Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.
More and more studies and research have found a positive relationship between the participation of young peoplein altruistic activities and helping others. It is interesting to discover the relationship that personal and vocational satisfaction play in the preparation and training for the teaching profession. For students who begin university studies related to teaching, their psychological well-being and motivation toward this activity are very relevant aspects to consider. The access to and attainment of a university degree with a great vocational character, such as that of Preschool Teacher or Primary Education Teacher, can benefit the students under their tutelage. An adequate motivation and a psychological well-being might favor future educational professionals' personal balance and will impact their students. This research aims to analyze the degree of psychological well-being and its relationship with the motivation toward starting the teaching career. A sample of 233 students and students aged between 17 and 19 who are beginning university studies at the School of Education of Ciudad Real was selected. All participants were enrolled in the first year of the Degree in Preschool and Primary Education. The relationship between the psychological well-being of the students and their motivation toward attaining a professional teaching career was analyzed. Other variables, such as age or gender were also taken into account. A quantitative study was carried out and the Ryff Psychological Well-Being Scale (RPWS) and the validated Intrinsic Motivation Questionnaire (IMI) were used. Once the results were analyzed, it was observed that there is a positive correlation between the perception of psychological well-being that the participants have and their motivation toward the beginning of university studies. The focal point of these future teachers is direct teaching with the students of the early stages of Preschool and Primary Education. There are also some significant differences, considering the age and gender of the participants. The vocational character of university preparation for the teaching profession may determine that students who begin their degree studies have an important motivation toward the performance of their professional future.
At present a great deal of historical gender prejudice is still visible in society. It is essential to eliminate these invisible barriers that impede achieving real equality between men and women. This article seeks to provide a vision of the perception of primary school girls and boys regarding the masculine and feminine genders. A questionnaire was given to groups of schoolchildren in different locations, including rural areas and large cities such as Madrid, the capital of Spain. In addition to detecting prejudice towards one of the two genders, some of the most often repeated answers were taken into account. On several occasions one of the two sexes, or the two, were linked to intelligence or to the ideal of beauty.However, differences were not observed in all cases. Comments are made on the most relevant data regarding the predisposition amongst children to link girls with more passive attitudes than boys’.For many years society has fought to achieve real equality between the two sexes. However, there is still a great deal to be done, and the younger generations have the responsibility of succeeding in having the two sexes live together in a more egalitarian society. The role of education is to encourage this process.
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