RESUMENEn esta investigación se ha analizado la influencia de las actitudes hacia la discapacidad en el rendimiento académico de los alumnos del Grado de Maestro en Educación Infantil de la Universidad de Jaén que cursan la asignatura de Trastornos del desarrollo. Investigaciones como las de Alcañiz, Chulià, Riera, Ruis y Santolino (2016) estudian la relación entre las competencias necesarias en el desempeño profesional y el rendimiento académico. Se considera que una de las competencias esenciales en los futuros docentes son las actitudes hacia la discapacidad puesto que fomentan el desarrollo integral de estas personas (Moreno, Rodríguez, Saldaña y Aguilera, 2006). Para la investigación se ha realizado un estudio descriptivo transversal a 48 universitarios que cursan la asignatura de Trastornos del desarrollo en el Grado de Educación Infantil. A estos alumnos se les ha aplicado la Escala de Actitudes hacia las personas con discapacidad (EAPD) de Verdugo, Arias y Jenaro (1997) la cual consta de 37 ítems agrupados en cinco factores. Se han analizado las diferencias según las variables género, contacto previo, razón, frecuencia, calidad y tipo de discapacidad en las escalas del cuestionario y a fin de conocer la influencia de la actitud hacia la discapacidad sobre el rendimiento académico se ha tenido en cuenta su calificación en la asignatura tanto en la parte prác-tica como teórica. Los resultados muestran que existen diferencias significativas en la actitud hacia la discapacidad en función de las variables de contacto previo con estas personas, la razón y la calidad del mismo. Respecto a la influencia de las variables del cuestionario en el rendimiento acadé-mico se observa que explican el 19.2% de la varianza total en de la nota de prácticas y el 14.5% de la varianza total en de la nota de teoría.Palabras Clave: actitudes, discapacidad, rendimiento académico, educación superior

In recent decades, there has been a growing body of research showing the relationship between teaching work and several health problems, both physical and psychological. Some of these studies relate personal competencies and resources to teachers’ occupational health. Based on the construct of Effective Personality, proposed by Martin del Buey, Martín Palacio, and Di Giusto, the aim was to analyse the relationship between the dimensions of the construct and Teachers’ Occupational Health. A descriptive cross-sectional design was used. It was based on the application of the Teacher Health Questionnaire (CSD) and the Efficacy Personality Questionnaire-Adults (CPE-A). The sample consisted of 700 non-university teachers aged between 26 and 66 years, M = 47.65 SD = 8.68. Descriptive, correlational, linear regression, and structural equation analyses were carried out. The results confirmed the relationship between the Efficacy Personality construct and Teachers’ Occupational Health (r = 0.45 **). In addition, the regression analysis indicated the relevance of each factor of Efficacy Personality in the factors of Teachers’ Occupational Health. The variance of Self-efficacy is the most explained by the dimensions of Efficacy Personality (40.2%), with positive relationships. The structural equation analysis confirmed the influence between Efficacy Personality and the factors of Self-Efficacy and Satisfaction, explaining 55.0% of the variance. It is concluded, therefore, that Efficacy Personality has a protective function on Teacher Occupational Health; the higher the Efficacy Personality scores are, the better the results in health gain—Self-efficacy and satisfaction—and the lower the result in health loss—burnout, cognitive affections, musculoskeletal affections, and voice alterations. These results facilitate the design of prevention and intervention programmes for teachers’ occupational health, which strengthen and improve personal and socio-affective competencies.

The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different stages in Spain took part and were administered the DigCompEdu Check-in questionnaire. Non-probabilistic (purposive) sampling was used. The results show an intermediate level of competence among teachers at all the educational stages surveyed. However, this level varies according to the stage at which they work, with secondary education, vocational training, GCE and university teachers standing out the most in the fields of competence analysed using the questionnaire. Different proposals for improvement are proposed too, as well as the existing coincidences with previous studies; furthermore, the need for training from the beginning of teacher preparation is highlighted, as well as the need for continuous training for active teachers to optimise the potential offered by the new technologies, also is very important that taking on challenges such as the correct communication trough technologies, the use and creation of digital content or the protection and security of online data, among others.

Con la implantación del Espacio Europeo de Educación Superior (EEES), una de las cuestiones más relevantes que se incluyen en la formación universitaria es el manejo de las nuevas Tecnologías de la  Información y la Comunicación (TIC) por parte del alumnado. En esta investigación  se ha evaluado el uso de las TIC en 79 estudiantes (Medad=20,43, DT=3,83) de primer curso de Pedagogía de la Universidad de Málaga, y se han analizado las diferencias de género en el ámbito tecnológico. Para la recogida de datos se usó un cuestionario tipo Likert que recababa información sobre las características sociodemográficas y sobre el conocimiento y uso de las TIC. Los resultados muestran una clara diferencia de género en el conocimiento y manejo de las herramientas tecnológicas más complejas, siendo las mujeres las que tienen un conocimiento más escaso. Por otra parte, los resultados muestran que los estudiantes que usan las aulas informáticas universitarias presentan mejores habilidades en el funcionamiento de los foros universitarios que los estudiantes que no usan dichas aulas, independientemente de que sean hombres o mujeres.

Analysing the emotional behaviour of adolescents is fundamental because of its relationship with maladaptive behaviour and even possible psychological maladjustments. For this reason, this study had two objectives: to analyse the existence of significant differences in socio-emotional behaviour in English, Spanish, and Chilean adolescents, taking gender into account, and to analyse the relationship between emotional behaviour and the effective personality model in the Spanish and Chilean samples. A total of 2534 adolescents participated (609 English, 1677 Spanish, and 248 Chilean). The Abbreviated Scale of Emotional Behaviour (ECEA_R: aggressive tendency, social reactivity, and social support) and the Effective Personality Questionnaire—Adolescents (CPE-A: academic self-realisation, socio-affective self-realisation, and resolute efficacy) were applied. A MANOVA was carried out to study the differences in adolescents’ socio-emotional behaviour, taking gender and nationality into account, and a correlational analysis was undertaken to explore the relationship between the variables of emotional behaviour (aggressive tendency, social reactivity, and social support) and effective personality (academic self-realisation, socio-affective self-realisation, and resolute efficacy). Regarding the first objective, for aggressive tendency, English male adolescents stood out, followed by Spanish and Chilean male adolescents and females of all nationalities. In terms of social reactivity, female adolescents stood out over male adolescents and, with regard to social support, Spanish adolescents (male and female) stood out over other nationalities, followed by Chilean and English adolescents (males and females). The results of the second objective indicated a negative relationship between aggressive tendency and academic self-realisation, but a positive relationship for social reactivity and social support (only in the Spanish sample) with most of the effective personality factors. The results are relevant for the application of prevention and intervention programs that improve or implement social and affective competencies in adolescents who develop the effective personality construct.

ABSTRACT.The present study examines if there are gender differences in Effective Personality in adult population. We used a sample of 424 adults (54% female and 46% male). Effective Personality Questionnaire-Adult (CPE-A) (Castellanos Cano, Martin Palacio y Dapelo Pellerano, 2012) was used, an instrument consisting of 30 items divided into 4 subscales: SelfEsteem, Job Self-Realization, Resolving capacity and Social self-realization. The analysis of the data indicates that men have a higher average that women in Self-Esteem, Resolving capacity and Social self-realization, while women have a higher average than men in Job Self-Realization. The results show that there were no statistically significant differences in any of the four factors.It can be concluded, with limitations, that the group of men is perceived more favorably in terms of self-steem, social relationships and effectiveness in coping in different situations, but these data do not reach statistical significance. Women are evaluated favorably in terms of work demands. Is necessary to promote the integral development of people irrespective of sex, and not assume capacities and skills because of it.Keywords. Effective Personality, Adulthood, Gender RESUMEN.El presente estudio analiza la existencia de diferencias de género en Personalidad Eficaz en población adulta española. Se utiliza para ello una muestra de 424 adultos (54% mujeres y 46% hombres).

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Given the educational need to create training environments where skills in digital technology and social interaction are developed, this study analyzes the influence of Collaborative Online International Learning (COIL) on future teachers. The study focuses on the collective construction of knowledge about the teaching of social sciences. The sample corresponds to students of the Degrees of Primary Education of the National University of Trujillo (Peru) and the University of Burgos (Spain). The context of application is a didactic, synchronous and asynchronous collaborative project between both groups, entitled Retos que nos unen, and developed between the months of September and October 2021. A quantitative research method is applied, through a longitudinal design structured in phases, with measurement before and after treatment (pre-test and pos-test).  The results inform that the greatest degree of knowledge acquisition occurs in the collaboration phase of intercultural groups, demonstrating the need to develop collaborative and critical cultures mediated by technology to reverse traditional curricular approaches. Ante la necesidad educativa de crear entornos de formación donde se desarrollen competencias en tecnología digital e interacción social, el presente estudio analiza la influencia del aprendizaje colaborativo internacional en línea (COIL) en futuro profesorado. El estudio se centra en la construcción colectiva de conocimiento sobre la enseñanza de las ciencias sociales. La muestra (n= 68) corresponde a alumnado de los Grados de Educación Primaria de la Universidad Nacional de Trujillo (Perú) y de la Universidad de Burgos (España). El contexto de aplicación es un proyecto colaborativo didáctico, síncrono y asíncrono entre ambos grupos, titulado Retos que nos unen, y desarrollado entre los meses de septiembre y octubre de 2021. Se aplica un método de investigación cuantitativo, a través de un diseño longitudinal estructurado en fases, con medición antes y después del tratamiento (pre-test y pos-test). Los resultados informan, que el mayor grado de adquisición de conocimientos se produce en la fase de colaboración de los grupos interculturales, lo que demuestra la necesidad de desarrollar culturas colaborativas y críticas mediadas por la tecnología para revertir enfoques curriculares tradicionales.