Espiral-Cuadernos del Profesorado最新文献

{"title":"Basic psychological need satisfaction and frustration in Mexican teachers: psychometric properties, structure and factor invariance | Satisfacción y frustración de necesidades psicológicas básicas en docentes mexicanos: propiedades psicométricas, estructura e invarianza factorial","authors":"Maritza Delgado-Herrada, Jorge Zamarripa, Arnoldo Téllez, I. Castillo, Inés Tomás, Cirilo H. García-Cadena","doi":"10.25115/ecp.v14i28.3914","DOIUrl":"https://doi.org/10.25115/ecp.v14i28.3914","url":null,"abstract":"AbstractThe aim of this study was to examine the psychometric properties, structure, and factorial invariance regarding the gender of the Basic Psychological Need Satisfaction and Frustration Scale adapted to the educational work context. A total of 568 teachers from 74 schools (63% women, 37% men) between 18 and 63 years of age (Mage = 37.37; SD = 10.37) participated. The results revealed adequate goodness-of-fit indexes for the proposed models (two and six factors); the six-factor model presented a better fit to the data. The reliability of the different subscales was adequate and presented evidence of strict factorial invariance with regard to gender groups. In conclusion, the Basic Psychological Need Satisfaction and Frustration Scale is a reliable and valid instrument, based on the theory of self-determination that can be used to measure the degree of satisfaction and frustration of autonomy, competence, and relatedness in the educational work context of Mexico.ResumenEl objetivo del estudio fue examinar las propiedades psicométricas, estructura e invarianza factorial respecto al sexo de la Basic Psychological Need Satisfaction y Frustration Scale adaptada al contexto laboral educativo en México. Participaron 568 profesores de 74 planteles educativos (63% mujeres, 37% hombres) con edades comprendidas entre 18 y 63 años (Medad = 37.37; DT = 10.37). Los resultados revelaron índices de bondad de ajuste adecuados para los modelos propuestos (dos y seis factores), de los cuales, el modelo de seis factores presentó mejor ajuste a los datos. Las fiabilidades de las diferentes subescalas fueron adecuadas y se presenta evidencia de invarianza factorial estricta respecto a los grupos de sexo. En conclusión, la escala satisfacción y frustración de las necesidades psicológicas básicas es un instrumento fiable y válido, basado en la teoría de la autodeterminación que puede ser utilizado para medir el grado de satisfacción y frustración de autonomía, competencia y relaciones en el contexto laboral educativo de México.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89811913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico","authors":"José Eduardo Molina Arriola, V. O. Rodriguez Cervantes, Julio Cesar Lozano Flores, L. Quintana Rivera, José Moncada Jiménez, Julio Alejandro Gómez Figueroa","doi":"10.25115/ecp.v14i28.4013","DOIUrl":"https://doi.org/10.25115/ecp.v14i28.4013","url":null,"abstract":"Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88620888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Object based learning as strategy to teach History in Primary Education: a quasi-experimental study | El aprendizaje basado en objetos como estrategia para la enseñanza de la historia en Educación Primaria","authors":"Francisco Tapia Espinosa, Laura Arias Ferrer","doi":"10.25115/ecp.v14i28.3928","DOIUrl":"https://doi.org/10.25115/ecp.v14i28.3928","url":null,"abstract":"El uso de objetos facilita la introducción de métodos de observación, análisis e interpretación en el aula, además de que posibilita un aprendizaje dialógico que favorece el intercambio de ideas y la construcción de argumentaciones. Esta hipótesis de partida enuncia el objetivo principal de este trabajo: valorar los beneficios de la introducción en el aula del aprendizaje basado en objetos. Para ello, se diseñó, implementó y evaluó una intervención educativa en un aula de 4.º de Educación Primaria, con un total de 28 participantes. Se llevó a cabo un diseño cuasi-experimental de corte cualitativo, siendo la observación directa el método principal para la recogida de datos. Los resultados muestran cómo el uso de objetos influye positivamente en la mejora del ambiente de aprendizaje: favorece la motivación de los estudiantes, su implicación, su capacidad de análisis y observación, así como la motivación e interacción en el contexto de aula. Se concluye valorando la necesidad de incorporar estas fuentes en el aula con más frecuencia, puesto que progresivamente otorgará al alumnado un pensamiento más complejo y crítico de la historia y favorecerá la construcción de argumentaciones en base a pruebas.AbstractThe use of objects favors the introduction of observation, analysis and interpretation methods in the classroom, together with the development of dialogic learning that enhance the exchange of knowledge and the building of arguments. This starting hypothesis is based on previous research and is the frame for the main aim of this study: to analyse whether the use of objects in Primary classroom introduces and develops specific skills, such the mentioned. To give an answer to this aim, a teaching intervention was designed, implemented and assesses. The participants were a total of 28 students of 4th year Primary Education. A quasi-experimental study with a qualitative design was developed in order to analyse the data obtained in the classroom through direct observation. The results showed how objects have a positive influence in the teaching and learning environment: they favor the motivation of the students, their involvement, their observational and analytical skills and the interaction in the classroom context. As conclusion, it is emphasized the need to introduce objects in the school setting more often, as they gradually allow the students to develop a more complex and critical understanding of historical contents and favor the building of arguments supported by evidence.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76357710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Basic psychological needs and implicit beliefs of ability in secondary education | Necesidades psicológicas básicas y creencias implícitas de habilidad en educación secundaria","authors":"Lidia Hernández-Andreo, M. Gómez-López, A. Gómez-Mármol, A. García-Vélez, B. J. Sánchez-Alcaraz","doi":"10.25115/ecp.v14i28.4177","DOIUrl":"https://doi.org/10.25115/ecp.v14i28.4177","url":null,"abstract":"El objetivo de este estudio fue analizar la relación entre el desarrollo de las necesidades psicológicas básicas y las creencias implícitas de habilidad en alumnado de Educación Secundaria. La muestra estuvo formada por un total de 97 estudiantes de Educación Secundaria, con edades comprendidas entre los 13 y los 15 años (edad media = 13.32 ± 0.62 años) a los que se les aplicaron los cuestionarios de apoyo a las necesidades psicológicas básicas y creencias implícitas sobre la habilidad en sus clases de Educación Física. Los resultados no encontraron diferencias significativas en las variables de necesidades psicológicas básicas y de creencias implícitas de habilidad en función del género de los estudiantes. Por otro lado, la creencia de entidad correlacionó positivamente con el apoyo a las relaciones sociales, mientras que la creencia incremental correlacionó positivamente con el apoyo a la competencia y las relaciones sociales. Estos resultados pueden servir de referencia a profesores de Educación Física a la hora de establecer estrategias en función del género que favorezcan la satisfacción de las necesidades psicológicas básicas de sus estudiantes.AbstractThe aim of this study was to know the levels of basic psychological needs, and implicit beliefs of ability in secondary stage students. The sample was made up of a total of 97 students of Secondary Education, with ages between 13 and 15 (mean age = 13.32 ± 0.62 years) to whom the questionnaires to support basic psychological needs and ability beliefs were applied in Physical Education lessons. The results found no significant differences in the variables of basic psychological needs and implicit beliefs of ability based on the gender of the students. On the other hand, entity belief positively correlated with support for social relationships, while incremental belief positively correlated with support for competition and social relationships. These results can serve as a reference for physical education teachers when establishing gender-based strategies to meet the basic psychological needs of their students.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85725552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Systematic revision of the standard operating procedures for the evaluation of lower limbs through the jumps | Revisión sistemática de los procedimientos operativos estándar para la evaluación de los miembros inferiores a través de los saltos","authors":"Luca Petrigna, Antonio Palma, M. Gómez-López, Antonino Bianco","doi":"10.25115/ecp.v14i28.4183","DOIUrl":"https://doi.org/10.25115/ecp.v14i28.4183","url":null,"abstract":"AbstractBackground: Standard Operating Procedures (SOPs) exist for vertical jumps but not for the Standing Long Jump (SLJ) even if this test measures lower limb strength. Because the SLJ identifies people who are not developing healthy fitness habits, this review provides information about protocols adopted for the SLJ test and, eventually, SOPs will be created. Methods: Only English written original articles concerning children and adolescents were included. PRISMA statement was partially adopted and followed. Results: 73 studies were included. Few studies adopted protocols created previously. Conclusions: SOPs were not adopted for the SLJ test and, consequently, a standardized procedure was proposed.ResumenAntecedentes: Existen Procedimientos Operativos Estándar (SOP) para los saltos verticales, pero no para el salto de longitud (SLJ) aunque esta prueba mide la fuerza de los miembros inferiores. Debido a que la SLJ identifica a las personas que no están desarrollando hábitos saludables y de condición física, esta revisión proporciona información sobre los protocolos adoptados para la prueba de SLJ y, eventualmente, se crearán SOPs. Métodos: Sólo se incluyeron artículos originales escritos en inglés sobre niños y adolescentes. La declaración de PRISMA fue parcialmente adoptada y seguida. Resultados: Se incluyeron 73 estudios. Pocos estudios adoptaron protocolos creados previamente. Conclusiones: No se adoptaron los procedimientos operativos estándar para la prueba de SLJ y, en consecuencia, se propuso un procedimiento estandarizado","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90319039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Edublog in Physical Education as an instrument for coeducation, commitment and intention to be physically active | El Edublog en Educación Física como herramienta para la coeducación, el compromiso y la intención de ser físicamente activo","authors":"Lucía López-Postigo, R. Burgueño, F. González-Fernández, H. Morente-Oria","doi":"10.25115/ecp.v14i28.3819","DOIUrl":"https://doi.org/10.25115/ecp.v14i28.3819","url":null,"abstract":"La presente investigación pretendió analizar los efectos del uso del blog educativo (i.e. Edublog) sobre la coeducación, compromiso con esta herramienta digital, calificación e intención de ser físicamente activo en clase de educación física en educación primaria. El estudio corresponde con un diseño cuasi-experimental, usando un grupo control, a priori, no equivalente y, un grupo experimental para una muestra total de 40 estudiantes de educación primaria (50.50% chicas; Medad = 10.55, DTedad = .51). Se tomaron medidas acerca del conocimiento de equidad y calificación al final del programa de intervención, medidas sobre la implicación con el Edublog durante todo el programa, mientras que la intención de ser físicamente activo se evaluó al inicio y al final del programa. Los resultados revelaron la existencia de diferencias estadísticamente significativas en el nivel de conocimiento de equidad, implicación con el Edublog y calificación a favor del grupo experimental. No hubo diferencias estadísticamente significativas en el nivel de intención de ser físicamente activo entre ambos grupos. A modo de conclusión, el Edublog puede ser un recurso didáctico tenido en cuenta por el profesorado a la hora de mejorar las experiencias educativas del alumnado de educación primaria cuando participa en educación física.AbstractThis research aimed at examining the effects of the usage of the educational blog (or Edublog) on coeducation, commitment to this digital tool, grades and intention to be physically active in Physical Education lessons in Primary school. The study adopted a quasi-experimental design with, a priori, a non-equivalent control group and an experimental group for a total of 40 primary school students (50.50% girls; Mage = 10.55, SDage = .51). Measures on knowledge of equity and grades were taken at the end of the intervention programme, measures on a commitment to Edublog were collected throughout the programme, while the intention to be physically active were assessed at the beginning and end of the intervention. The results revealed statistically significant differences in the level of knowledge of equity, the commitment of Edublog and grades a favour of the experimental group. There was a nonsignificant difference in the level of intention to be physically active among both groups. In conclusion, Edublog can be a learning recourse to be considered by teachers in improving primary school students’ educational experiences when they participate in Physical Education.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87826254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improvements and needs of an educational escape room in initial teacher training | Mejoras y necesidades de una escape room educativa en la formación inicial de docentes","authors":"Pedro Antonio García Tudela, M. Vera, I. Fernández","doi":"10.25115/ECP.V13I27.3024","DOIUrl":"https://doi.org/10.25115/ECP.V13I27.3024","url":null,"abstract":"ResumenLas habitaciones de escape educativas son una estrategia metodológica emergente en la educación superior, lo cual conlleva un diseño minucioso de la propuesta de innovación. A través del presente trabajo se recogen y se analizan las principales necesidades que han reflejado los participantes de «JUMANTIC», una educational escape room para estudiantes de los Grados de Educación Infantil y Primaria de la Universidad de Murcia para asignaturas de Tecnología Educativa. Se aplicó un cuestionario Ad Hoc, a partir del cual se genera una red semántica con Atlas.ti V.8., de la que se extraen 4 categorías, 17 códigos libres y se analizan 79 unidades textuales. Finalmente, los resultados evidencian otros factores complementarios a los ya referenciados. Por lo tanto, este trabajo expone que es es necesario valorar otros aspectos como el espacio, la temperatura, la agrupación, etc. para así garantizar un óptimo diseño e implementación de una propuesta de innovación basada en una habitación de escape educativa.AbstractEducational escape rooms are an emerging methodological strategy in Higher Education, which entails a thorough design of the innovation proposal. Through this work, the main needs that the participants of «JUMANTIC», an educational escape room for students of the Grades of Infant and Primary Education of the University of Murcia for subjects of Educational Technology are collected and analyzed. An Ad Hoc questionnaire was applied, from which a semantic network with Atlas.ti V.8. Is generated, from which 4 categories, 17 free codes are extracted and 79 text units are analyzed. Finally, the results show other factors complementary to those already referenced. Therefore, this work exposes that it is necessary to assess other aspects such as space, temperature, grouping, etc. in order to guarantee an optimal design and implementation of an innovation proposal based on an educational escape room.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89233055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sport experience and the symbolism of the body. Story of a student´s initial training | Experiencia deportiva e imaginario corporal. Relato de una alumna en formación inicial","authors":"María Esther Prados Megías, B. A. M. Mora","doi":"10.25115/ECP.V13I27.3301","DOIUrl":"https://doi.org/10.25115/ECP.V13I27.3301","url":null,"abstract":"ResumenLas experiencias que tienen jóvenes deportistas a lo largo de su trayectoria deportiva y educativa van dando sentido y significado al modo en cómo éstos, como futuros profesionales del campo de las ciencias de la actividad física y el deporte, van construyendo diferentes concepciones de la motricidad humana. Desde el enfoque de la investigación biográfica narrativa profundizamos en el relato de Glissade, alumna en formación inicial que ha desarrollado su trayectoria deportiva en el mundo de la Gimnasia Rítmica. El objetivo de este trabajo es indagar en algunas de las representaciones del modelo corporal y los aspectos emocionales-relacionales que constituyen la identidad deportiva de esta mujer y cómo ello está presente en su formación inicial. El relato de Glissade nos acerca a dos cuestiones: las tensiones entre su cuerpo de mujer y las exigencias del deporte que practica, ambos sujetos a cánones tradicionales sobre lo bello/estético y los aprendizajes emocionales que están presentes en su práctica deportiva. Este trabajo evidencia la importancia de visibilizar y conocer la experiencia de las personas desde su propia voz, ya que ello permite reflexionar sobre creencias, pensamientos y modelos que persisten en los procesos de formación inicial de futuros profesionales de la educación física y el deporte.AbstractThe experiences that young sportsmen and women have throughout their sporting and educational careers are giving meaning and significance to the way in how they, as future professionals in the field of physical activity and sports sciences, are building different conceptions of human motricity. From the focus of biographical narrative research, we delved into the story of Glissade, a student in initial training who has developed her sports career in the world of Rhythmic Gymnastics. The aim of this work is to investigate the representations of the body model and the emotional-relational aspects that constitute the sports identity of this woman and how this is present in her initial training. Glissade´s story brings us closer to two questions: the tensions between her body as a woman and the demands of a sport she plays, both are subject to traditional canons of beauty/aesthetics and the emotional learnings that are present in their sports practice. This work shows the importance of making visible and knowing the experience of people from their own voice, since this allows reflection on beliefs, thoughts and models that persist in the processes of initial training of future professionals in physical education and sport.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84728055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sport, culture and use of technologies in the leisure time of young university students | Deporte, cultura y uso de tecnologías en el tiempo libre de jóvenes universitarios","authors":"Gabriel Flores Allende, María Esmeralda Correa Cortez, Mario Gerardo Cervantes Medina","doi":"10.25115/ECP.V13I27.3491","DOIUrl":"https://doi.org/10.25115/ECP.V13I27.3491","url":null,"abstract":"ResumenPara los jóvenes las tareas universitarias entran en conflicto con las actividades de tiempo libre y ocio, estas últimas suelen ser sacrificadas. Este estudio tiene como propósito conocer a qué actividades como Uso de las Tecnologías de la Información y la Comunicación (TIC), la actividad físico-deportiva y, el consumo de actividades culturales, dedican la mayor parte del tiempo libre los jóvenes universitarios, de lunes a viernes, fines de semana y periodo de vacaciones. La población objeto de estudio la constituyen 1,580 estudiantes de Educación Superior de la Universidad de Guadalajara, México, donde el 52.5% son mujeres y el 47.5% hombres. Se puede comprobar que los estudiantes dedican la mayor parte del tiempo libre al Uso de las Tecnologías de la Información y la Comunicación (TIC), que asocia con actividades de ocio pasivo, de lunes a viernes; Donde las actividades de consumo cultural, que relaciona con actividades de relación social y diversión, será para fines de semana y periodo de vacaciones. Al parecer las actividades físicas y deportivas no suelen ser prioridad para estos jóvenes durante el tiempo libre en los tres periodos temporales. A sabiendas de los problemas que afrontan los jóvenes, se requiere de políticas públicas más acordes para la ocupación del tiempo libre. En caso contrario, toda acción o política pública, conducirá al fracaso.AbstractFor students, university duties could conflict with free time activities, these latter are often sacrificed. The purpose of this research is to know in what type of activities, including the use of Information and Communication Technologies (ICT), physical-sports activity and the consumption of cultural activities, most of the university students spend their free time from Monday to Friday, weekends and holidays. The population under research, consists of 1580 higher education students from the University of Guadalajara, Mexico, where 52.5% are women and 47.5% are men. Statistical data indicates that students dedicate most of their free time to the use of ICT’s (passive leisure activities), mainly from Monday to Friday, while cultural consumption activities (social relationship and amusement activities) occur during weekends and holiday periods. It seems that physical and sports activities are not usually a priority for these students during their free time in the three time periods. Public policies need to be more responsive to the needs of young university students for free or leisure time. Otherwise, any public action or policy will lead to failure.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75958058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Willingness to communicate in a foreign language in the four skills. Sex and age differences | Disposición a comunicarse en un idioma extranjero en las cuatro destrezas. Diferencias de edad y sexo","authors":"Eliseo Fernández-Barrionuevo, Javier Villoria Prieto, F. González-Férnandez, A. Baena-Extremera","doi":"10.25115/ECP.V13I27.3359","DOIUrl":"https://doi.org/10.25115/ECP.V13I27.3359","url":null,"abstract":"The object of this research was to validate the Willingness to communicate in a foreign language in the four skills in the Classroom Scale to a Spanish speaking context. Taking the study of authors (in press) as a starting point, this instrument validation will allow to obtain information about the student FLL motivation in CLIL in regular schools. This would allow researchers and teachers to have a valid instrument that provides information about the four language skills in FLL or CLIL programmes. In addition, as part of the construct validity analysis, sex and age differences are explored in order to obtain a student profile regarding Willingness to communicate in a foreign language in the four skills. The WTC-FL in the four skills adaptation was administered to a total of 3355 students from Andalusia aged from 11 to 17 years. After the translation and adaptation processes, item and internal structure analyses were conducted. Other analyses have shown this instrument to be sex-invariant and to have convergent validity. A multi-level model analysis was also conducted in order to study the construct validity, concluding with similar results from similar studies.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80483192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}