Assessing Satisfaction With Online Courses: Spanish Version of the Learner Satisfaction Survey

The aim of this study was to develop a Spanish version of the Learner Satisfaction Survey (LSS-S) and to analyze its psychometric properties. The questionnaire was administered to a sample of 1,194 university students. Validity evidence based on the instrument’s internal structure and on relationships with other variables (personality and motivation) were analyzed. In addition, reliability of test scores and differences by gender and area of knowledge were examined. The results revealed a factor structure with adequate fit indices based on five first-order factors (learner–content, learner–instructor, learner–learner, and learner–technology interactions, and general satisfaction) and one second-order factor (total score for academic satisfaction). Scores on the LSS-S were positively correlated with scores on conscientiousness, intrinsic motivation, and identified regulation, and negatively correlated with scores on neuroticism and amotivation. Although the magnitude of correlations with personality traits was small, those with motivational factors were moderate or strong. Reliability of LSS-S factor scores may be considered satisfactory, with McDonald’s omega ranging from 0.80 to 0.86. These results indicate that the LSS-S has satisfactory psychometric properties and that it is an adequate tool for measuring satisfaction with online courses among Spanish learners in higher education

Ansiedad Futura en Adultos Jóvenes Españoles : Propiedades Psicométricas de la Dark Future Scale

Background/Objective:The Dark Future Scale (DFS) is a selfreport instrument which assesses the tendency to think about the future with anxiety, fear, and uncertainty. Although it has been applied in different populations, instrumental studies are scarce, and there is no validated Spanish version. The aim was therefore to develop a Spanish version of the scale (DFS-S) and to analyze its psychometric properties in a sample of young adults. Method:Participants were 1,019 individuals aged from 18 to 24 years. They completed the DFS-S and the IPIP-BFM-20. Validity evidence based on the internal structure, including measurement invariance across gender, as well as on relationships with personality traits was obtained. Reliability and gender differences in DFS-S scores were also examined. Results:Results supported a single-factor structure, χ2(5) = 10.79, CFI = .999, RMSEA = .034, SRMR = .016, that was invariant across gender. Reliability of test scores was satisfactory (ω= .92). In the correlation analysis, future anxiety showed a strong positive correlation with neuroticism (.42) and a moderate negative correlation with extraversion (-.25). Females scored higher than males on future anxiety. Conclusions:The DFS-S has sat-isfactory psychometric properties and it is an adequate tool for measuring future anxiety among young adults.Antecedentes/Objetivo: La Dark Future Scale (DFS) evalúa la tendencia a pensar en el futuro con ansiedad, miedo e incertidumbre. Aunque ha sido usada en diferentes poblaciones, los estudios instrumentales son es-casos y no hay una versión adaptada al español. El objetivo del estudio fue adaptarla al español (DFS-S) y analizar sus propiedades psicométricas en una muestra de adultos jóvenes. Método: Participaron 1.019 jóvenes entre 18 y 24 años. Completaron la DFS-S y el IPIP-BFM-20. Se analizan evidencias de validez basadas en la estructura interna, incluyendo la invarianza de medida según el género, y basadas en las relaciones con rasgos de personalidad, así como análisis de la fiabilidad y de las diferencias de género. Resultados: Los resultados apoyaron una estructura de un solo factor, χ2(5) = 10.79, CFI = .999, RMSEA = .034, SRMR = .016, con invarianza respecto al género, y con coeficiente de fiabilidad satisfactorio (ω= .92). Se encontró correlación positiva fuerte entre ansiedad futura y neuroticismo (.42) y una correlación negativa moderada con extraversión (-.25). Las puntuaciones en ansiedad futura fueron mayores en las mujeres. Conclusiones: Los resultados muestran propiedades psicométricas satisfactorias de la DFS-S, siendo un instrumento adecuado para medir la ansiedad futura en adultos jóvenes

Cytochrome cM is probably a membrane protein similar to the C subunit of the bacterial nitric oxide reductase

Cytochrome cM was first described in 1994 and its sequence has been found in the genome of manifold cyanobacterial species ever since. Numerous studies have been carried out with the purpose of determining its function, but none of them has given place to conclusive results so far. Many of these studies are based on the assumption that cytochrome cM is a soluble protein located in the thylakoid lumen of cyanobacteria. In this work, we have reevaluated the sequence of cyto-chrome cM, with our results showing that its most probable 3D structure is strongly similar to that of the C subunit of the bacterial nitric oxide reductase. The potential presence of an α-helix tail, which could locate this protein in the thylakoid membrane, further supports this hypothesis, thus providing a new, unexpected role for this redox protein.Fundación Investigación Universidad de Sevilla FIUS0571000

Effectiveness of a Teaching Innovation Program in the Academic Performance, the Acquisition of Specific Competences and the Self-Assessment of the Students

En el contexto académico actual el aprendizaje por competencias implica la renovación a metodologías más activas que se acerquen a la realidad profesional, y cambios en la forma de evaluar. El presente estudio, realizado durante los cursos 2017/2018 y 2018/2019, trata de valorar la eficacia de una experiencia de innovación docente en la adquisición de competencias específicas, el rendimiento académico y la autoevaluación de 44 estudiantes del Máster de Psicología General Sanitaria (MPGS). En concreto, el alumnado participó en el diseño y desarrollo de un programa de entrenamiento de habilidades sociales (HHSS) para pacientes, actuando como terapeuta-coterapeuta (participación directa), y/u observador-registrador (participación indirecta). Asimismo, se incorporó a la experiencia a dos alumnas invidentes para determinar qué tipo de adaptaciones se podrían llevar a cabo. Los resultados muestran que el alumnado ha adquirido las competencias específicas evaluadas y se ha producido una mejora del rendimiento académico, así como de la autoevaluación global y por competencias. A este respecto, no se encontraron diferencias entre el alumnado en función de su participación. Por otro lado, se hallaron diferencias entre la evaluación y autoevaluación, aunque con un tamaño del efecto bajo al concluir el programa. Finalmente, se discuten los hallazgos y las adaptaciones curriculares.In the current academic context learning by competencies implies the renewal of more ac-tive methodologies that approach the professional reality, and changes in the way of as-sessing. The present study, carried out during the 2017/2018 and 2018/2019 school years, tries to evaluate the effect of a teaching innovation experience in the acquisition of specific competences, academic performance, and self-assessment of 44 students of the Master’s Degree in General Health Psychology. Specifically, the students participated in a design and development of social skills training program for patients in two way, as therapist-cothera-pist (direct participation) and/or observer-recorder (indirect participation). Also, two blind students were incorporated into the experience to assess what kind of adaptations could be made. The results show that students have acquired the specific competences evaluated and the academic performance has improved as well as global self-assessment and by com-petencies have improved too. On this matter, based on participation, no differences were found among students. On the other hand, based on evaluation, differences were found according to evaluation or self-assessment, although with a smaller size effect at the end of the program. Finally, results and curricular adaptations are discussed

Dataset de Satisfacción del alumnado con la docencia online

Datos pertenecientes a una investigación sobre la docencia onlineGrupo de investigación CTS-11

Dataset de ansiedad futura

Datos pertenecientes a una investigación sobre ansiedad futura en jóvenesGrupo de investigación CTS-11

Eficacia de un Programa de Innovación Docente en el Rendimiento, la Adquisición de Competencias Específicas y la Autoevaluación del Alumnado

In the current academic context learning by competencies implies the renewal of more active methodologies that approach the professional reality, and changes in the way of assessing. The present study, carried out during the 2017/2018 and 2018/2019 school years, tries to evaluate the effect of a teaching innovation experience in the acquisition of specific competences, academic performance, and self-assessment of 44 students of the Master’s Degree in General Health Psychology. Specifically, the students participated in a design and development of social skills training program for patients in two way, as therapist-cotherapist (direct participation) and/or observer-recorder (indirect participation). Also, two blind students were incorporated into the experience to assess what kind of adaptations could be made. The results show that students have acquired the specific competences evaluated and the academic performance has improved as well as global self-assessment and by competencies have improved too. On this matter, based on participation, no differences were found among students. On the other hand, based on evaluation, differences were found according to evaluation or self-assessment, although with a smaller size effect at the end of the program. Finally, results and curricular adaptations are discussed. En el contexto académico actual el aprendizaje por competencias implica la renovación a metodologías más activas que se acerquen a la realidad profesional, y cambios en la forma de evaluar. El presente estudio, realizado durante los cursos 2017/2018 y 2018/2019, trata de valorar la eficacia de una experiencia de innovación docente en la adquisición de competencias específicas, el rendimiento académico y la autoevaluación de 44 estudiantes del Máster de Psicología General Sanitaria (MPGS). En concreto, el alumnado participó en el diseño y desarrollo de un programa de entrenamiento de habilidades sociales (HHSS) para pacientes, actuando como terapeuta-coterapeuta (participación directa), y/u observador-registrador (participación indirecta). Asimismo, se incorporó a la experiencia a dos alumnas invidentes para determinar qué tipo de adaptaciones se podrían llevar a cabo. Los resultados muestran que el alumnado ha adquirido las competencias específicas evaluadas y se ha producido una mejora del rendimiento académico, así como de la autoevaluación global y por competencias. A este respecto, no se encontraron diferencias entre el alumnado en función de su participación. Por otro lado, se hallaron diferencias entre la evaluación y autoevaluación, aunque con un tamaño del efecto bajo al concluir el programa. Finalmente, se discuten los hallazgos y las adaptaciones curriculares.

Phylogenetic and functional analysis of cyanobacterial Cytochrome c6-like proteins

All known photosynthetic cyanobacteria carry a cytochrome c6 protein that acts transferring electrons from cytochrome b6f complex to photosystem I, in photosynthesis, or cytochrome c oxidase, in respiration. In most of the cyanobacteria, at least one homologue to cytochrome c6 is found, the so-called cytochrome c6B or cytochrome c6C. However, the function of these cytochrome c6-like proteins is still unknown. Recently, it has been proposed a common origin of these proteins as well as the reclassification of the cytochrome c6C group as c6B, renaming the new joint group as cytochrome c6BC. Another homologue to cytochrome c6 has not been classified yet, the formerly called cytochrome c6-3, which is present in the heterocyst-forming filamentous cyanobacteria Nostoc sp. PCC 7119. In this work, we propose the inclusion of this group as an independent group in the genealogy of cytochrome c6-like proteins with significant differences from cytochrome c6 and cytochrome c6BC, with the proposed name cytochrome c6D. To support this proposal, new data about phylogeny, genome localisation and functional properties of cytochrome c6-like proteins is provided. Also, we have analysed the interaction of cytochrome c6-like proteins with cytochrome f by isothermal titration calorimetry and by molecular docking, concluding that c6-like proteins could interact with cytochrome b6f complex in a similar fashion as cytochrome c6. Finally, we have analysed the reactivity of cytochrome c6-like proteins with membranes enriched in terminal oxidases of cyanobacteria by oxygen uptake experiments, concluding that cytochrome c6D is able to react with the specific copper-oxidase of the heterocysts, the cytochrome c oxidase 2.Fundación de Investigación de la Universidad de Sevilla FIUS05710000Junta de Andalucía PAIDI AGR-288Consejo Superior de Investigaciones Científicas 2022527

Cosmology with the Laser Interferometer Space Antenna

The Laser Interferometer Space Antenna (LISA) has two scientific objectives of cosmological focus: to probe the expansion rate of the universe, and to understand stochastic gravitational-wave backgrounds and their implications for early universe and particle physics, from the MeV to the Planck scale. However, the range of potential cosmological applications of gravitational wave observations extends well beyond these two objectives. This publication presents a summary of the state of the art in LISA cosmology, theory and methods, and identifies new opportunities to use gravitational wave observations by LISA to probe the universe

Cosmology with the Laser Interferometer Space Antenna

The Laser Interferometer Space Antenna (LISA) has two scientific objectives of cosmological focus: to probe the expansion rate of the universe, and to understand stochastic gravitational-wave backgrounds and their implications for early universe and particle physics, from the MeV to the Planck scale. However, the range of potential cosmological applications of gravitational wave observations extends well beyond these two objectives. This publication presents a summary of the state of the art in LISA cosmology, theory and methods, and identifies new opportunities to use gravitational wave observations by LISA to probe the universe