Compulsory Secondary Education Students Research Articles

Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents.

Digital media play a fundamental role in the social, emotional, and cognitive development of adolescents, since they involve a very significant use and investment of time at this age. The objectives of this work are twofold: analyze the use of the Internet and digital devices by Spanish young people outside school, and the time they use them and their attitude towards the use of digital devices, as well as to identify the effects of the use of internet and digital devices on social and interpersonal relationships. The sample is composed of 35,943 students of Compulsory Secondary Education, from different Spanish high schools that participated in the PISA 2018 Report. The data provided by this study confirm the widespread consumption of digital devices. Identified as actions that they carry out every day were: the use of online chat, use of social networks to contact their friends, and surfing the internet for fun. Regarding the attitude towards digital devices, the participants say they feel comfortable using digital devices and discovering new applications or games. However, we also found as one of the most relevant results of this study the fact that participants say they feel bad if they do not have internet connection.

Compliance with COVID-19 measures in adolescents and related sociodemographic and educational variables

Increasing rule compliance in adolescents is one of the greatest challenges during the pandemic. Understanding how different variables are related to compliance with COVID-19 regulations in adolescents is needed to improve policy and practice against it. This study aims to analyze how sociodemographic and educational variables such as sex, age, socioeconomic status, being in a minority group, academic performance and failure, and problem behavior at school are related to the compliance with some COVID-19 regulations in a representative sample of 1,498 students (aged between 11 and 17 years M = 13.58, SD = 1.32) of compulsory secondary education in Andalusia (Spain). Results showed that almost one out of three participants never kept the recommended social distancing. In contrast, nearly 85% of the participants wore a mask every day when they spent time with their peers. A higher number of failed subjects and school suspensions were related to less compliance, younger adolescents complied more with the COVID-19 measures and ethnic minorities were less compliant than the majorities. Regression analysis showed that the higher school performance, male sex, young age, being part of a sexual minority and feeling bad about the pandemic were uniquely related to more compliance with preventive measures. Programs to promote equalitarian education and programs to promote school success could be useful to increase the compliance in adolescents.

Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students

The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI), TMM-24 and school grades. To analyze the results, a model of structural equations was used by estimating the maximum likelihood together with the bootstrapping procedure. We concluded that EI stands as a protector against bullying and has a positive impact on academic performance. This infers that having greater clarity, repair and emotional attention correlates with a lower possibility of being bullied, at the same time, a school climate without aggressiveness generates positive links towards the school and towards optimal learning environments.

Problematic internet use: the preference for online social interaction and the motives for using the Internet as a mediating factor

The preference for online social interaction has been seen as an antecedent for problematic use of the Internet and social networks, which is associated with problems of social anxiety and a lack of social skills. Based on a survey with a representative sample of 524 students in Compulsory Secondary Education (aged 12-14) in the Autonomous Region of Madrid (Spain), the role of motives of use as a factor that explains the problematic use of the Internet has been analysed as a mediating component between such problematic use and the preference for online social interaction. The results show that only when social networks are used to expand relationships and as a form of self-expression are there negative consequences for the individual, but not when such networks are used to maintain close relationships. Finally, is has been observed that such motives, which moderately predict problematic use, only slightly explain in part the relationship between the preference for online social interaction and problematic use. Therefore, further research is needed to investigate other motives for use that mediate this association, as well as the connection between the motive to expand social relationships together with self-expression, and other pre-existing personality factors that might lead to problematic use of the Internet and social networks.

Adolescents’ Emotions in Spanish Education: Development and Validation of the Social and Emotional Learning Scale

The aim of this study was to develop and validate a scale for measuring the different areas of competence of the social and emotional learning model in students in compulsory secondary education. For this purpose, following the recommendations and quality standards established by the specialised literature, the Social and Emotional Learning Scale was constructed and administered to a convenience sample of 1385 students in compulsory secondary education. The results reveal adequate reliability of the instrument and fairly satisfactory fit indices for the structural model proposed. In addition, external evidence is provided for the validity of the instrument with the variables life satisfaction and school performance. The Social and Emotional Learning Scale is of satisfactory metric quality and provides a detailed and consolidated picture of adolescents’ level of self-awareness, social awareness, self-control, interpersonal skills and responsible decision making, which provides students with an instrument that can help to understand their interpersonal and intrapersonal skills and to establish mechanisms for their improvement.

Analysis of Adolescent Physical Activity Levels and Their Relationship with Body Image and Nutritional Habits.

The main objective of this research article was to make a cluster analysis in Compulsory Secondary Education students with regard to their physical activity levels, their relationship with nutritional habits and body perception. In this study, a total of 1089 students participated, to whom a battery of tests was given in order to assess three aspects: levels of physical activity, food consumption habits and perception of body image. The main results indicated that the adolescent sample presented high levels of physical activity in comparison with other studies. In addition, a profile analysis was carried out, showing that there were no differences in physical activity, in nutritional habits or in body-image index. Taking into account gender, women who practice light physical activity had better nutritional habits. On the other hand, boys dominated in the group of moderate-to-high physical activity, while the girls were mainly included in the profile of low physical activity. Finally, body-image index was greater in men than women. It was concluded that is necessary to promote the importance of adequate nutritional habits in addition to physical activity, and it is necessary to promote body image, particularly among adolescent girls, given their low values of physical activity and worse body-image perception in relation to boys.

The effects of gamification on the motivation and basic psychological needs of secondary school physical education students

ABSTRACT Background Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. Methods A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). Results An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; η2 p = 0.175); competence (F(1) 37.28, p = <0.001; η2 p = 0.120); relatedness (F(1) 51.49, p = <0.001; η2 p = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; η2 p = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; η2 p = 0.073)). Conclusions These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students.

Influence of Personal, Academic, Social, and Level of Physical Activity Variables on Emotional Intelligence.

In the diverse and complex society in which we live, the support that an appropriate emotional intelligence can provide to adolescents to achieve a satisfactory, balanced, and peaceful coexistence is increasing. The aim of this research was to determine whether personal, academic, and social variables influenced emotional intelligence in adolescent populations. A descriptive-inferential study was carried out with 964 students of compulsory secondary education (M = 14.18; SD = 1.28), applying the emotional intelligence scale Trait Meta-Mood Scale (TMMS-24). The results show better emotional attention in boys who practice physical exercise and have good social skills; better emotional clarity in girls who practice physical exercise and have good social skills; and better emotional repair in girls under 13 years of age, who practice physical exercise, have a good academic record and good social skills. In conclusion, a solid and specific knowledge of the personal, academic, and social variables that may influence the development of emotional intelligence in the adolescent period allows helping students in the prevention or modification of undesirable aspects they may have in their relationships with society.

Self-Concept and Feeling of Belonging as a Predictor Variable of the Attitude towards the Study from the PISA 2018 Report

The importance of self-concept and the feeling of belonging to a school have been highlighted in numerous studies as predictors of school success. However, there are hardly any studies that link the relationship between self-concept and the feeling of belonging to the school. Thus, the aim of this study is to analyze the influence of personal and educational self-concept on the feeling of belonging to school, based on the data provided by the PISA 2018 report. To achieve this objective, a correlational methodology based on structural equation modelling has been used. The sample of participants is composed of 35,943 students of Compulsory Secondary Education from different Spanish high schools that participated in the PISA 2018 Report. The results obtained have shown that personal and educational self-concept correlate positively. In addition, both factors were positively related to the feeling of belonging to the educational centre. This study allows us to infer the idea of the existence of a direct and positive correlation between school and personal self-concept and the feeling of belonging, which would allow schools to develop educational intervention programmes with the aim of promoting the student’s self-concept in order for them to feel better integrated into the school.

DYNAMIC SYSTEMS THEORY APPLIED TO EFL: THE CASE OF NON-BILINGUAL SECTIONS OF 1st OF COMPULSORY SECONDARY EDUCATION STUDENTS IN A HIGH SCHOOL IN MADRID

The present study analyzes some possible applications of Dynamic Systems Theory to the context of English as a Foreign Language in High school students of Madrid. Following this theory, tenets such as implicit teaching, real language, and crossmodal input have been applied to the teaching of one group of 1st of Compulsory Secondary Education students for a two-week training period followed by two more weeks of treatment. The results show that students in the experimental group obtained higher academic results in a given unit of the course in comparison with students who simply followed the traditional teaching methodology. This little study thus calls for further research on more innovative teaching methods based on the dynamic nature of foreign language acquisition.

Design of a Methodological Intervention for Developing Respect, Inclusion and Equality in Physical Education

The following educational intervention proposal arises from the importance of implementing an education based on fostering values through physical education (PE) lessons. PE has certain characteristics that contribute to enhancing learning at a social, affective and psychological level, in addition to promoting adequate physical development. The proposed design is based on Donald Hellison’s personal and social responsibility model (TPSR), whose main objective is to achieve a teaching methodology that can convey values and skills in the lives of youth at risk of exclusion. Different sports modalities are used in the initiation phase, which make up a ten-week teaching unit and in which the game takes the leading role. The application of this program focuses specifically on students in compulsory secondary education, a stage in which significant changes are experienced in many aspects and levels. However, it is completely adaptable to other developmental stages. In this way, the main objective of this work is to create an intervention proposal that aims to promote, following a set of intervention units of sessions, the development of the three main values in which this work is based: respect, equality and inclusion.

Attitudes toward School Violence against LGBTQIA+. A Qualitative Study.

School climate is one of the main concerns in terms of research and intervention worldwide. Although it can be directed toward any student, some groups seem to be more vulnerable, as is the case of the LGBTQIA+ (lesbian, gay, bisexual, transgender, queer and intersex +) students, among others. Attitudes toward violence are a construct of particular importance for action plans focused on improving school coexistence. The aim of this study is to examine attitudes toward school violence against LGBTQIA+ students and their relationship with violent behaviors. For this purpose, 96 Spanish students of Spanish elementary education (PE) and compulsory secondary education (CSE) participated in this qualitative study through focus groups for its subsequent thematic analysis. The results identify four types of attitudes toward violence, such as the use of violence as a form of fun, to feel better, when it is perceived as legitimate, and as a way of relating to the LGBTQIA+ community. In addition, a greater number of negative attitudes and violent behaviors toward homosexual boys and transgender minors are observed.

Profiles of Maladjustment and Interpersonal Risk Factors in Adolescents.

The individual’s adaptation problems can lead to risky behaviors such as drug use. This study aimed to analyze the existence of different adaptation profiles (personal, school, and social) in adolescents. Thus, the study aimed to analyze the existence of significant differences in interpersonal risk factors depending on the degree of adaptation. The study participants were 1,201 students of Compulsory Secondary Education (M = 14.43, SD = 1.43), and 50.6% were girls. The TAMAI Test (multifactorial adaptation self-evaluation test) and the FRIDA questionnaire (Interpersonal Risk Factors for Drug Use in Adolescence) were used. A latent class analysis (LCA) revealed three different types of adaptation: maladjusted group, at-risk group, and adjusted group. The results showed the existence of significant differences between the different adaptation profiles based on interpersonal risk factors. The data obtained will help school and mental health plans to prevent misbehaving or risky behaviors.

Perceived parental involvement and student engagement with homework in secondary school: The mediating role of self-handicapping

Research in the field of homework has confirmed the significant association between students’ perceptions of their parents’ involvement and their motivation and engagement with these tasks. In this study we analyzed the possible mediating role of self-handicapping strategies in the relationship between perceptions of parental support (content-oriented and autonomy-oriented support) when doing homework and the students’ behavioral engagement (time spent, effort made, amount of homework done, level of procrastination). The participants were 643 students in compulsory secondary education (between 7th and 10th grade). The results showed that the lower the perceptions of support from parents when doing homework, the greater the students’ use of self-handicapping strategies and the worse their behavioral engagement (less effort, less amount of homework done, more procrastination) and vice versa. These findings seem to indicate that self-handicapping is a motivational strategy that would partially explain students’ poor behavioral engagement with homework in the absence of parental support.

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

GÉNERO Y PREVENCIÓN DE DROGODEPENDENCIAS: EVALUACIÓN DEL PROGRAMA ESCOLAR "JUEGO DE LLAVES"

El consumo de drogas en menores es una realidad preocupante, especialmente el de sustancias legales. Una de las principales medidas emprendidas para hacer frente a esta situación es el desarrollo de programas de prevención escolar dirigidos a favorecer la adquisición de actitudes y estilos de vida saludable. El objetivo de este artículo es comprobar si existen diferencias en el efecto de este tipo de programas en función del género. Para ello se lleva a cabo un análisis de los datos obtenidos en la evaluación del programa escolar “Juego de Llaves” realizada en el curso escolar 2016-2017 con una muestra de 4.195 estudiantes de Educación Secundaria de 32 centros educativos. Los resultados muestran diferencias ligadas al género previas a la implantación del programa en temas como el ocio, interacción social, gestión emocional, valores e información sobre drogas, que se mantienen una vez realizado. La aplicación del programa consigue un efecto diferencial en la autoestima que se incrementa en el grupo de las adolescentes. Se concluye recomendando que cualquier programa preventivo debe analizar las desigualdades observadas y las situaciones de vulnerabilidad específicas y proponer la definición de indicadores de género que permitan medir la efectividad de los programas en ambos sexos.

Key Competences and the Transfer of Social Knowledge: Perceptions of Secondary School Pupils

The aim of this work is to find out the perception that students in 4th year compulsory secondary education have of the teaching of key competences, as well as the possibility these have of being transferred to a real, everyday situation, according to what they have learned in the subject of Geography and History. For this, an intentional sample was configured in which more than 1400 subjects from 4th year of secondary education (in Spain) have participated, with a level of significance of 0.05 using a scale—original and unpublished—called (EPECOCISO—Evaluation of the Perception of Social Science Competences). It is a quantitative descriptive study in which—through an exploratory factorial analysis—factors 1, 2, and 3 have been selected for the realization of a descriptive study. Subsequently, correlation between factors has been established through the Pearson test and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables), through the chi-square independence test and Cramer’s V test (nominal) and the linearity test and Goodman’s and Kruskal’s Gamma test (ordinal). Finally, it can be concluded that a methodology based and organized around the development of critical thinking facilitates the acquisition of contents and competences, as well as allowing students to detect the possibility of transferring them and putting them into practice in a real situation that can be presented.

Fundamentación, descripción y análisis del cuestionario situacional de estrategias y metas de resolución de conflictos escolares

El objetivo del artículo es ofrecer un instrumento para evaluar las estrategias de resolución utilizadas y las metas planteadas por el alumnado y el profesorado en los conflictos escolares. Se optó por un cuestionario situacional porque conecta con las experiencias reales de ambos colectivos y facilita el diseño de programas para la resolución positiva de los conflictos en función de las necesidades detectadas. El instrumento (en sendas versiones para alumnado y profesorado) está conformado por seis tipos de conflictos escolares presentados en situaciones hipotéticas, adaptadas en cada versión. En cada situación se solicita la frecuencia de ocho estrategias (negociación, mediación, persuasión, adaptación con comprensión, afirmación de poder, violencia, evasión y aceptación con sumisión) y el grado de acuerdo con siete metas (relacional, cambio con internalización, cumplimiento de normas, valor académico, compensación, evitación y punición) de resolución de conflictos. En cuanto a los análisis estadísticos, antes de realizar el análisis factorial exploratorio (AFE), se exploraron los datos obtenidos de 1143 estudiantes de la ESO y 166 de sus profesores y profesoras en sus respectivas versiones del cuestionario, confirmando su adecuación. Los análisis factoriales identificaron en ambas versiones tres factores de estrategias (integrador, dominador y evitador del malestar) y dos de metas (a largo y a corto plazo). Además, se realizaron diversos análisis de fiabilidad y validez de los datos, obteniéndose valores adecuados. Por tanto, se aporta una herramienta rigurosa, realista y sensible para evaluar la gestión del conflicto, tanto del alumnado como del profesorado, proporcionando claves para diseñar una intervención ajustada a las necesidades de ambos colectivos y de la escuela.

Un poeta en las aulas: aproximación a una didáctica lorquiana

Este trabajo presenta una propuesta didáctica en torno a la figura y la obra de Federico García Lorca, cuyos destinatarios son los estudiantes de segundo ciclo de Educación Secundaria Obligatoria.A través de una metodología activa y participativa y una propuesta de actividades dinámicas, lúdicas, creativas e interartísticas se pretende acercar el universo lorquiano a los alumnos de secundaria. Se hace un recorrido por la trayectoria vital y literaria del autor granadino intentando que los alumnos disfruten y valoren su producción literaria. Esto contribuye a la formación de hábitos lectores perdurables y a su competencia literaria.Las obras sobre las que se fundamenta el diseño didáctico son: Poema del cante jondo, Romancero gitano, Poeta en Nueva York, Bodas de sangre, Yerma y La casa de Bernarda Alba.

Mediational effect of basic and intermediate reading skills on the relationship between first year Compulsory Secondary Education students’ comprehension and academic performance

Mediational effect of basic and intermediate reading skills on the relationship between first year Compulsory Secondary Education students’ comprehension and academic performance