Mexican Students Research Articles

A virtue-based measurement of leadership education: The LID questionnaire

This article presents the validation of a virtue-based leadership development questionnaire (LID). Leadership is defined as the human action of guiding others toward a common good, which requires the exercise of personal competencies and virtues. The theoretical and factorial structure of LID has three domains: intellectual, relational and performative. The LID was administered to a sample of 1759 university students from Mexico and Spain for factor analysis. Subsequently, it was applied to a sample of 1906 students from a Mexican university for confirmatory factor analysis and to 171 Mexican students for a convergent validity study with the Socially Responsible Leadership Scale (SRLS). Psychometric analyses indicate that the questionnaire is reliable and valid. Confirmatory factor analysis indicates that the questionnaire fits the theoretical model and has convergent validity with the SRLS. This questionnaire aims to contribute to the leadership education of university students.

Complicating our image of the “good student:” Mexican students’ use of navigational capital in a newcomer school

Newcomer schools inherently frame students in terms of what they lack—namely, fluency in the English language. The purpose of this study, drawing on a six-month ethnography of 14 tenth grade students from Mexico, is to counter this deficit framing by exploring, using the additive framework of community cultural wealth, what supports newcomer students from Mexico have and use in the context of a newcomer school in Central Texas. I argue that participating students were assisted in their coursework by their previously developed navigational capital, which enabled them to position themselves as “good students.” However, these students’ efforts to embody the behaviors of “good students” occasionally led them to not ask clarifying questions, as they did not want to appear to have not paid attention. I end exploring the complications inherent in students using their community cultural wealth to navigate inequitable educational structures that reward docility over learning.

Learning styles and regulation of task value in new university students

International organizations’ analyses of Mexican students have shown that the nation's educational system is currently facing significant challenges in its ability to support the development of academic skills at all educational levels. Evaluations carried out by international organizations on Mexican students have revealed that the educational system in this country currently presents serious difficulties in effectively contributing to the development of academic skills at all educational levels. Models that consider learning styles and other factors that support academic performance such as intrinsic motivation, mastery goals, beliefs, control and Regulation of the Value of Tasks (RVT) have been developed since the last century to improve the skills of both high school and university students. A quantitative, non-experimental, cross-sectional, descriptive and correlational study was conducted to identify the relationship between Regulation of the Value of Tasks (RTV) and learning style (LS). RTV data collection used the motivated strategies for learning questionnaire while EA was assessed using the Honey-Alonso Learning Styles Questionnaire (CHAEA). The study involved 108 university students enrolled in a public institution located in southeastern Mexico. The results indicate a "very weak" relationship between SRL and the active, pragmatic and theoretical learning styles. According to the literature review conducted for this study, there are very few similar investigations making it difficult to compare the results with previous data. Further research is suggested to explore the relationship between these variables in other populations.

Cambios en la calidad de vida y la salud en estudiantes universitarios mexicanos durante la pandemia de COVID-19

Objetivo: Determinar si se presentaron cambios en la calidad de vida (CV) y los comportamientos de riesgo a la salud (CRS) en estudiantes universitarios mexicanos durante la pandemia del COVID-19. Método: Se siguió durante 3 tiempos a 222 estudiantes con edades entre 18 y 25 años en 2020 y 2021. La CV se evaluó con el WHOQOL-Bref, y los CRS con el Youth Risk Behavior Survey. Resultados: Disminución con efecto grande para Salud Física (eta cuadrado parcial (np2) = .147) y Psicológica (np2 = .218) y medio para Relaciones Sociales (np2 = .110) y Entorno (np2 = .089), así como un aumento en la proporción de estudiantes que experimentaron sentimientos de desesperanza (p < .001) y se involucraron en peleas físicas (p = .031). Además, se observó un incremento marginal en la proporción de estudiantes que cumplieron con las recomendaciones de consumo de frutas y verduras (p = .053), y significativo con las pautas de ejercicios de fuerza (p =.004). Conclusión: La pandemia de COVID-19 tuvo un impacto negativo en la CV y los CRS en estudiantes universitarios mexicanos, destacando la importancia de abordar y apoyar la salud mental y el bienestar físico de esta población durante períodos de crisis

Assessing Smartphone Addiction among Mexican Students: Insights, Implications, and Interventions in the Era of Mobile Learning and Virtual Environments

This study conducted a new adaptation of the short version of the Smartphone Addiction Scale (SAS-SV) for the Mexican population. The scale exhibited excellent internal consistency (α = .88), with one factor explaining 54.8% of the variance. 286 students aged 15 to 35 years of age from central and southeast Mexico revealed a prevalence of 30% excessive users (18% men, 12% women). They used smartphones primarily for communication, social media, entertainment, productivity, and browsing the Internet. No gender differences were found; however, a significant association with age emerged (rho = .221, p < .001). Withdrawal (72.7% women) and tolerance (80.8% men) were common symptoms of addiction, while ignorance of consequences was less frequent (33.3% women, 30.8% men). The prevalence of potential excessive use of smartphones was close to the average identified in the reviewed studies. The results revealed a substantial risk of addiction to smartphones, particularly among men. Finally, the successful adaptation of the scale offers a valuable instrument for future study and clinical evaluation. These findings can guide targeted interventions and educational programs tailored to different groups. Additionally, recognition of common symptoms of addiction allows individuals to identify and address potential problems at an early stage. However, more study is needed to validate the findings and explore additional contributing factors in the Mexican context.

Importance of University Students’ Perception of Adoption and Training in Artificial Intelligence Tools

Undoubtedly, artificial intelligence (AI) tools are becoming increasingly common in people’s lives. The educational field is one of the most reflective on the importance of its adoption. Universities have made great efforts to integrate these new technologies into their classrooms, considering that every future professional will need AI skills and competencies. This article examines the importance of student perception and acceptance in adopting AI tools in higher education effectively. It highlights how students’ positive perceptions can significantly influence their motivation and commitment to learning. This research emphasizes that to integrate AI into university curricula successfully, it is essential to include its technologies in all areas of study and foster positivity among students regarding their use and training. This study’s methodology applied the validated instrument “Perception of Adoption and Training in the Use of Artificial Intelligence Tools in the Profession” to a sample of Mexican students. This exploratory analysis highlights the need for educational institutions to understand and address student perceptions of AI to design educational strategies that incorporate technological advances, are pedagogically relevant, and align with the students’ aspirations and needs.

Modification of eating habits and lifestyle during COVID-19 in university students from Mexico and Peru.

It was to evaluate changes in lifestyle habits and health behavior among university students in Peru and Mexico during periods of confinement associated with the COVID-19 pandemic and to identify possible relationships between these changes and sociodemographic variables, health status, and technology consumption. It was a quantitative, observational, and cross-sectional study conducted among a population of 739 Mexican students and 305 Peruvian students, most of whom were women (n =778, 74.5%) and non-graduates (n =921, 88.2%). The questionnaire scale for changes in lifestyles during the quarantine period has been previously validated. The association between sociodemographic factors and dimensions of change in healthy lifestyles was evaluated, and it was shown that gender and country of residence were significant for all dimensions of healthy lifestyle (p < 0.05), except for the level of education, which did not show significance about the change in the dimensions of media consumption (p = 0.875) and physical activity (p = 0.239). Within the dimensions mentioned, it can be stated that women are more likely than men to change their eating habits (adjusted prevalences (aPR) = 1.08, p < 0.001), media consumption (aPR = 1.04, p < 0.001), and physical activity (aPR = 1.02, p < 0.001). Meanwhile, participants from Peru are more likely than participants from Mexico to change physical activity (aPR = 1.14, p < 0.001) and media consumption (aPR = 1.22, p < 0.001). Finally, graduate students were more likely than undergraduate students to change eating habits (aPR = 1.09, p = 0.005) and unhealthy habits (aPR = 1.06, p = 0.030). It was concluded that there were lifestyle changes in Mexican and Peruvian university students in their eating habits, physical activity, internet consumption, and food delivery.

Implementing the TRIAD Algorithm for Nanosatellite Attitude using NUCLEO-F303RE Microcontroller: Contributing to Mexico’s Space Initiatives

Abstract Space exploration continues to inspire humanity, with nanosatellites standing at the forefront of critical sectors like remote sensing, telecommunications, and meteorology. In this panorama, accurately determining their attitude is a considerable challenge. Addressing this, our research delves into the application of the well-known TRIAD algorithm. Utilizing four distinct vectors - two reference and two observed - sourced from solar position vectors and the magnetic field, we implemented the algorithm in the NUCLEO-F303RE microcontroller, equipped with the ARM® Cortex® M4 architecture. By carefully corrupting the observed vectors using data from prospective sensors, realized through the Systems Tool Kit software, we aspired to simulate real-world conditions. While tools like STK® for simulations are not new globally, they remain relatively unknown to many Mexican students. By introducing these resources, we aim to pave the way for future researchers at the Mexican Space Agency (AEM), bolstering Mexico’s ongoing journey in space exploration.

Protection and Risk Factors for Attempted Suicide in Mexican Students Majoring in Psychology

Introduction. The prevalence of suicidal behavior in university students ranges from 14.1% to 27.9%, with suicide being the fourth leading cause of death among young people ages 15 to 29. Hopelessness, decreased self-efficacy, depression, anxiety, and emotional dysregulation are among the main risk factors. Objective. To determine the effect of hopelessness, depression, anxiety, stress, drug use, and self-efficacy on suicide attempts in Mexican psychology students. Method. A quantitative, cross-sectional study was undertaken with a sample of 3,438 students from sixty-two universities accredited by the National Council for Teaching and Research in Psychology (CNEIP) from six regions in Mexico. Results. A total of 19.9% reported attempted suicide (85.1% women and 14.9% men); 36.4% drug use; 40.2% moderate to extreme stress; 50.1% anxiety, and 40.7% depression; 74.1% medium to high emotional dysregulation; 30.2% moderate to high hopelessness, and 32.9% low self-efficacy. Drug use (OR 1.897), sex (OR 1.756), anxiety (OR 1.218), hopelessness (OR 1.209), depression (OR 1.756), and stress (OR 1.050) respectively account for 17.2% of the variability of suicide attempts. Discussion and conclusion. Confirmation of the effect of the variables analyzed on the suicide attempts of psychology students underlines the importance of incorporating actions that will contribute to controlling the incidence of suicide.

Impact of a School-Based Intervention on Sugar-Sweetened Beverage Intake Substitution by Water in Mexican Scholars

Introduction: The prevalence of overweight and obesity in children has increased in recent years, associated with substituting plain water intake with sugar-sweetened beverages. The aim of the study was to evaluate the impact of a school-based intervention that aimed to replace sugar-sweetened beverages with water on Mexican scholars. Methods: We included 314 children aged 9–11 from three public schools of the State of Hidalgo, Mexico, randomized to intervention (two schools from the municipality of Apan; six classes with 146 participants) or control group (one school from the municipality of Emiliano Zapata; six classes with 168 participants) and followed for 6 months. The intervention consisted of placing drinking fountains at schools and classrooms with nutritional education lessons to increase water consumption and decrease sugar-sweetened beverages. Mixed models for repeated measures were used to assess the impact of the intervention. Results: At the end of the study, water consumption was higher (200 mL/day, p = 0.005), and flavored milk consumption was lower (94 mL/day, p = 0.044) in the intervention group compared with the control group. There was also a statistically significant reduction in energy (p = 0.016) and sugar intake (p = 0.007). Conclusions: The school-based intervention favorably modified the consumption pattern of sugar-sweetened beverages and water in Mexican students.

The Civic Education of Ignacio Bonillas: Revising Ambient Notions of Citizenship in the Arizona-Sonora Borderlands

This article details the experiences of Ignacio Bonillas, one of the first Mexican students to graduate from Arizona’s territorial schools and explicates how those experiences impacted his perceptions of U.S. and Mexican citizenship. Bonillas’s story illustrates how definitions of citizenship in the Arizona-Sonora borderlands were permeable and dynamic before the era of Americanization and encourages teachers and students to interrogate the ways restrictive notions of citizenship are reproduced in public schools. This article goes on to argue for inviting students to access local archives and create case studies of figures whose experiences challenge the Americanized histories of their region.

Self-Esteem and Its Relationship with Perceived Achievement of Complex Thinking Competence: An Approach from a Population of Mexican Students

Self-Esteem and Its Relationship with Perceived Achievement of Complex Thinking Competence: An Approach from a Population of Mexican Students

Psychometric Properties of a Cyberaggression Measure in Mexican Students.

Cyberaggression is an important problem today; it can affect adolescents in different ways. Therefore, reliable and valid measures are necessary to better study the phenomenon. The aim of the present study was to generate validity and reliability evidence for a Spanish-language cyberaggression scale from Garaigordobil, (2017) in a population of 1695 adolescents from northwestern Mexico (51.5% female) between 12- and 15-years-of-age. The results of this study contribute to the research and focus on cyberaggression in adolescents in Mexico. The measure used in this paper detects the different roles, including the bystander, rigorously testing the reliability and validity of the measure, providing a solid tool to evaluate cyberaggression in the Mexican context and guide evidence-based interventions and policies in educational settings.

Financial Literacy as a Key to Entrepreneurship Education: A Multi-Case Study Exploring Diversity and Inclusion

This article presents the results of the financial literacy assessment of young Mexican students between the ages of 17 and 24 enrolled in public and private institutions in five Mexican cities. This study’s objective was to approach the financial knowledge, behaviors, and attitudes of young Mexicans through focus groups and questionnaires to identify their perceptions of complex thinking and its use for financial products and services. The most relevant findings suggest that (a) most of the young participants in the study use banking services through their parents, (b) there are significant gender differences in financial knowledge and behaviors, (c) critical thinking significantly and positively correlates with financial behaviors and attitudes, and (d) the level of critical thinking predicts financial behavior. There is a need to develop women’s critical thinking to discern between the financial behavior they socially imitate and their capabilities to become more involved in financial issues, thus decreasing the gender gap.

Complex thinking and its relationship with gender and age in a group of Mexican students

The literature addresses the importance of developing competencies, but not from the complexity theory, nor does it show the importance of the correlation between gender and age in this process. This article aims to show the results of a study seeking a possible correlation between the perceived achievement of complex thinking competency and gender and age in a student population attending a technological university in western Mexico. The intention is to argue whether there is a statistically significant difference in the acquisition and development of this competency between men and women of different ages during their training. Methodologically, a multivariate descriptive statistical analysis was carried out to demonstrate the relationship between these indicators. We concluded that there is evidence of a gender gap in developing the perceived achievement of the complex thinking competency and its sub-competencies since neither in the overall result nor in the specific results by indicator did women achieve results proportional to those of their male peers, although, in most competencies, they initially surpassed them. The learning experience shows that the gender gap in perceived achievement of complex thinking competency widens as the student population advances in their training process.

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students.

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (Mage = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

AbstractGiven the almost 2‐year COVID‐19 school‐related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well‐being. Although international research has shown that distant learning as a response to the COVID‐19 school‐related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t‐tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self‐efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.

Competency-Based Learning: An Approach Integrating the Domains of Complex Thinking Competency in a Group of Mexican Students

Competency-Based Learning: An Approach Integrating the Domains of Complex Thinking Competency in a Group of Mexican Students

Moving toward Digital Transformation by Force: Students’ Preferences, Happiness, and Mental Health

The COVID-19 pandemic accelerated and, somehow, forced the process of digital transformation within the higher education sector. Due to the COVID-19 pandemic, online modes of course delivery have become the only available way of teaching in almost all parts of the world. We conducted a study in Mexico to know about students’ preferences for these forced online class schedules, exams and assignments, and online teaching styles during this health crisis. Furthermore, this research sought to know about the impact of this forced digitalization on students’ mental health and happiness. To conduct a conjoint analysis, we collected survey-based data from 219 undergraduate Mexican students. The most preferred attributes for students for online classes were “having a short online class (50 min)”, “possibility to have 70% pre-exam assignments and 30% final exam”, and “having a humorous professor in online classes”. In terms of students’ mental health, the prevalence of “moderate” anxiety and depression was 21.8%, and the prevalence of “severe” anxiety and depression was 14.9%. In terms of happiness, male students and students with shorter online classes per day felt a higher level of happiness.

Contextual factors that affect the English learning process of students in Mexico.

Learning a new language always takes a considerable amount of time, constant effort, practice and commitment. It is a process in which the learner is influenced by different aspects, such as school factors (under teacher´s control) and contextual factors (external factors that are not under teacher´s control). For this reason, talking about the challenges during the English learning process requires noticing the background of students. Through this article, different situations and problems are exposed in order to ponder about the contextual factors of the students in Mexico. It is presented the definition of contextual factors and the aspects that compose it. Afterward, an overview of general education in Mexico is presented, as well as the current English teaching situation and the low level of English in Mexican students. The relationship between the socioeconomic level and the level of English of the students is also shown. Moreover, it is address the influence of parents on the academic performance of their children. The article incorporates the changes in the perceptions of English learners through the past years and the new perspective towards the English language. This article culminates with a conclusion of the contextual factors and a reflection about the changes that could be done.