Variables associated to the self-efficacy perceived by Spanish Secondary School Science teachers

La autoeficacia docente es uno de los principales factores asociados al desempeño profesional de los profesores, a la calidad de su enseñanza y a los resultados de aprendizaje logrados por los estudiantes. En este trabajo hemos analizado la autoeficacia del profesorado español de ciencias y su relación con otras características del profesor y del contexto en que imparte docencia. Se han utilizado datos obtenidos en el estudio TALIS 2013 (Teaching and Learning International Survey) promovido por la OCDE. La muestra española ascendió a 3422 profesores, de los cuales 590 imparten asignaturas de ciencias. Hemos descrito la autoeficacia percibida por este colectivo de docentes de ciencias, comparando las medias obtenidas en las variables de autoeficacia para el profesorado de ciencias y de otras materias, y hemos identificado las variables que en mayor medida contribuyen a explicar el sentido de autoeficacia en tres dominios: el manejo de la clase, la enseñanza y la implicación del alumnado. Para ello, calculamos las correlaciones entre las variables de autoeficacia docente y el resto de las variables, y se ha aplicado un análisis de regresión con más de una variable dependiente, usando un modelo lineal general (MLG) multivariado. Los resultados obtenidos muestran mayores niveles en autoconfianza para la enseñanza y menores en la autoconfianza para la implicación del alumnado. Las variables más relevantes en la explicación de la autoconfianza han resultado ser la cooperación entre el profesorado, la percepción sobre el clima de disciplina en el aula, las necesidades de desarrollo profesional en las materias de ciencias y en su enseñanza, y las concepciones constructivistas. No obstante, los predictores se comportan de diferente modo en función del tipo de autoeficacia que se pretenda explicar. A partir de los resultados obtenidos, se formulan algunas propuestas para la mejora de la autoeficacia docente en el profesorado de ciencias.Teacher self-efficacy is one of the main factors associated with professional performance of teachers, quality of teaching and learning outcomes achieved by students. In this paper we have analyzed the efficacy of Spanish science teachers and their relation to other features of the teacher and the environment in which they teach. We used data from the 2013 study TALIS (Teaching and Learning International Survey) promoted by the Organization for Economic Co-operation and Development (OECD). The Spanish sample amounted to 3422 teachers, of whom 590 teach science subjects. We have described the perceived self-efficacy in this group of science teachers, we compare the means obtained in efficacy variables for teaching science and other subjects, and we have identified the variables that contribute most to explain the sense of efficacy in three domains: classroom management, teaching, and student engagement. To do this we have calculated the correlations between teacher self-efficacy and other variables, and we have applied a regression analysis with more than one dependent variable, by using a multivariate general linear model (GLM). The results show higher levels of self-confidence for teaching and lower levels in self-confidence for student involvement. The most significant variables in explaining self-confidence have proved to be cooperation between teachers, perceived climate of discipline in the classroom, professional development needs in the areas of science and teaching, and constructivist beliefs. However, the predictors behave differently depending on the type of efficacy being explained. From the results, someproposals have been made for the improvement of teaching self-efficacy to science teacher

The role of substrate hydrogeology and surface hydrology in the construction of phreatomagmatic volcanoes on an active monogenetic field (Auckland, New Zealand) : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Earth Science at Massey University, Palmerston North, New Zealand

Material removed for copyright reasons (appendices B, D and E): Agustín-Flores, J., Németh K., Cronin, S., Lindsay, J., Kereszturi, G., Brand, B., & Smith, I.E.M. (2014). Phreatomagmatic eruptions through unconsolidated coastal plain sequences, Maungataketake, Auckland Volcanic Field (New Zealand). Journalof Volcanology and Geothermal Research, 180, 203-224. doi.org/10.1016/j.jvolgeores.2014.02.021 Agustín-Flores, J., Németh, K., Cronin, S., Lindsay, J., & Kereszturi, G. (2015). Shallow-seated explosions in the construction of the Motukorea tuff ring (Auckland, New Zealand): Evidence from lithic and sedimentary characteristics. Journal of Volcanology and Geothermal Research, 304, 272-286. doi.org/10.1016/j.jvolgeores.2015.09.013 Agustín-Flores, J., Németh, K., Cronin, S., Lindsay, J., & Kereszturi, G., 2015. Construction of the North Head (Maungauika) tuff cone: a product of Surtseyan volcanism, rare in the Auckland Volcanic Field, New Zealand. Bulletin of Volcanology, 77, 11. doi:10.1007/s00445-014-0892-9Phreatomagmatic activity is pervasive in the Auckland Volcanic Field (AVF) with more than two thirds of the erupted volcanoes showing this type of activity at different degrees, dominantly at the onset of their eruptive histories. In general, the volcanoes built in the northern AVF rest on Late Miocene Waitemata Group rocks (turbiditic siltstone and sandstone succession), whereas in the southern AVF the Waitemata rocks are overlain by tens of metres of Plio-Pleistocene, water-saturated sediments (Tauranga Group and Kaawa Formation). Identifying the control exerted by the type of substrate in the eruption dynamics of the phreatomagmatic phases of three volcanoes in the AVF is the objective of this study. The stratigraphic, sedimentary, and pyroclast characteristics of the phreatomagmatic sequences of Maungataketake, Motukorea, and North Head volcanoes, together with supplementary information on the geology and hydrogeology of the area, were investigated to solve the problem. Three phreatomagmatic eruptive scenarios were outlined. Scenario 1 (Maungataketake eruption) and Scenario 2 (Motukorea eruption) depict the formation of maar-diatreme volcanoes in the southern and northern AVF, respectively. The dominant presence of lithics from the upper part of the substrate in their tephra rings suggests the construction of their tephra rings from shallow-seated explosions. Due to the water-saturated sediments filling the diatreme in Scenario 1, the eruption appears to have remained relatively wet throughout. Conversely, the drier Waitemata rocks involved in Scenario 2 promoted a progressive drying of the eruption. Scenario 3 (North Head eruption) represents a Surtseyan eruption scenario in which the rising magma erupted to the shallow sea floor (a few metres-water depth), promoting rapid chilling and explosive fragmentation. This study shows that the characterization of lithics within the tephra ring and the geological and hydrogeological information provide valuable clues to envisage the degree of influence of the substrate in the phreatomagmatic eruption dynamics. Other studies in the AVF appear to confirm this view. It is proposed that any future phreatomagmatic eruption in the AVF will be strongly influenced by the substrate hydrogeology and geology, as well as the surface hydrological conditions

Cash Incentives and Unhealthy Food Consumption

The costs associated with unhealthy food consumption are not only paid by those suffering from overweight but by all members of society in terms of higher costs for social security systems. With this in mind, we study the effectiveness of a tax, a subsidy and cash incentives in reducing unhealthy food consumption. Using an inter-temporal rational choice model with habit, we calibrate and simulate the effect of those policies to US and UK data.  Our findings suggest that cash incentives may be the most effective policy in reducing unhealthy food consumption yet it can be the most costly one. Taxes are relatively ineffective in reducing unhealthy food consumption. Subsidies have the best balance between effectiveness and monetary benefits to the society.    Habit; Junk Food; Overweight; Public Policy; Rational Addiction

Academic procrastination in non-traditional college students

Introducción. La procrastinación es la acción de retrasar la realización de tareas necesarias, hasta el extremo de generar malestar y perjuicios a los individuos que la protagonizan. La presencia de alumnado no tradicional en las universidades se ha incrementado notablemente en las últimas décadas. Este tipo de estudiantes encuentra dificultades en sus estudios, las cua- les podrían propiciar una mayor incidencia de las conductas procrastinadoras. Para compro- barlo, comparamos los niveles de procrastinación y motivos para procrastinar entre estudian- tes tradicionales y no tradicionales. Método. Utilizamos una muestra de 479 estudiantes colombianos. Los niveles de procrasti- nación y motivos para procrastinar fueron medidos a partir de la Procrastination Assessment Scale – Students (PASS). En el análisis de datos se utilizaron estadísticos descriptivos, análisis factorial exploratorio, prueba t para muestras independientes y d de Cohen. Resultados. Los estudiantes no tradicionales han presentado niveles de procrastinación supe- riores (t=4,412; p<0,001; d=0,459), aunque los motivos para procrastinar no difieren de los aportados por estudiantes tradicionales. El carácter de estudiante no tradicional ha resultado ser una variable relevante en la explicación de la procrastinación académica. Discusión y conclusiones. A partir de estos resultados, se deriva la conveniencia de ofrecer una orientación académica al alumnado no tradicional, con el fin de tratar la procrastinación y reducir así posibles riesgos de bajo rendimiento o abandono en este colectivo estudiantil.Introduction. Procrastination is the act of delaying necessary tasks until the extreme of ex- periencing discomfort and negative consequences to the individuals. The presence of nontra- ditional students at universities is a phenomenon which has increased remarkably over the last decades. This type of university students finds some difficulties during their grade. This could result in a higher prevalence of procrastination behaviors among nontraditional students at university. To test this, our work compares procrastination levels and reasons to procrastinate among traditional and nontraditional students Method. A sample of 479 Colombian college students was used. Procrastination and the rea- sons to procrastinate are measured by the Procrastination Assessment Scale - Students (PASS). The data analysis is based on descriptive statistics, exploratory factorial analysis, t test for independent samples and Coohen’s d. Results. Nontraditional students show higher procrastination levels (t=4,412; p<0,001; d=0,459), although their reasons to procrastinate are similar to those of traditional students. The nontraditional student condition is a demographic variable relevant for explaining aca- demic procrastination. Discussion and Conclusion. These results suggest the convenience of offering academic counselling and guidance to nontraditional students, in order to attend procrastination and reducing that way low achievement or dropout risks

Factors that explain the use of ICT in secondary-education classrooms: the role of teacher characteristics and school infrastructure

Paradoxically, in Spain, schools have relatively ample information and communication technology (ICT)infrastructure but low levels of classroom ICT use. In this study, we analyse the role of school ICTinfrastructure and teacher characteristics to explain ICT use in education. We use data from the Spanishsample in the 2013 Teaching and Learning International Study (TALIS), which consists of 3339 teachersfrom 192 secondary education centres. The analysis was conducted using multilevel logistic regressionmodels. The principal results indicate that the availability of educational software, teacher ICT training,collaboration among teachers, perceived self-efficacy, and teaching concepts influence classroom ICT use.School hardware and internet-connection infrastructure are less significant. Based on thefindings,recommendations are presented to orient Spanish educational policy to encourage the use of ICT in classroom

Bullying in students belonging to immigrant families in Primary Schools

Ponencia de 6th International Conference on Intercultural Education “Education and Health: From a transcultural perspective”The bullying has affected many educational systems. The scientific community has studied the phenomenon and has developed many studies attempting to explain their etiology and operation. Administrations have developed policy and legislative initiatives, to sort out this need and social problems. This paper tries to investigate the bullying phenomenon in Andalusia. Students who are immigrants and who are in the 4th level of Elementary Education, do not know the Spanish language The study took data from Andalusian students who participated in the 2011 edition of the PIRLS assessment (Progress in International Reading Literacy Study). This evaluation has involved more than 4300 students in 150 selected schools. The data are about the level of reading comprehension. Previously, their mother tongues have been identified. The results show a higher rate of bullying in immigrant students than in the rest of the population, a lower yield. However the results don’t imply that the student had been victims of bullying. There is a need to sort out these problems and we must continue investigating them in order to understand and provide solution

Job-search strategies of individuals at risk of poverty and social exclusion in Spain

In Spain, the issue of unemployment or precarious employment worsen with globalization, leading to an expansion of the so-called working poor in the labour market.According to previous literature, the economic poverty that is characteristic of this group may accompany poverty competency.In particular, the working poor resort to informal and poorly developed job-searchstrategies.This study addresses the job search methods used by people at risk of poverty and social exclusion. It provides evidence on the subject and serves as a basis for the adaptation of socio-labour intermediation programmes to this group.The hypothesis of this study is that people at high risk will predominantly use informal strategies that require a low level of job-searchs kills.A survey-based correlational study is conducted using a questionnaire completed by 279 people participating in socio-labourinter mediation programmes developed by the Action against Hunger Foundation(AaHF) in Spain.Information on poverty indicators and on job-search strategies is collected.Data are analysed through cluster analysis,which distinguish two groups of people at risk of poverty and social exclusion(high risk and low risk),followed by a comparison of means(t-test)with a subsequent calculation of effect size using Cohen’s d. Results show statistically significant differences with a medium effect size(between 0.45 and 0.50)for the typology of job-search strategies used,confirming the initial hypothesis.These results offer relevant information that should be considered when developing programmes aimed at improving social and labour issues for people at risk of poverty and social exclusion.Ministry of Economy and Competitiveness (MINECO- Government of Spain)European Regional Development Fund (ERDF-FEDER

The impact of information quality awareness on users\u27 behaviors toward information quality practices

Healthcare organization rely more on electronic information to optimize most of their processes. Additional information sources and more diverse information increase the relevance and importance of information quality (IQ). The quality of information needs to be improved to support a more efficient and reliable utilization of information systems (IS). This improvement can only be achieved through the implementation of initiatives followed by most users across the organization. The purpose of this study is to develop a model related to how awareness of IS users about IQ issues would affect their actual practices toward IQ initiatives. It is posited that users’ motivation is influenced by their awareness on beneficial and problematic situations generated by IQ. The motivation that users may have regarding IQ impact, will influence their behavior regarding IQ practices. Social influences and facilitating conditions are considered as moderators of the interaction between intention and actual users’ behavior