Attentional Resources and Independence in Basic and Instrumental Activities of Daily Living in Individuals with Intellectual Disabilities.

The relationship between attentional resources and functionality in individuals with intellectual disabilities (IDs) is clinically relevant. This study aimed to examine the possible relationship between the degree of ID and attentional resources, and to evaluate whether attentional resources predict the performance of basic and instrumental activities of daily living (ADL) in individuals with mild and moderate ID. This study, which employed a descriptive, cross-sectional, observational design, was conducted between July 2019 and May 2020. The sample consisted of 166 individuals divided into three groups: moderate ID, mild ID, and those without ID. These groups were compared for attentional functions (p < 0.001), obtaining an effect size ranging from medium to large. The results indicated that 40% of the variance in basic ADL performance was explained by the age of the participants, degree of disability, and sustained attention in individuals with ID. Additionally, 64% of the variance in instrumental ADL performance was explained by sustained, divided, and executive attention. Therefore, attentional resources appear to be associated with the performance of basic and instrumental ADL in individuals with mild and moderate ID.

Understanding School Anxiety in Italian Adolescence through an Artificial Neural Network: Influence of Social Skills and Coping Strategies.

School anxiety depends on multiple factors that occur directly or indirectly in the teaching-learning process, such as going to the blackboard in class or reporting low grades at home. Other factors that influence school climate are social skills and coping strategies. That said, the aim of this research was to analyze the sources of school anxiety, coping strategies, and social skills in Italian secondary school students through an artificial neural network. For this purpose, a quantitative and ex post facto design was used in which the Inventory of School Anxiety (IAES), the Coping Scale for Children (EAN), and the Questionnaire for the Evaluation of Social Skills student version (EHS-A) were administered. The results showed that cognitive avoidance and behavioral avoidance coping strategies, together with the lack of social skills in students, are the variables that contributed the most to school anxiety scores in the artificial neural network. The conclusions revolve around the need to develop primary prevention programs.

The Association between Executive Function and Performing Instrumental Daily Activities in People with Intellectual Disabilities.

Institutionalized individuals with intellectual disabilities have few opportunities to participate in instrumental activities of daily living (IADLs), which probably affects higher cognitive functions, or vice versa. The objectives of this study were to evaluate the possible difference in the ability to perform IADLs and executive functioning between individuals with and without intellectual disabilities and to determine if executive functions are associated with the performance of IADLs in people with intellectual disabilities. This was a multi-center cross-sectional study, conducted between July 2019 and May 2020. Participants with intellectual disabilities were recruited from four centers for people with intellectual disabilities. Adults without these disabilities were gathered from several community centers. The sample consisted of 90 individuals with moderate intellectual disabilities and 79 individuals with no intellectual disability. Executive functions were evaluated using the Wechsler Adult Intelligence Scale-WAIS-IV, the INECO Frontal Screening test, the Semantic Verbal Fluency Test, and the Behavioural Assessment of the Dysexecutive Syndrome-BADS-Scale. The performance of the IADLs was assessed by the Lawton and Brody Scale. The results showed that the higher the function in instrumental activities, the lower the impairment of executive functions. Executive functions accounted for 81% of the total variance in the ability to perform the IADLs. In conclusion, individuals with moderate intellectual disabilities demonstrated limitations in executing the IADLs, which were partially associated with low performance in executive functions. This information could help in the development of evidence-based intervention programs and facilitate the formulation of appropriate support strategies to enhance participation in these activities.

Benefits of Adaptive Sport on Physical and Mental Quality of Life in People with Physical Disabilities: A Meta-Analysis.

Adaptive sports could produce multiple health benefits in people with physical disabilities. The aim is to evaluate if adaptive sports practice has an influence on physical and mental quality of life. A meta-analysis was performed using electronic databases and other sources. A within- and between-group analysis for physical and mental quality of life was conducted. Standardized mean difference (SMD) was used as a measure of the mean size effect. The statistical heterogeneity, the risk of bias, and the quality of evidence were evaluated. Eight studies met the inclusion criteria and four of them were included in the meta-analysis. In mental quality of life, significant differences were observed in the within-group analysis (SMD = 0.71, p < 0.001) and between people practicing adaptive sports and those not engaging in them (SMD = 0.62, p = 0.009). In physical quality of life, significant differences were also found between pre- and post-practice of adaptive sports (SMD = 1.03, p = 0.007). The engagement in adaptive sports showed a positive impact on the mental quality of life among adults with physical disabilities. However, the positive effect of adaptive sports practice on physical quality of life was shown only in the pre-post-test analysis. Further studies are required to validate the obtained findings.

Suicide Risk Analysis and Psycho-Emotional Risk Factors Using an Artificial Neural Network System.

Suicidal behavior among young people has become an increasingly relevant topic after the COVID-19 pandemic and constitutes a public health problem. This study aimed to examine the variables associated with suicide risk and determine their predictive capacity. The specific objectives were: (1) to analyze the relationship between suicide risk and model variables and (2) to design an artificial neural network (ANN) with predictive capacity for suicide risk. The sample comprised 337 youths aged 18-33 years. An ex post facto design was used. The results showed that emotional attention, followed by problem solving and perfectionism, were variables that contributed the most to the ANN's predictive capacity. The ANN achieved a hit rate of 85.7%, which is much higher than chance, and with only 14.3% of incorrect cases. This study extracted relevant information on suicide risk and the related risk and protective factors via artificial intelligence. These data will be useful for diagnosis as well as for psycho-educational guidance and prevention. This study was one of the first to apply this innovative methodology based on an ANN design to study these variables.

Attitudes toward mathematics/statistics, anxiety, self-efficacy and academic performance: an artificial neural network.

Mathematics and statistical skills are crucial to daily life. However, many students found mathematics difficult to learn and understand. This research aimed to find relationships between mathematics and statistical attitudes and emotional dimensions, such as anxiety or self-efficacy. The sample consisted of two groups: the first group was formed by 276 Spanish students (75.7% female with an average age of 19.92 years) from different degrees at the University of Granada and the second one by agroup of 19 secondary school students from of a Secondary School in Granada, Spain (57.9% male students between 14 and 16 years of age from a public school). The instruments applied were a scale of attitude toward mathematics, a scale of attitude toward statistics, a scale to assess mathematical anxiety, and a scale to assess self-efficacy. An artificial neural network for the backpropagation algorithm was designed using dependent variable. The results showed a negative impact of anxiety on those attitudes, while self-efficacy had a positive impact on those mentioned attitudes. Therefore, emotional education is important in the well-being, and teaching in mathematics. The usefulness of the innovative neural network analysis in predicting the constructs evaluated in this study can be highlighted.

Predicción de la resiliencia docente mediante redes neuronales artificiales:influencia del burnout y del estrés por COVID-19 / Predicting teacher resilience by using artificial neural networks: influence of burnout and stress by COVID-19

Antecedentes: La resiliencia en el profesorado permite afrontar situaciones difíciles y reponerse a la adversidad existiendo diferencias de género al respecto. Asimismo, la inteligencia artificial y las técnicas asociadas a ella han resultado ser de gran utilidad para predecir variables educativas y estudiar la interconexión entre ellas tras la COVID-19. Dicho esto, el objetivo general de esta investigación fue predecir los niveles de resiliencia en las profesoras y profesores de Secundaria a través del diseño de una red neuronal artificial (RNA). Método: Se administró la Escala Breve de Afrontamiento Resiliente, el Inventario de Burnout de Maslach y el Cuestionario de Estrés frente a la COVID-19 a 401 docentes de secundaria (70.6% mujeres) de centros educativos del sureste español, con una edad media de 44.36 años (DT= 9.38). Resultados: Se hallaron diferencias en la configuración de los modelos predictivos de la resiliencia entre profesoras y profesores contribuyendo las variables independientes en diferente grado en función del género. Conclusiones: Se pone de manifiesto la utilidad de las RNA en el ámbito educativo y la necesidad de diseñar programas más ajustados.(AU)

Background:Resilience in teachers allows them to face difficult situations to recover from adversity and there are gender differences. Likewise, artificial intelligence and the techniques associated with it have proven to be very useful in predicting educational variables and studying the interconnection between them after COVID-19. That said, the general objective of this research was to predict the levels of resilience in second-ary school teachers through the design of an artificial neural network (ANN). Method: The Brief Resilient Coping Scale, the Maslach Burnout In-ventory and the COVID-19 Stress Questionnaire were administered to 401 secondary school teachers (70.6% female) from schools in southeastern Spain, with a mean age of 44.36 years (SD = 9.38). Results:Differences were found in the configuration of the predictive models of resilience be-tween male and female teachers, with the independent variables contrib-uting to different degrees depending on gender. Conclusions:It is highlighted the usefulness of ANNs in the educational setting and the need to design more adjusted programs.(AU)

Attitudes toward Transsexuality, Empathy, and Bullying in Young Population.

Affective-sexual and gender diversity is an increasingly distinctive and extended reality and should be acknowledged and respected. From a psychosocial and educational point of view, it is appropriate to review young people's attitudes and knowledge regarding this, relating them to aspects such as empathy, violence, or bullying, to implement quality education in the early stages of primary education. The main objective of this study was to analyze the relationship between empathy levels, attitudes toward transsexuality, and bullying among Spanish university students. The sample consisted of 247 students. Instruments were administered to evaluate negative attitudes toward transsexual people, gender ideology, transphobia, bullying, and empathy. Inverse relationships were found between transphobia and empathy. Regression analysis demonstrated the predictive ability of empathy on attitudes toward transsexual people. The results of this study are expected to increase awareness in society and encourage appropriate, satisfactory, or tolerable coexistence, in which all individuals can be free to live and express themselves. While the results indicated that the quality of life of transgender people has comparatively improved, there is still a long way to go.

Self-Esteem at University: Proposal of an Artificial Neural Network Based on Resilience, Stress, and Sociodemographic Variables.

Artificial intelligence (AI) is a useful predictive tool for a wide variety of fields of knowledge. Despite this, the educational field is still an environment that lacks a variety of studies that use this type of predictive tools. In parallel, it is postulated that the levels of self-esteem in the university environment may be related to the strategies implemented to solve problems. For these reasons, the aim of this study was to analyze the levels of self-esteem presented by teaching staff and students at university (N = 290, 73.1% female) and to design an algorithm capable of predicting these levels on the basis of their coping strategies, resilience, and sociodemographic variables. For this purpose, the Rosenberg Self-Esteem Scale (RSES), the Perceived Stress Scale (PSS), and the Brief Resilience Scale were administered. The results showed a relevant role of resilience and stress perceived in predicting participants' self-esteem levels. The findings highlight the usefulness of artificial neural networks for predicting psychological variables in education.

Effectiveness of a Program to Improve Attention towards Affective-Sexual, Bodily and Gender Diversity in University Students.

It is necessary for the university environment to contribute to the improvement of the attention paid to affective-sexual, bodily, and gender diversity. This research deals with how, by means of a teaching innovation program, competences for affective-sexual diversity were developed. Specifically, negative attitudes towards diversity, knowledge, and degree of empathy on these issues before and after the implementation of the program are compared. The degree of satisfaction, perceived usefulness, and fulfillment of the objectives proposed in the program were also evaluated. An ex post facto design was used. The participants in this study were 129 students belonging to Educational Sciences and Psychology, out of 2400 who benefited from the innovation program. The results showed an increase in competences related to the attention to diversity, with the improvement of attitudes and knowledge about affective-sexual diversity after the application of the program. It is concluded that this type of innovation program, with quality training, contributes to the improvement of coexistence and the prevention of gender violence in university classrooms, eliminating stereotypes and negative attitudes towards diversity.

Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment.

The COVID-19 global health emergency has greatly impacted the educational field. Faced with unprecedented stress situations, professors, students, and families have employed various coping and resilience strategies throughout the confinement period. High and persistent stress levels are associated with other pathologies; hence, their detection and prevention are needed. Consequently, this study aimed to design a predictive model of stress in the educational field based on artificial intelligence that included certain sociodemographic variables, coping strategies, and resilience capacity, and to study the relationship between them. The non-probabilistic snowball sampling method was used, involving 337 people (73% women) from the university education community in south-eastern Spain. The Perceived Stress Scale, Stress Management Questionnaire, and Brief Resilience Scale were administered. The Statistical Package for the Social Sciences (version 24) was used to design the architecture of artificial neural networks. The results found that stress levels could be predicted by the synaptic weights of coping strategies and timing of the epidemic (before and after the implementation of isolation measures), with a predictive capacity of over 80% found in the neural network model. Additionally, direct and significant associations were identified between the use of certain coping strategies, stress levels, and resilience. The conclusions of this research are essential for effective stress detection, and therefore, early intervention in the field of educational psychology, by discussing the influence of resilience or lack thereof on the prediction of stress levels. Identifying the variables that maintain a greater predictive power in stress levels is an effective strategy to design more adjusted prevention programs and to anticipate the needs of the community.

Doctors and Nurses: A Systematic Review of the Risk and Protective Factors in Workplace Violence and Burnout.

The present study aims analyze the risk factors that lead to high levels of burnout among nurses and physicians and the protective factors that prevent them. Thus, it is also intended to explore the possible correlation between physical and verbal violence produced at work and the symptoms derived from burnout. Methods: The search was carried out on the Scopus, PubMed and Web of Science databases between 2000 and 2019 (on which date the bibliographic search ends). Descriptive studies estimating the prevalence of workplace violence and risk and protective factors and burnout were included. An adapted version of the Downs and Black quality checklist was used for article selection. 89.6 percent of the studies analysed were in the health sector. There is a significant correlation between burnout symptoms and physical violence at work. On the one hand, the risk factors that moderate this correlation were of structural/organisational type (social support, quality of the working environment, authoritarian leadership, little autonomy or long working days, etc.) and personal type (age, gender, nationality or academic degree, etc.). On the other hand, protective factors were the quality of the working environment, mutual support networks or coping strategies. The results were analysed in-depth and intervention strategies were proposed.

Evaluation of Anxiety, Suicidal Risk, Daily Stress, Empathy, Perceived Emotional Intelligence, and Coping Strategies in a Sample of Spanish Undergraduates.

Anxiety disorders and suicide are commonly under-recognized issues that can be a public health problem. Adolescents are among the most affected population groups and studying them can prevent serious health problems. These two elements are related, but at the same time, they can only be understood from a multifactorial point of view, so other related variables such as emotional intelligence, empathy, or coping strategies are key to understand their effect on the population. In this study, a series of methods to measure the variables of interest were applied to a specific group of adolescents to determine their mental health levels, focusing on suicide and anxiety episodes. The results reflected average levels with a tendency to be high in the case of anxiety and nonalarming levels in terms of suicide risk, both parameters presenting more worrying values in women. In turn, the correlation between suicide and anxiety was demonstrated considering the other variables (coping strategies, empathy, emotional intelligence, and prosociality). This research has relevant implications for the diagnosis, orientation, and design of psychoeducational and clinical interventions that contribute to the improvement of their well-being and quality of life.

Influence of Resilience, Everyday Stress, Self-Efficacy, Self-Esteem, Emotional Intelligence, and Empathy on Attitudes toward Sexual and Gender Diversity Rights.

The present study forms part of the project "Cross-disciplinary education for sexual, body, and gender diversity" (Code 419). The aim of this study was to analyze the role played by the psychoeducational variables involved in burnout (resilience, self-efficacy, self-esteem, emotional intelligence, empathy, and everyday stress) on attitudes toward sexual and gender diversity rights. Participants comprised 170 university students undertaking a degree in primary education. Instruments were administered to assess the constructs analyzed, ensuring informed consent, voluntary participation, anonymity, and data confidentiality. An ex post facto design was employed to determine whether attitudes toward sexual and gender diversity rights are influenced by the possible relationships and role of these variables. We found statistically significant associations between students' attitudes toward sexual and gender diversity at all three levels (sociocultural, relational, and personal) and the variable of burnout. Attitudes towards gender sexual orientation and gender identity rights influence burnout, and vice versa. As we ponder deeply about how these factors influence one another, we can shift our perspectives in a way that builds social harmony. It is important to learn how exactly these influences work, and this knowledge translates into making teaching strategies more effective to help raise awareness about guaranteeing rights for all. At the personal level of students' attitudes toward sexual and gender diversity/equality, we found positive correlations between this level and the total score for the variable of resilience and with its factor of personal competence. The data obtained will be of use for future psychoeducational assessment and intervention programs related to an education in sexual orientation and gender identity rights that are aimed at developing socio-emotional competencies and attention to diversity with the ultimate goal of improving social harmony by dismantling stereotypes and raising awareness of the importance of the variables of resilience, self-efficacy, self-esteem, emotional intelligence, empathy, and everyday stress which highlights how "education is an instrument of social transformation".

The Relationship between Psychological Well-Being and Psychosocial Factors in University Students.

Determining what factors influence the psychological well-being of undergraduate university students may provide valuable information to inform the development of intervention programs and targeted learning activities. The objective of this study was to investigate the correlation between psychological well-being in university students and their self-reported learning styles and methodologies, social skills, emotional intelligence, anxiety, empathy and self-concept. The final sample consisted of 149 Spanish university students, with an average age of 21.59 years (SD = 4.64). Psychological well-being dimensions, along with learning style and methodology preferences, social skills, level of social responsibility, emotional intelligence, state and trait anxiety, empathy and levels of self-concept were measured using a series of validated self-report scales. The results indicate that the total variance explained by the university students' psychological well-being factors were as follows: i) self-acceptance dimension (R2 = 0.586, F(6,99) = 23.335, p < 0.001); ii) positive relationships dimension (R2 = 0.520, F(6,99) = 17.874, p < 0.001); iii) autonomy dimension (R2 = 0.313, F(4,101) = 11.525, p < 0.001); iv) environmental mastery dimension (R2 = 0.489, F(4,101) = 24.139, p < 0.001); v) personal growth dimension (R2 = 0.354, F(4,101) = 13.838, p < 0.001); and vi) purpose-in-life dimension (R2 = 0.439, F(4,101) = 19.786, p < 0.001). The study findings may be used to inform new educational policies and interventions aimed at improving the psychological well-being of university students in the international context.

The Role of Anxiety, Coping Strategies, and Emotional Intelligence on General Perceived Self-Efficacy in University Students.

The main objective of the present research is to analyze the relationship of levels of self-efficacy and anxiety, coping strategies, and emotional intelligence in Spanish university students. This study has a cross-sectional design. The sample was composed of 258 university students recruited from three academic areas. Descriptive, bivariate, and multivariate regression analyses were performed. Significant bivariate analysis showed a significant inverse correlation between self-efficacy and state anxiety (r = -0.340) and trait anxiety (r = -0.466). In addition, a direct correlation was found between self-efficacy and the coping strategies of problem-solving (r = 0.312), emotional expression (r = 0.133), cognitive restructuring (r = 0.195), social withdrawal (r = 0.103), and coping with a situation (r = 0.303), as well as with the emotional intelligence dimensions of emotional clarity (r = 0.397) and repair mood (r = 0.347). Multivariate regression analysis showed that trait anxiety, problem-solving, emotional expression, social withdrawal, and emotional clarity were significantly related to the dependent variable, predicting 39% of total variance on levels of general perceived self-efficacy. In conclusion, this paper contributes to a better understanding of the related factors to general perceived self-efficacy in undergraduate students.

Education Burnout and Engagement in Occupational Therapy Undergraduate Students and Its Associated Factors.

INTRODUCTION: Burnout syndrome has been characterized as a process of chronic responses to occupational stress in certain employee groups. However, this phenomenon has also been reported in other participant groups including university students. The Maslach Burnout Inventory-Student Survey (MBI-SS), composed of the Exhaustion, Cynicism and Efficacy subscales, was used to evaluate burnout in this sample group while the Utrecht Work Engagement Scale (UWES) was used to gather data related to engagement, a positive psychology construct composed of the three factors, namely vigor, dedication, and absorption. To date, no studies considered these factors in relation to occupational therapy students. This begs the question, is there a relationship between occupational therapy students' self-reported levels of burnout and engagement? OBJECTIVES: The study objectives are to (1) ascertain the self-reported levels of burnout and engagement in a sample of Australian Occupational undergraduate therapy students, and (2) analyze the sociodemographic, occupational and academic characteristic associated with these levels. METHODS: Participants were 225 Australian undergraduate occupational therapy students from Monash University completed the MBI-SS and the UWES for students. Descriptive, bivariate and multiple linear regression analyses were performed. RESULTS: Regarding MBI-SS burnout dimensions, exhaustion was associated with age, year level of enrolment and hours of direct time spent working on occupational therapy studies, explaining 15% of its variance. Cynicism and efficacy were associated with age, year level of enrolment and hours of indirect time, accounting for 16% of its variance. For the UWES engagement dimensions, year level of enrolment and hours of indirect time spent working on occupational therapy studies were significant predictors of vigor, explaining 27% its variance while while age, gender, year level of enrolment, hours of indirect time spent working on occupational therapy studies, and hours spend per week engaged in self-care activities accounted for 23% of the variance of dedication. Finally, age, year level of enrolment, and hours of indirect time spent working on occupational therapy studies explained 27% of the variance of absorption. CONCLUSION: The results indicate that a number of demographic and academic study variables are significantly associated with burnout syndrome and education engagement reported by undergraduate occupational therapy students.

Prevalence of strategies for coping with daily stress in children / Prevalencia de las estrategias de afrontamiento del estrés cotidiano en niños

BACKGROUND: The study of coping strategies in children guarantees quality of life from childhood onwards. The present paper aims to determine the prevalence of coping strategies for three everyday problems in children, while examining sociodemographic variables, context variables, and teacher assessment. METHOD: The sample is composed of 7,058 school children aged between 8 and 13 years old. RESULTS: Results show a higher prevalence of the Active Solution strategy at home and in school contexts compared with the health area, where the Active Solutionis the least prevalent strategy, and Concealing the Problem the most widely used, followed by Passivity. Other highly prevalent strategies in the school context include Search for Information, Emotion, and Social Support. In general, regardless of the context, Behavioural Avoidance and Passivity are the least prevalent strategies, whereas Active Solution is the most prevalent one, followed by Emotion. The last two-Active Solution and Emotion - are part of two main coping styles suggested in a number of studies on which these results are based, which will be compared and discussed in this study. CONCLUSIONS: The present study allows us to extract relevant epidemiological information on strategies used to cope with everyday problems related to health, family, and school, in a sample of socially well-adapted and psychologically healthy Spanish school children. The data obtained can be useful in an increasing number of situations and contexts, both for diagnostic purposes and for psycho-educational orientation and intervention

ANTECEDENTES: el estudio de las estrategias de afrontamiento en niños es un tema que supone garantía de calidad de vida desde la infancia. Este trabajo tiene como objetivo conocer la prevalencia de estrategias de afrontamiento en tres problemas cotidianos infantiles y estudiando también variables sociodemográficas, de contexto y evaluación del profesor. MÉTODO: la muestra está formada por 7.058 escolares con edades comprendidas entre los 8 y 13 años. RESULTADOS: entre los resultados se encuentra una mayor prevalencia de la estrategia Solución activa en el ámbito escolar y familiar en comparación con el ámbito de la salud, donde la estrategia Solución activa es la de menor prevalencia, siendo la más utilizada en salud la Ocultación del problema seguida por Pasividad. Otras estrategias de mayor prevalencia en el ámbito escolar son Búsqueda de información, Emoción y Apoyo social. En general, sin diferenciar por ámbitos, las estrategias Evitación conductual y Pasividad son las menos prevalentes, mientras que la estrategia más prevalente es Solución activa, seguida de la estrategia de Emoción. Estas estrategias, Solución activa y Emoción, forman parte de los dos principales estilos de afrontamiento propuestos en otros estudios con los que se comparan y discuten los resultados. CONCLUSIONES: el presente estudio permite obtener información epidemiológica relevante sobre las estrategias de afrontamiento utilizadas ante problemas cotidianos relacionados con la salud, la familia y la escuela por una muestra de escolares españoles adaptada socialmente y de buena salud psicológica. Estos datos son útiles en un número cada vez más amplio de situaciones y contextos tanto para el diagnóstico como para la orientación e intervención psicoeducativa

Vocational guidance programme for unemployed young people

This study presents the structure and fundamental characteristics of a Mixed Experience Training and Employment Program aimed at getting teenagers in rural areas acquainted with the labor world by providing them with training activities. An assessment of the impact of these educational activities on participating students and their satisfaction with them is carried out. Participants were 40 students, aged 16 to 24, from rural areas of the province of Málaga, without previous employment and qualification. Data show that the program has been a successful experience that has helped facilitate labor insertion of participating students. Data also show positive attitudes in students towards the use of new technologies, such as Internet, to facilitate their learning. The students perceived most activities very satisfactory (AU)

Se presenta la estructura y características fundamentales de un programa de experiencias mixtas de formación y empleo cuyo objetivo general fue introducir a jóvenes que viven en núcleos rurales en el mundo laboral, proporcionándoles las actividades formativas necesarias para ello. Se aporta una evaluación del impacto y satisfacción que determinadas actividades educativas ha tenido en el alumnado participante como protagonistas del proceso de enseñanza/aprendizaje. Los participantes fueron 40 alumnos, con edades comprendidas entre 16 y 24 años, del ámbito rural de la provincia de Málaga, sin empleo anterior y sin cualificación profesional. Los datos demuestran que el programa ha sido una experiencia exitosa que ha contribuido a facilitar la inserción sociolaboral del alumnado participante. Los resultados muestran en el alumnado actitudes positivas hacia el uso de las nuevas tecnologías como Internet para facilitar su aprendizaje y que la mayoría de las actividades realizadas les han resultado muy satisfactorias (AU)

Cross-curricular education for solidarity in the training of psychologists and educators

The European Higher Education Area involves major changes in the teaching/learning process for the acquisition of transversal competences, such as social and civic skills. A need for active learning methods is established in order to develop students’ ability to make decisions and learn independently, reflectively, and critically, thereby promoting these skills. Considering the importance of a program for the training of ethical and solidarity values within the university curriculum (Educational Innovation Program, PIE10-127), we carried out a comparative study on ethical values in college students before and after the program application and an evaluation of the effectiveness of different active methodologies to promote the acquisition of solidarity and its impact on performance. Participants in this study were 4,103 university students, aged 18 to 57, from the Faculty of Psychology and Educational Sciences of the University of Malaga. The results show an increase in the acquisition of solidarity skills following the implementation of the program and that active methods have a positive impact on academic performance. Hence, the conclusion is that there is a need to strengthen these values (AU)

El Espacio Europeo de Educación Superior implica importantes cambios en el proceso de enseñanza-aprendizaje para la adquisición de competencias transversales como las sociales y las ciudadanas. Se establece la necesidad de utilizar metodologías activas de aprendizaje para desarrollar en los estudiantes la capacidad de tomar decisiones y aprender de forma autónoma, reflexiva y crítica fomentando estas competencias. Al considerar la importancia de un programa de formación en valores de solidaridad y ética profesional que se incorpore al currículum universitario (Proyecto de Innovación Educativa, PIE10-127) se realizó un estudio comparativo sobre valores éticos en estudiantes universitarios antes y después de la aplicación del programa así como una evaluación de la eficacia de distintas metodologías activas para fomentar la adquisición de competencias solidarias y su incidencia en el rendimiento. Los participantes en este estudio han sido 4.103 estudiantes universitarios, con edades comprendidas entre 18 y 57 años, de las facultades de Psicología y Ciencias de la Educación de la Universidad de Málaga. Los resultados demuestran un incremento en la adquisición de competencias solidarias tras la aplicación del programa y que las metodologías activas empleadas inciden positivamente en el rendimiento académico. La conclusión apunta hacia la necesidad de fortalecer dichos valores (AU)