Compulsory Secondary Education Research Articles

Association between victimization and perpetration of cyberhate: The moderating role of social dominance orientation.

Expressions of cyberhate motivated by characteristics such as gender, ethnicity, and religious beliefs are now present and prevalent on social networks. Past research, both in online and offline contexts, has identified that, although there may be an overlap between victims and perpetrators of violence; this is not always the case. Nevertheless, the number of studies focused on variables that moderate the relation between victimization and perpetration is still low. The current study aims at analyzing the relation between cyberhate victimization and perpetration and the potential moderating role of social dominance on this relation. During the 2019/2020 school year in Andalusia, Spain, a prospective longitudinal study was implemented. The study used a representative sample of 1498 adolescents enrolled in compulsory secondary education in the first wave (51.8% female; Mage = 13.58) and 1195 adolescents in the second wave (53.2% female; Mage = 14.04). Surveys administrated to adolescents were used for data collection. The findings revealed a positive correlation between cyberhate victimization and perpetration. They supported the notion that social dominance not only predicted the perpetration of cyberhate several months later, but also its moderating effect on the relation between cyberhate victimization and perpetration. Cyberhate victims who reported higher levels of social dominance were more likely to become perpetrators several months later. Results suggest the need to implement preventive programs considering the influence of social dominance. These strategies could promote social equality and help to interrupt the cycle in which victims can become perpetrators of cyberhate.

Cartografía temática y recursos TIC en la enseñanza y aprendizaje de la Geografía regional de Europa

In this article, we present a classroom experience with university students in training to be secondary school geography teachers. It is based on a didactic proposal using thematic cartography (Eurostat, ESPON, ESPON-SIESTA and the Information Society Atlas in Galicia) and ICT resources (statistical sources, free picture banks, aerial photography, Google Earth and Google Maps). The proposal´s aim is to use contents from the regional geography of Europe as a base or starting point to show a series of didactic recommendations for the teaching and learning of geography and social sciences. What is more, everything is with a clear idea, from a descriptive and rote geography to an active and critical geography, in which students participate in the construction of knowledge and increase their ability to reflect on geographical issues. The results of the experience will highlight the value of these tools in secondary education. We had also previously assessed the presence of thematic cartography and ICT resources within the required official Galicia curriculum to teach geography in compulsory secondary education. The idea is to deepen the value of the curriculum in didactic code, to know what tools it offers, how it offers them and with what intentions. This solution, among other opportunities, will allow us to identify a curriculum offering a specific teaching model. On the other hand, it will also give us the opportunity to firmly rebuke all the proposals considered to be erroneous, repetitive, or of little didactic value.

TEACHING PERSONNEL OF WESTERN KAZAKHSTAN DURING THE EDUCATIONAL REFORMS OF THE SECOND HALF OF THE 20TH CENTURY

The main purpose of the article is to analyze the development of the Soviet system of education in the second half of the 20th century in Kazakhstan and in the West Kazakhstan region in particular. The value of the research lies in the fact that this historical period is a landmark for the educational sphere. It was during these years that important regulatory documents were adopted, the foundations for developmental and problem-based learning were laid, and new teaching methods were created. As a result of the application of comparative historical, statistical and logical methods, the main aspects of the research topic are revealed. Special attention is paid to the characteristics of the teaching activity and the contribution of individual representatives of the educational sphere. Thanks to their work, the implementation of state educational programs was underway, and above all, the transition to universal compulsory secondary education, an important indicator of which was the development of new programs and the improvement of students’ academic performance. Due to the tasks set, the article gives a qualitative analysis of students’ academic performance in schools in Uralsk, the West Kazakhstan region. After all, the general state of the educational sphere of Kazakhstan depended on the activities of the regions. The author presents the personal data of teachers of the West Kazakhstan region, with good results of mastering new programs, highlights the issues of staff retraining and generalization of the experience of innovative teachers. The result of the conducted research is to identify the main trends in the development of the education system in the Soviet period, consider the reform in education as a system, as well as identify its positive and negative aspects and highlight the educational reforms of the West Kazakhstan region as an integral part of the all-Union and republican reforms, identify its advances and controversies. The tasks and problems in the education system, in a changed form according to modern requirements, remain relevant today. Based on this, it is concluded that the field of application of the results of historical research is the modern education system. Historical analysis makes it possible to draw a parallel between the Soviet education system of the second half of the twentieth century and the objectives of the education system of independent Kazakhstan, since the main goal of all historical periods of development is a high level of development of the education system.

Association between Academic Performance, Physical Activity, and Academic Stress in Compulsory Secondary Education: An Analysis by Sex.

The main objective of this study is to analyze the relationships between academic performance, physical activity, and academic stress in secondary education students, while the secondary objective is to establish differences by gender in the physical activity and academic stress levels of secondary students based on academic performance. The sample was composed of students from both sexes who attended public institutions. Data collection was conducted applying an ad hoc questionnaire for academic performance, the PAQ-C questionnaire for physical activity, and the QASSE questionnaire for academic stress. Data analysis was performed using descriptive statistics: Spearman's correlation coefficient was used for associations, while comparisons were conducted via the Mann-Whitney U test and Kruskal-Wallis H test. The results show that academic stress is negatively correlated with physical activity and academic performance. Men present significantly higher values in physical activity, while women present higher mean values in general academic stress and the academic overload dimension. Lastly, regarding academic performance, significant differences were observed in the family pressure dimension, with students who perform better academically presenting lower mean values in this dimension of academic stress. In conclusion, the more the general academic stress, the lower the physical activity levels and academic performance. In addition, physical activity appears as a potential coping strategy for academic stress, and its influence on academic performance should be further studied in secondary education.

Adolescents in transition: experiences and appraisals of immigrant students in school education

ABSTRACT Compulsory secondary education is constituted as a stage of high risk or academic vulnerability for the immigrant population. This multiple case study examines difficulties and opportunities faced by seventeen immigrant schoolchildren in compulsory schooling education cycles as elucidated by the evaluative resources they employ as they construct a narrative discourse shaped by academic-professional transitions and expectations. Specifically, we focus on the semantic-discursive component of attitude, analysing its three levels of appraisal: affect, judgement, and appreciation. We conducted in-depth interviews with immigrants attending public high school in Chile and a collective participatory methodology, both of a biographical-narrative nature. The findings highlight the influence of various influential factors on student trajectories: the characteristics of the host country, the challenges posed by the pandemic, family support, racism, the role of teachers, and academic-professional aspirations. Regarding the obstacles, racist bullying is identified between the end of primary school and the beginning of secondary school, which coincides with the results of the literature reviewed. Regarding opportunities, the influential adult figure represented by parents and teachers is positioned as a decisive protective support in the development and progress of educational transitions. Similarly, the configuration of high academic-professional expectations functions as a predictor of educational success.

Adolescent Health and Parents' and Teachers' Beliefs about Smoking: A Cross-Sectional Study.

The acquisition of healthy lifestyle habits by adolescents is largely influenced by close interpersonal relationships including their parents and teachers. A cross-sectional survey regarding tobacco use was conducted among 304 parents and 41 teachers of secondary school adolescents (12-17 years of age) enrolled in the first, second, and third grades of compulsory secondary education at the largest high school in Sueca, Valencia, Spain. The prevalence of smoking was 36.2% among parents (occasional smokers 75.4%) and 19.5% among teachers (occasional smokers 62.5%). Most parents (89.8%) did not believe that their child smoked and 95.7% viewed it negatively if they did. Also, 75.2% of parents agreed that tobacco consumption encourages adolescents to use cannabis or other drugs. Friends who smoke and additives added to cigarettes were considered very influential factors for starting smoking. Most teachers (90.2%) reported having given a recommendation to their students to quit smoking. Cannabis and cigarette smoking were rated as harmful to health. Most respondents believed that cigarette smoking may favor the consumption of cannabis. The use of e-cigarettes was also considered a risk factor for starting smoking. It would be advantageous incorporating parents and teachers as role models in multidisciplinary interventions addressing smoking behavior in secondary school students.

Equality Between and the Hearing-Impaired Based on the Relationship with Peers with Hearing Disabilities

Objective: This study examines the prediction of high equality scores between hearing people and those with hearing disabilities, according to the type of relationship existing between them. Theoretical Framework: Inequality regarding hearing-impaired individuals is a challenge that must be addressed by society to ensure that this population enjoys a full quality of life. Therefore, policies should be adopted to ensure inclusion and to address the harmful perspectives that continue to exist. Method: The study sample consisted of 823 adolescents aged 13 to 16, enrolled in Compulsory Secondary Education. For data collection, the Scale of Attitudes towards People with Hearing Disabilities and the Scale to Evaluate the Relationship with Peers with Hearing Disabilities were administered. Logistic regression and ROC Curves were used to analyze the influence of social relationships on equality between hearing and hearing-impaired individuals. Results and Discussion: The Odds Ratio predicts that the probability of earing a high score on equality between the hearing and the hearing-impaired will increase with each point of increase of the analyzed variables. Research Implications: The results suggest the need to promote positive attitudes among hearing and hearing-impaired students to encourage social relationships between them and to promote equality. These implications could influence depending on the social and educational context in which the student is immersed. Originality/Value: This study contributes to the literature by showing how the relationships, interactions and contact between students with and without disabilities provide an egalitarian and quality environment.

Do Attitudes towards Gender Equality Influence the Internalization of Ambivalent Sexism in Adolescence?

Sexism during adolescence may hinder the attainment of gender equality and the eradication of violence against women. The aim of this research was to analyze the relationship between an individual's view on gender equality and the internalization of ambivalent sexism, as well as to study the impact of different types of egalitarian attitudes (sociocultural, relational, and personal) on the levels of hostile and benevolent sexism among the adolescent population. A quantitative approach with a cross-sectional design was employed in this research. The sample group consisted of 1840 students (50.1% female and 49.9% male) in Compulsory Secondary Education in Castilla-La Mancha, Spain. The results show that adolescents who endorse pro-gender-inequality attitudes exhibit greater levels of hostile and benevolent sexism than their counterparts. Conversely, adolescents adopting pro-equality attitudes leads to lower levels of ambivalent sexism. In both male and female adolescents, egalitarian attitudes at the sociocultural, relational, and individual levels have a negative impact on the internalization of sexism. It is therefore crucial for both schools and families to prioritize the instruction of egalitarian values from early childhood, as this will aid in advancing a fairer and more equal society whilst eradicating sexist biases and violence against women.

Video Games, Violence Justification and Child-to-Parent Violence

During the past decade, video games have become the main industrial entertainment sector, although research on the effects of violence in video games on juvenile aggressiveness has raised concerns that they may pose a significant social risk. The objective of this study was to analyze the relationship of exposure to violent video games, pathological video-gaming, and justification of violence with the perpetration of Child-to-Parent Violence (CPV) against the mother and the father, controlling for the sex, educational level, and violent TV exposure of the participant. The sample consisted of 439 students from Compulsory Secondary Education, (238 boys and 201 girls), aged between 13 and 18. Exposure to video games was assessed through an author-elaborated questionnaire, violence justification, and pathological video-gaming were evaluated with the Exposure to Violence Questionnaire and the Assessment of Pathological Computer-Gaming, respectively, and CPV was assessed through the Child-to-Parent Aggression Questionnaire. Hierarchical multiple regression analyses showed that pathological video-gaming and, specially, justification of violence, were related to the perpetration of CPV against both mothers and fathers. However, a relationship of exposure to violent video games and violence on TV with the perpetration of CPV was not found. These results suggest a potential new target for CPV prevention, as well as for the treatment of juvenile offenders.

Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool

Objective: The main objective of the elaboration of these materials is to verify if their use in the classrooms of Compulsory Secondary Education (ESO) and Baccalaureate facilitates the acquisition of key competences and improves the geographic learning of the students. It seeks to implement a model of competency learning that makes use of Geographic Information Technologies (TIG) to develop spatial analysis and understanding skills in students. Theoretical references: The theoretical framework is based on the recommendations of the Council of the European Union on the use of good practices and digital technologies in education. The concepts of climate change and sustainable development are considered, as well as specific competences related to geographical thinking and the use of TIG. Methodology: Educational materials have been designed and used in classes of 1st and 3rd of ESO, dividing students into subgroups that used and did not use the materials to compare results. Initial, intermediate and final assessments were conducted to measure the evolution of learning. The materials include maps and applications to solve geographical problems and didactic strategies of the bimodal curriculum are used to promote key competences. Results and Conclusion: The use of the materials has significantly improved the students' learning competencies, although the objectives have not been fully achieved. The average acquisition of competences went from 2.79 to 4.36 on a scale from 0 to 10. A noticeable improvement was observed in 10 fields that were previously below 4 points, now at 5 or more. However, students showed more difficulties in areas such as orderly communication and critical evaluation of their approaches and those of their peers. Research Implications: Research suggests that the use of TIG in secondary education can be an effective tool to improve the geographic and analytical competencies of students. In addition, the importance of integrating these technologies in a way that supports geographic learning rather than focusing exclusively on the management of the tools is highlighted. Originality/Value: This study presents an innovative approach to using TIG in secondary education to develop key competencies in students. The originality lies in the combination of advanced technologies with a competency approach in the teaching of geography, which could serve as a model for future educational applications in other contexts.

Physical Activity, Body Composition, and Fitness Variables in Adolescents After Periods of Mandatory, Promoted or Nonmandatory, Nonpromoted Use of Step Tracker Mobile Apps: Randomized Controlled Trial.

It is not known whether an intervention made mandatory as a physical education (PE) class assignment and aimed at promoting physical activity (PA) in adolescents can create a healthy walking habit, which would allow further improvements to be achieved after the mandatory and promoted intervention has been completed. The aims of this study were to (1) investigate whether, after a period of using a step tracker mobile app made mandatory and promoted as a PE class assignment, adolescents continue to use it when its use is no longer mandatory and promoted; (2) determine whether there are changes in the PA level, body composition, and fitness of adolescents when the use of the app is mandatory and promoted and when it is neither mandatory nor promoted; and (3) analyze whether the covariates maturity status, gender, and specific app used can have an influence. A total of 357 students in compulsory secondary education (age: mean 13.92, SD 1.91 y) participated in the study. A randomized controlled trial was conducted consisting of 2 consecutive 10-week interventions. Participants' PA level, body composition, and fitness were measured at baseline (T1), after 10 weeks of mandatory and promoted app use (T2), and after 10 weeks of nonmandatory and nonpromoted app use (T3). Each participant in the experimental group (EG) used 1 of 4 selected step tracker mobile apps after school hours. The results showed that when the use of the apps was neither mandatory nor promoted as a PE class assignment, only a few adolescents (18/216, 8.3%) continued the walking practice. After the mandatory and promoted intervention period (T1 vs T2), a decrease in the sum of 3 skinfolds (mean difference [MD] 1.679; P=.02) as well as improvements in the PA level (MD -0.170; P<.001), maximal oxygen uptake (MD -1.006; P<.001), countermovement jump test (MD -1.337; P=.04), curl-up test (MD -3.791; P<.001), and push-up test (MD -1.920; P<.001) in the EG were recorded. However, the changes between T1 and T2 were significantly greater in the EG than in the control group only in the PA level and curl-up test. Thus, when comparing the measurements taken between T1 and T3, no significant changes in body composition (P=.07) or fitness (P=.84) were observed between the EG and the control group. The covariates maturity status, gender, and specific app used showed a significant effect in most of the analyses performed. A period of mandatory and promoted use of step tracker mobile apps benefited the variables of body composition and fitness in adolescents but did not create a healthy walking habit in this population; therefore, when the use of these apps ceased to be mandatory and promoted, the effects obtained disappeared. ClinicalTrials.gov NCT06164041; https://clinicaltrials.gov/study/NCT06164041.

Attitudes and Skills in Basic Life Support after Two Types of Training: Traditional vs. Gamification, of Compulsory Secondary Education Students: A Simulation Study.

It is recommended to implement the teaching of Basic Life Support (BLS) in schools; however, studies on the best training method are limited and have been a priority in recent years. The objective of this study was to analyze the attitudes and practical skills learned during BLS training using a gamified proposal. A comparative study was carried out, consisting of Compulsory Secondary Education students [control group (CG; classical teaching) and experimental group (EG; gamified proposal)]. The instruments used were the CPR and AED action sequence observation sheet, data from the Laerdal Resusci Anne manikin and AED and Attitude Questionnaire towards Basic Life Support and the Use of the Automated External Defibrillator. Sixty-eight students (33 girls) with a mean age of 13.91 ± 0.70 years were recruited. Results were significantly better in the EG (n = 37) [i.e., breathing control (p = 0.037); call to emergency services (p = 0.049); mean compression depth (p = 0.001); self-confidence (p = 0.006); intention to perform BLS and AED (p = 0.002)]; and significantly better in the CG (n = 31) [Total percentage of CPR (p < 0.001); percentage of correct compression (p < 0.001); time to apply effective shock with AED (p < 0.001); demotivation (p = 0.005). We can conclude that the group that was trained with the training method through the gamified proposal presents better intentions and attitudes to act in the event of cardiac arrest than those of the classic method. This training method allows for similar results in terms of CPR and AED skills to classical teaching, so it should be taken into account as a method for teaching BLS to secondary education students.

Intencionalidad de abandono escolar temprano. Un estudio sobre la vinculación de la identidad

The early school dropout rate in Spain stands at 13.6 %, a percentage higher than the European average. This is a phenomenon influenced by multifactorial aspects, including factors related to the educational system as well as individual characteristics. The objective of this research is to determine the influence of factors related to individual identity on early school dropout, such as gender, age, country of origin, mother tongue, and place of residence. The study is conducted through the administration of a specifically developed questionnaire to a sample of 1157 students from La Rioja in the final years of compulsory secondary education. Data analysis is performed through descriptive analysis, examining percentage differences between groups and represented with line graphs. The results show differences based on age, gender, and place of residence. Additionally, differences are observed between national and foreign students, especially those with a non-Spanish mother tongue. The main findings indicate that certain identity traits substantially influence whether students continue their educational process. Therefore, educational institutions should be aware of these potentially risky identity aspects in order to develop proactive actions for at-risk students, thereby avoiding future early school dropout.

Enhancing the acquisition of basic algebraic principles using algebra tiles

Introducing initial algebraic principles poses a significant challenge, often compounded by the inherent abstract nature of algebra. This article introduces an innovative pedagogical approach that promotes the use of algebra tiles, a didactic manipulative material formed by a collection of geometric pieces symbolizing distinct algebraic monomials. Additionally, this article includes the findings of a quasi-experimental study that applied this inventive teaching method. This research was carried out across two separate classes of 15 students (10 boys and five girls) of first year of compulsory secondary education. One group of students adhered to the conventional teaching approach (the control group), while the other class embraced the proposed methodology using algebra tiles (the experimental group). The disparities in algebraic proficiency observed between these two student groups, as assessed through various examinations conducted during the intervention were statistically significant, with the experimental group consistently achieving superior results. Moreover, mathematical and algebraic errors of students were assessed using eight distinct indicators. In all cases, the experimental group demonstrated lower error percentages, and these errors showed a marked decrease as the intervention progressed. In summary, this innovative methodology markedly enhanced students’ comprehension of algebra, their knowledge, and their motivation while significantly reducing mathematical errors.

Spanish Students’ Categorical Perceptions of Feminist Movements

Identifying a society’s perceptions and, by extension, opinions of a certain social movement can help to understand to what extent the movement has been successful in effecting change. When working to gain such an understanding, a focus on the student population is essential, as their opinions provide insight into the future conditions of society and, thus, into whether the movement has been successful in effecting lasting social change. The present work focusses on the feminist movements and, in line with the above, analyses the perceptions held by a sample of 600 Spanish students enrolled in compulsory secondary, pre-university, and university education. The method employed begins with the use of association tests to extract lexical networks. Then, following a theoretical transformation, the traditional lexical availability index is applied in combination with fuzzy set theory to the sample of lists obtained so as to map the structure of the collective network, a novel approach that results in different levels of compatibility. The highest levels of compatibility reveal the prototypical conceptualisation as well as the sample’s shared cognitive perception. The results suggest that although the population under study may have absorbed the feminist movements’ messages of equality and respect, distorted perceptions could still remain in certain groups analysed. This work therefore recommends that education centres may wish to consider communicating objective information on the feminist movements specifically to women, as this could ultimately lead to all students fully embracing a feminist awareness distanced from extreme ideologies.

The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender

In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth’s development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students’ identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed.

Pursuing the greenery: assessing plant-related content in the new Spanish curricula for compulsory education

ABSTRACT Plants constitute a highly diverse taxonomic group with fundamental ecological functions. However, plant biodiversity loss is currently a dramatic problem. It is essential to promote knowledge and appreciation of plants through formal education, particularly during educational stages that are compulsory for all citizens. This study presents an analysis of the new (2022) national curricula for primary (6–12 years) and compulsory secondary education (12–16 years) in Spain, and of the regional curricula for its largest region, Castilla y León. The analysis was conducted by identifying all plant-related text fragments, and classifying them into an inductive-deductive system of categories. These competence-based curricula are strongly grounded in the 2030 Agenda and the Sustainable Development Goals, since content related to the interactions between the social and the ecological spheres quantitatively prevails over scientific content on plants. However, some areas of plant science are under-represented, appearing only through general statements in which the use of scientific terminology is absent. Opportunities to promote first-hand experience of edible and useful plants are provided by the use of learning situations encouraged in the curricula. Biodiversity is identified as a key issue to be reinforced; despite being included, the curricula fail to associate it with knowledge on plant taxonomy.

General secondary education in Spain: administrative law aspects

The article analyses the system of general secondary education in Spain from the perspective of administrative law. The author aims to study the main goals and objectives of general secondary education in Spain, its principles, structure, educational relations and the State’s obligations in the field of education. The research is based on the analysis of the fundamental legal act in the field of education in Spain, the Organic Law of Education.&#x0D; The author notes that in the system of compulsory secondary education in Spain, particular attention is paid to the educational and professional orientation of students, taking into account the gender-sensitive approach and special educational needs of students with disabilities. In addition, school education is aimed at teaching students the basic elements of culture, instilling tolerance, healthy lifestyle skills, and respect for the environment.&#x0D; For the purpose of comparative analysis of the practical achievements of the Spanish secondary education system, the author draws attention to the results of the OESD’s Programme for International Student Assessment PISA, other data from the OECD, UNDP and independent rankings.&#x0D; It is noted that public administration in the field of general secondary education is in close communication and interaction of public authorities, is characterised by decentralisation of powers, transparency, accountability, autonomy of educational institutions and flexibility in the organisation of the educational process. The author looks into the distribution of powers in the field of education between the bodies of the General State Administration, such as the Government of Spain and the Ministry of Education, Vocational Training and Sports of Spain, and the administrations of the Autonomous Communities. Education authorities at different levels coordinate their actions, each within its own competence, in order to use resources efficiently and achieve the goals set by law.&#x0D; On the basis of the research, the author concludes that public administration in the field of education in Spain is aimed at meeting to the fullest extent the needs of the population in providing general secondary education, and the Spanish education system itself is focused on the formation of educated, tolerant and culturally enriched individuals. The state is most interested in taking into account the needs of students to unveil their potential to the full extent.

Musical Instrumental Self-Concept, Social Support, and Grounded Optimism in Secondary School Students: Psycho-Pedagogical Implications for Music Education

Research in music education has shown that musical and academic self-concept, the social component, task achievement, and academic performance are highly interrelated constructs in musical learning in general and instrumental learning in particular in secondary school students. However, no studies in Spain have analyzed the relationship between musical self-concept and the variables of social support and optimism in compulsory secondary education. Therefore, our study aimed to explore the relationships between instrumental musical self-concept, social support, and grounded optimism. We hypothesize that there is a significant relationship between the variables of musical self-concept, social support, and grounded optimism The variables were measured using the Instrumental Musical Self-Concept Scale (IMSCS), an adaptation of the Perceived Social Support Scale in Spanish Conservatory Music Students to the Secondary School Level, and the Grounded Optimism Scale (BEEGC-RA/BEECESA-RA24). The study sample consisted of 980 students enrolled in compulsory secondary education in public and semi-private schools in the autonomous communities of Aragon and Navarra. An analysis of correlations and regressions allowed us to explore and quantify the relationship among the variables under study, confirming the existence of a significant relationship among the variables “instrumental musical self-concept”, “social support” and “grounded optimism”. The present study thus provides more in-depth knowledge of the variables involved in the teaching–learning process of music as a school subject and instrumental music in particular, as well as a greater knowledge of the individual’s performance and motivation in the subject, with various future implications to be taken into account.

Acculturation Preferences in the Asturian Educational Context: A Study on the Direct and Interactive Effects of Gender and Stereotypes at School

As a consequence of globalisation, a large number of studies have been carried out on the attitudes and preferences of acculturation of immigrants and host societies, with the aim of observing the different changes that occur in this intercultural contact. These studies have been carried out in places with a large migratory flow; however, it was considered convenient to carry out the same type of studies in regions with less migratory flow, which is why this investigation focuses on a place with a lower migratory flow, such as the Principality of Asturias. Thus, the main objective of this work is to observe whether gender contributes to the creation of different attitudes and whether this is moderating the intensity with which stereotypes participate in the formation of the acculturation preferences of native students in compulsory secondary education. The analysis of acculturation attitudes was carried out on the dimensions of “adopting” and “maintaining” separately, in order to study how these dimensions are affected by each of the variables (gender/stereotype) in different domains. The exploratory results obtained through quantitative analysis reveal that stereotypes affect the dimensions differently in each of the domains. It is also found that gender affects both dimensions, and finally, it is claimed that gender can moderate the intensity with which stereotypes are involved in the creation of acculturation attitudes in almost all domains. These results are discussed in comparison with those found in other studies with different social and cultural groups.