be given the support they need to give up the consumption of alcohol and drugs, at least while driving. This could be achieved if they receive motivational interventions and are referred for detoxification treatment.Plan Nacional de Drogas, Ministerio de Sanidad, Consumo y Bienestar Social (MCBS), PND-020-019 and the Grants: PID2020-113878, PID-2021-12944-IOO, PYC20RE022, funded by MCIN/AEI/10.13039/501100011033Junta de Andalucía and the “European Union

The associations of use of social network sites with perceived social support and loneliness

Research shows that use of social network sites is associated with loneliness and this may be amplified in tertiary students by their transition from home life, especially if they struggle to integrate with peers. The buffering effects of social support may offer a solution and the online dimension may offer a suitable outlet for lonely and isolated students. In this study, N = 111 university students, aged 18-40, completed a frequency assessment of Instagram and WhatsApp, the Spanish version of the UCLA loneliness scale and the Multidimensional Scale of Social Support in an online survey. The statistical analysis was completed by Structural Equation Modeling using AMOS 25.0. The construct validity of social network sites was established by good factor loadings for WhatsApp and Instagram, but Facebook was excluded as it did not load adequately on to the latent measurement model, in keeping with the diminishing trend for Facebook use in young students. Loneliness emerged as pivotal in a mediation model, and online social support from friends/significant others, emerged as salient in the predictive model in contrast to family. However, these associations may not have the same advantageous weight for mature students given the observed negative associations with age. Results may have implications for policy and planning through highlighting the psychological variables that are operative in the dynamics of integration, retention, and adjustment to tertiary level experience

Máster Universitario en Profesorado de Enseñanza Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas (MAES) : Hostelería y Turismo

716 páginasLa educación secundaria ha experimentado cambios notables en los últimos años. La Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa, supuso una reestructuración de las etapas educativas, sobre todo a partir de la figura del “consejo orientador”, que adelanta la elección entre el itinerario académico y el de formación profesional a los 15 años, introduciendo la Formación Profesional Básica. Asimismo, la Ley Orgánica 3/2022, de 31 de marzo, de ordenación e integración de la Formación Profesional, supone una profunda reorganización de la formación profesional, para contribuir a eliminar el elevado desempleo estructural y dar respuesta a las necesidades del sistema productivo, con la intención de cubrir algunas de sus ofertas de empleo, sobre todo en niveles intermedios de cualificación –vinculados a la formación profesional- y, más en concreto, en aquellas actividades directamente relacionas con la modernización del sistema económico exigida por el cambio tecnológico y la nueva economía verde. Así lo indica el preámbulo de la Ley al señalar que “El escaso desarrollo de las cualificaciones intermedias en la estructura formativa española exige duplicar, con rapidez, el número de personas con formación intermedia para poder responder a las necesidades del sistema productivo”. Por otra parte, los docentes profesionales de la actual sociedad digital deben poseer una serie de conocimientos y destrezas profesionales que les permitan comprender y tratar de superar las dificultades de aprendizaje de su alumnado, diseñar materiales educativos y actividades motivadoras, fomentar la convivencia y la participación del alumnado, utilizar las nuevas tecnologías, el aprendizaje activo y significativo, mejorar el proceso de evaluación, orientar y tutorizar al alumnado, implicarse en el funcionamiento colectivo de los centros educativos, etc. Es en este marco en el que cobra más sentido aún la exigencia de profesionalización docente, que se introdujera ya con el Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales, en el marco del Espacio Europeo de Educación Superior. Asimismo, con independencia del nivel educativo o la especialidad en que imparte el profesorado, su formación debe ser académica y multidisciplinar. En este contexto es en el que se ha diseñado este Título de Máster de Profesorado en la UNIA, que atiende a la demanda de estudiantes que se orientan profesionalmente hacia la docencia en niveles de Educación Secundaria Profesional, respondiendo a la obligatoriedad de cursar estudios de Máster para ejercer la docencia en estos ámbitos dispuesta en la Ley Orgánica de Educación 2/2006 de 24 de mayo, y según la regulación establecida para estos Másteres en la Orden 3858/2007 de 27 de diciembre, que ahora se refuerza con la Ley Orgánica de Ordenación e Integración de la Formación Profesional en trámite parlamentario