Prosocial behavior consists of a set of behaviors that are beneficial to others in the form of sharing and helping. It includes aspects such as solidarity and friendship, and it fosters development and positive psychological functioning; it also improves classroom and school climate. Interactive learning environments may play a crucial role in creating affordances for students to develop prosocial behavior. This study analyzes the impact of two educational interventions based on egalitarian dialogue (Dialogic Literary Gathering and Interactive Groups) on prosocial behavior among fourth grade elementary students. A quasi-experimental design has been carried out, in which measurements have been taken before and after the intervention. Results show that students involved in the Dialogic Literary Gatherings increased significantly their level of prosocial behavior more than those in the control groups. However, no significant differences have been found between students in the experimental and control condition, when considering Interactive Groups. These results have important educational implications for creating conducive learning environments for the development of prosocial behavior.

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Introduction. In secondary education, students' low achievement and engagement in mathematics are closely related to their attitudes towards the subject. Despite the international body of research, an exhaustive literature review of the existing instruments for measuring it draws attention to the inconsistency in the definition and corresponding factor structure for the construct attitudes towards mathematics. Therefore, the aim of this paper is to develop and validate an instrument for measuring secondary students' attitudes towards mathematics based on a preliminary detailed theoretical framework. Method. The sample comprised 792 students, with an average age of 13.96 (SD = 1.09) years, from Biscay (Basque Country Autonomous Region, Spain). Confirmatory factor analyses were conducted to test the theoretical proposed non-hierarchical structure, consisting of three first-order factors (student's math self-concept, perceived usefulness of mathematics and interest for mathematics). Results. The results largely confirmed that this model showed a good fit to the data. Internal consistency, discriminant validity and criterion-related validity tests yielded good Cronbach's alpha coefficients, strong correlations between the proposed dimensions and moderately positive correlation scores between attitudes towards mathematics and students' mathematical performance measured with a math achievement test developed ad-hoc. Discussion. The resulting 19-item scale may represent a psychometrically sound instrument both for research purposes and for educational interventions. To conclude, the contribution of the present study to the research on attitudes towards mathematics is discussed, and some issues are suggested for future research to address.

Las competencias socio-profesionales están muy valoradas en el mundo del empleo, por tanto, su desarrollo es fundamental en todas las personas y especialmente en aquellas en riesgo de exclusión, ya que actúan como factor de inclusión a través de la entrada al mundo laboral. A pesar de su importancia, no siempre se trabajan y evalúan de forma sistemática en los centros de formación. En este artículo se presenta una propuesta formativa de competencias socio-profesionales a través del diseño, validación y aplicación de un programa específico que puede ser adaptado a diferentes contextos. La evaluación del programa a través de los aprendizajes de los estudiantes y de sus valoraciones tiene implicaciones para la mejora de la formación de estas competencias, tales como la importancia de la sensibilización previa, la necesidad de flexibilidad para adaptarse al nivel de desarrollo de los estudiantes, y la importancia de su participación en el proceso a través, por ejemplo, de la autoevaluación

(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students’ needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field.

Introducción. El bajo logro y el escaso compromiso en matemáticas de los estudiantes de secundaria están estrechamente relacionados con sus actitudes hacia la asignatura. A pesar de la amplia investigación existente al respecto, una revisión exhaustiva de la literatura sobre instrumentos para su medición concluye con la inconsistencia en la definición de la conceptualización teórica y correspondiente estructura factorial del constructo actitudes hacia las matemáticas. Por tanto, el objetivo de este estudio es desarrollar y validar un instrumento para la medición de las actitudes hacia las matemáticas de estudiantes de secundaria basado en un detallado marco teórico previo.Método. La muestra estuvo compuesta por 792 estudiantes, con una edad media de 13.96 (DE = 1.09) años, procedentes de Bizkaia (Comunidad Autónoma del País Vasco, España). Se llevaron a cabo análisis factoriales confirmatorios para testar la estructura teórica no jerarquizada propuesta, consistente en tres factores relacionados de primer orden (autoconcepto matemático del estudiante, utilidad percibida de las matemáticas e interés hacia las matemáticas).Resultados. Los resultados confirmaron que este modelo presentaba buenos índices de bondad de ajuste. Los análisis correspondientes a consistencia interna, validez discriminante y validez de criterio arrojaron buenos coeficientes alfa de Cronbach, correlaciones significativas entre las dimensiones propuestas y correlaciones moderadas y positivas entre las actitudes hacia las matemáticas y el rendimiento matemático de los estudiantes, que fue medido con un test matemático desarrollado ad-hoc.Discusión. La escala resultante, de 19 ítems, representa un instrumento psicométricamente robusto tanto para fines de investigación como para intervenciones educativas. Para concluir, se discute la contribución del presente estudio al ámbito de las actitudes hacia las matemáticas, y se sugieren algunos aspectos para futuras líneas de investigación.

The basic competences (such as Information Acquisition and Management; Understanding and Expression of Information and Emotions; Competence to Do and Undertake; Competence to Live Together; and Competence to Be) are necessary to achieve adequate personal, social and professional development. This study develops and validates, through Confirmatory Factor Analysis, an instrument for assessing them. Data were collected from 751 secondary students, with ages ranging from 11 to 18. The results confirm the structure of the instrument, comprising five independent scales. The instrument is valid for its application, either as a whole or separately.

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