Students In Spain Research Articles

Design and Validation of a Health Inequalities Questionnaire for Occupational Health Nurses and Occupational Health Nursing Students in Spain.

This article aims to describe the methodology for the design, validation, reliability, and pilot testing of a questionnaire aimed at exploring the knowledge and training needs on health inequalities of occupational health nurses (OHNs) and occupational health nursing students in Spain. Working and employment conditions are social determinants that influence the health of workers. The unequal distribution of these factors leads to inequalities. The training and competencies of OHNs need to focus on the social determinants of health to reduce social inequalities. The questionnaire was structured in five sections and 24 closed questions, self-administered and online. It was validated by a panel of experts using Moriyama's criteria and achieved an average consensus of 93.85%. Internal reliability reached a Cronbach's alpha coefficient of 0.843 and a McDonald's omega of 0.953. Participation in the pilot test was 92.5% of the sample recruited. Achieving higher levels of health of the working population requires a consensus among different social actors to integrate social determinants, gender and equity perspectives into the overall health policy of the company.

Keys to managing university reputation from the students’ perspective

University reputation is a decisive factor in the management, positioning, sustainability, competitiveness, differentiation, and success of universities. However, the measurement of university performance is often communicated through international rankings, which are frequently criticized for not considering the student's perception, who is the primary user of the educational service. For this reason, the objective is to analyze how students' experiences and their perceived value of the educational process influence the final reputation of universities in two different contexts: Colombia and Spain. Additionally, the results of these relationships are contrasted with the cultural differences and educational systems of both countries. The methodology used is quantitative by means of the formulation and demonstration of a structural equation model, with 385 surveys collected from undergraduate students in Colombia and 333 from undergraduate students in Spain. The results confirmed that student experience influences both perceived value and reputation, and perceived value influences the reputation of the university, likewise, the student experience has an indirect effect on reputation through perceived value, with consistent findings in both countries.

Validation of the Modified Yale Food Addiction Scale 2.0 (mYFAS 2.0) in Spanish University Students.

The aim of this study was to explore the factorial structure, psychometric properties and association with anthropometric and clinical variables of the Modified Yale Addiction Scale 2.0 (mYFAS 2.0) in a Spanish university population. A cross-sectional study of n = 270 university students in Spain was conducted. mYFAS 2.0, Emotional Eater Questionnaire (EEQ), Alcohol Use Disorder Identification Test (AUDIT), Pittsburg Sleep Quality index (PSQI) and Perceived Stress Scale (PSS). In mYFAS 2.0 were performed an Exploratory Factor Analysis (EFA), an Unweight Least Square (ULS), a model fit using comparative fit index (CFI) and nomological validity. EFA revealed that a two-factor structure is the most appropriate in a non-clinical population of Spanish university students. The factors accounted for 18.54% and 16.33% of the variance, and the correlation between them was moderate-0.487 (p < 0.001). This different structure from that reported in the original scale could be derived from the cultural characteristics and intrinsic eating habits of the study population. The correlation matrix reported an inverse association of mYFAS 2.0 with Body Mass Index (BMI). In addition, participants with a BMI below 25 showed a higher mYFAS 2.0 and EEQ score. These results suggest some changes in the psychometric assessment structure of the mYFAS 2.0 in a non-clinical population of university students, as well as the usefulness of this questionnaire to identify individuals with an adequate BMI but with compensatory behaviours that predispose to different eating disorders.

Are Sleep Parameters and Chronotype Associated with Eating Disorder Risk? A Cross-Sectional Study of University Students in Spain.

Objectives: Eating disorders (EDs) have emerged as a growing public health concern. However, the role of sleep in this context remains underexplored. The aim of this cross-sectional study was to determine the associations between sleep parameters and chronotype with ED risk in a sample of university students in Spain. Methods: ED risk was assessed via the Sick, Control, One stone, Fat, Food Questionnaire, and sleep quality was assessed via the Pittsburgh Sleep Quality Index. Other sleep parameters and chronotypes were self-reported. Sociodemographic, body composition, lifestyle, and depressive symptom data were collected. Logistic and linear regression models adjusted for the main confounders were used to estimate the odds ratios (ORs) and 95% confidence intervals (CIs) of the study associations. Results: A total of 403 students (70.2% female) aged 18 to 30 years participated in the study. Those reporting poor sleep quality (OR = 1.85, 95% CI 1.08-3.17, p = 0.025) and ≤6 h of night-time sleep duration (OR = 4.14, 95% CI 2.00-8.57, p < 0.01) were more likely to be at risk of EDs in the adjusted analyses. The association between night-time sleep duration and the risk of ED did not remain significant when we adjusted for sleep quality. In addition, an evening chronotype was associated with an increased risk of EDs (OR = 1.68, 95% CI 1.07-2.66, p = 0.039) only before adjustment for confounders. Conclusions: Among university students, poorer sleep quality was cross-sectionally associated with EDs. Future prospective studies are needed to examine whether promoting sleep quality may serve as an effective strategy for preventing the risk of EDs.

The Relationship Between Gender, Training, Experience and Acceptance of Myths About Intimate Partner Violence Against Women and Willingness to Intervene Among University Students in Spain

ABSTRACT The aim was to explore potential explanatory factors for the three dimensions of willingness to intervene in cases of intimate partner violence (IPV) against women: police or personal involvement and noninvolvement. N = 280 students at a Spanish university (78.20% women) from the fields of educational, community, and interventions responded to a survey including the Willingness to Intervene in cases of Intimate Partner Violence Against Women and the Acceptance of Myths About Intimate partner Violence Against Women scales. Bivariate analyses and multiple linear regressions demonstrated that IPV experience implied greater personal involvement, while the higher the myth acceptance, the lower the probability of calling law enforcement. The likelihood of not intervening decreased with some IPV experience and training and lower myth acceptance. Results are discussed in terms of their relevance in developing bystander interventions.

Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance

This mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers’ motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link between reassuring messages and academic performance via intrinsic motivation and engagement, while lack of messages had a negative effect. No moderation effect of gender was found. These findings underscore the importance of reassuring messages during exam periods.

Sexual violence, suicide, depression, self-esteem, and satisfaction with life among university students in Spain with a gender perspective: implications for social work

ABSTRACT Current research aims to relate both categories by investigating sexual violence as a risk factor for suicide among college students in Spain (N = 2004). Overall, 13.7% reported having suffered sexual violence in the last year and 3.3% completed sexual penetration. Having suffered sexual violence and lower perceived social support are associated with higher risk of suicidal behaviors. Incorporation of preventive measures against sexual violence in the university environment, as well as the promotion of supportive actions on university campuses in Spain, as well as in other countries. Policy and social work implications are discussed.

Internationalization of Higher Education in China with Spain: Challenges and Complexities

The coronavirus 2019 pandemic has influenced the internationalization of higher education, reflecting its broader impacts on the economic, geopolitical, and technological development of countries. Governments have prioritized the internationalization of higher education post-pandemic to generate income and create a sustainable economy by cultivating foreign language talents. Although there are studies analyzing the internationalization of higher education through the students’ mobility, in our case, there is a scarcity of studies on the internationalization between China and Spain; in particular, Spanish universities lack references to attract more Chinese students. To bridge this gap in the literature, we conducted semi-structured interviews with eight experts in the implementation of internationalization in higher education from four universities in China and Spain. The findings reveal that internationalization is associated with promoting Chinese regional development, and their students can access better quality education. Key motivators for Chinese students in Spain include the improved world ranking of universities and the demand for more courses in English. Although the biggest obstacle to cooperation between both countries is communication, a trusted intermediary could overcome part of this problem. Moreover, the use of new technologies could facilitate sustainable internationalization and regional development.

Effectiveness of cooperative, collaborative, and interdisciplinary learning guided by software development in Spanish universities

The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, different methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their effects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, differences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the differences among pedagogical methods, their effects on cooperative learning, teamwork outcomes and gender differences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most effective methodology to improve teamwork and cooperative learning outcomes. Despite these findings concern only to Spanish universities, limiting the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies.

Exploring the Intersection of Paleontology and Sustainability: Enhancing Scientific Literacy in Spanish Secondary School Students

This study aims to assess the knowledge of geology and sustainability among 14- and 15-year-old secondary school students in Spain and to evaluate the effectiveness of active experiential methodologies in improving academic performance in these subjects. Involving 132 students, we used pre-test and post-test questionnaires for data collection, with both control and experimental groups. Our findings showed that integrating Earth history, the Sustainable Development Goals (SDGs), and public speaking enhances scientific literacy by fostering problem-solving and interdisciplinary understanding. The study highlights the importance of integrating scientific methods, revealing a preference for experimental approaches over traditional methods among students; however, when the results are analyzed independently by topic, similar results are obtained with active and traditional teaching methodologies. Therefore, a holistic and flexible approach not only meets the requirements of modern curricula but also helps students address complex global challenges.

Changes in alcohol consumption during the COVID-19 among first-year university students in Spain, considering the risk of problematic use – UniHcos project

The aim of this study was to evaluate the possible impact of the COVID-19 pandemic on prevalence rates and self-reported changes in patterns of alcohol use among first-year university students in Spain, considering the risk of problematic alcohol use. A serial cross-sectional study based on the uniHcos project was carried out. Data from 10 518 first-year university students (73.3% female, mean age 19 (SD = 1.6)) collected between 2012 and 2022 were analysed. The evolution of the pooled prevalence rates during the time series was analysed and the risk of problematic alcohol consumption was assessed using the AUDIT. Also, self-reported changes in alcohol use patterns during the pandemic were assessed. According to the results, during the COVID-19 pandemic, the prevalence of alcohol use in the past 30-days was reduced (76.3% in 2019 vs. 63.7% in COVID-19) increasing again in the New Normal period. Thus, a similar pattern in the practice of binge drinking was observed. Regarding the AUDIT score, 21.7% (95%CI 20.9, 22.6) of the students had harmful alcohol consumption, with a higher proportion among males. In the multivariable logistic models, a higher AUDIT score was significantly associated (p-value < 0.001) with being male and living with roommates. According to self-reported changes in consumption patterns during the COVID-19 pandemic, a higher proportion of participants with harmful use reported an increase in alcohol consumption compared to those at low-risk (43% vs 19%). Finally, despite the overall reduction in drinking prevalence during COVID-19, changes were not equal for all students and depended on their previous level of problematic drinking, highlighting that this should be considered in the development of strategies against alcohol use in this population.

Stress and academic achievement among distance university students in Spain during the COVID-19 pandemic: age, perceived study time, and the mediating role of academic self-efficacy

The COVID-19 pandemic, and the associated confinement, imposed a novel personal and social context for university students; nevertheless, few studies have addressed the effects of this on distance university students. Indeed, defining the needs of these students under such unique circumstances will allow them to receive the support necessary to effectively reduce their perceived stress and improve their academic achievement. A predictive model was designed to examine the direct effects of the variables’ age and perceived study time on stress and academic achievement in students in an online learning context, as well as to assess the indirect effects through the mediating role of academic self-efficacy. Using path analysis, the model was tested on a sample of 1030 undergraduate students between 18 and 60 years old enrolled on a psychology degree course at the UNED (National Distance Learning University of Spain). The model provides a good fit to the data, confirming the mediating role of academic self-efficacy. Perceived study time is a factor negatively associated with stress and positively with academic achievement. However, it appeared that age was not related to academic achievement, indicating that academic self-efficacy had no mediating effect on these two variables. Academic self-efficacy is a mediator and protective factor in challenging times like the COVID-19 pandemic. These results may contribute to the design of educational and clinical interventions for students at an online learning university over an extended age range.

Reducing mental health stigma among nursing students through an educational intervention

Background Patient-centred care must consider service consumers’ needs and improve their health and well-being as well as their satisfaction and the quality of their healthcare assistance. However, individuals experiencing mental illness often struggle with barriers and misunderstandings by health care professionals. Nursing Faculties are uniquely positioned to reduce stigmatising attitudes via new educational interventions that could align nursing curricula and individuals with mental illness needs. However, there are few studies about the stigma toward mental illness among nursing students in Spain. Objectives The present study aimed to analyse the effect of a 9-month educational intervention on the level of stigma in nursing students. Design a one-group pre-postintervention design with no control group was conducted. Methods A total of 194 nursing students completed the EVEPEM scale before and after the intervention. The intervention comprised 55 hours of campus sessions and 150 h practicum in mental health settings. Results A destigmatising tendency was captured by a large main effect and a statistically significant stigma reduction. Conclusions The educational 9-month intervention was effective in reducing students’ stigma by providing theoretical education, personal contact with mental health service consumers, and critical reflection activities.

Gamification in Geography. Use, appropriateness and proposals ac-cording to university students in Spain

Gamification awakens interest and motivation for teaching Geography. The objective of this study is to analyse the use, appropriateness and proposals according to university students in Spain. Methodologically, we surveyed 125 students (Geography, History, Humanities) in the subject “Geography of the world regions” (2022-2023). The results indicate that both the knowledge of the meaning of gamification and of the learning resources is low. Respondents report a limited use of gamification (56.8% in schools and 55.8% in universities). With respect to the appropriateness of gamification, the opinions are notably positive (for example, serves as an ideal tool to assist students in mastering course materials). However, regarding the student proposals, the half of the participants (52.0%) do not mention any proposals which may limits the application of this innovative technology in the instruction of university level Geography courses.

Prevalence of phubbing behaviour in school and university students in Spain.

This study examined the prevalence of phubbing behavior among school and university students in Spain and analyzed the correlation of phubbing with other indicators of psychological well-being and mental health. The study sample comprised a total of 1,351 school and university students, with ages ranging from 12 to 21 years. The study used the Phubbing Scale (PS), the Compulsive Internet Use Scale (CIUS), the Rosenberg Self-Esteem Scale (RSE), and the Interpersonal Emotion Regulation Questionnaire (IERQ) for data collection. The results showed evidence of phubbing among approximately half of the students. Statistically significant differences were found based on gender and educational level in the Phone Obsession subscale and the PS total score, with male students and university students scoring higher in their respective parameters. In addition, phubbing was positively correlated with problematic internet use and negatively correlated with self-esteem. Phubbing behavior is highly prevalent among adolescents aged 12-21 years and is positively correlated with low self-esteem and problematic internet use. Developing strategies for addressing this widespread issue at early ages, particularly within the educational context, such as schools, is crucial for implementing preventive measures. The inappropriate use of technological devices, including smartphones, in schools has the potential to negatively affect students' well-being and ability to adapt to school.

Leadership as service: developing a character education program for university students in Spain

AbstractThis paper describes the development and implementation of a character education program at the University of Navarra. The Leadership as Service Program has been developed in collaboration with the Oxford Character Project, and has adapted its Global Leadership Initiative to the Spanish context. The purpose of the Leadership as Service Program is to help students develop a sense of personal purpose, and virtues that are specific to leadership, such as prudence, humility, gratitude, resilience, and service. The methodology of the program follows the seven strategies of character education and includes a mentoring program. In order to adapt the Global Leadership Initiative to the Spanish context, the Leadership as Service Program was integrated as much as possible into the fabric of the University of Navarra by means of (1) facilitating a new initiative to develop workshops on purpose; (2) incorporating an existing mentoring program; (3) positioning local actors as experts, and (4) dialogue with stakeholders within the university. First results indicate that the Leadership as Service Program makes a valuable contribution to the ethical and professional development of students, which corroborates with the findings of the Oxford Global Leadership Initiative.

Evolving SARS-CoV-2 severity among hospital and university affiliates in Spain and Greater Boston

IntroductionThe COVID-19 pandemic caused by the SARS-CoV-2 virus greatly affected healthcare workers and healthcare systems. It also challenged schools and universities worldwide negatively affecting in-person education. We conducted this study is to assess the evolution of SARs-CoV-2 virulence over the course of the pandemic. MethodsA combined cohort of University students in Spain and HCWs from the two hospitals in Spain, and one healthcare system in the Greater Boston area was followed prospectively from March 8th, 2020, to January 31st, 2022 for diagnosis with COVID-19 by PCR testing and related sequelae. Follow-up time was divided into four periods according to distinct waves of infection during the pandemic. Severity of COVID-19 was measured by case-hospitalization rate. Descriptive statistics and multivariable-adjusted statistics using the Poisson mixed-effects regression model were applied. As a sensitivity analysis, information on SARS-CoV-2 RNA in wastewater and COVID-19 deaths through May 30, 2023 from the Boston area was collected. ResultsFor the last two periods of the study (January 1st to December 15th, 2021 and December 16th, 2021 to January 31st, 2022) and relative to the first period (March 8th to May 31st, 2020), the incidence rate ratios (IRRs) of hospitalization were 0.08 (95% CI, 0.03–0.17) and 0.03 (95% CI, 0.01–0.15), respectively. In addition, a relative risk 0.012 CI95% (0.012–0.012) was observed when comparing COVID-19 mortality versus SARS-CoV-2 RNA copies/mL in Boston-area wastewater over the period (16th December 2021 to 30th May 2023) and relative to the first period. ConclusionsThe severity of COVID-19 and immunity of our populations evolved over time, resulting in a decrease in case severity. We found the case-hospitalization rate decreased more than 90% in our cohort despite an increase in incidence.

Mental Health in Doctoral Students: Individual, Academic, and Organizational Predictors.

The mental health of doctoral students is a matter of concern, and several variables appear to be associated with the state of their mental health. However, there have been no studies on the population of doctoral students in Spain to date using validated instruments. A cross-sectional observational study was conducted to assess mental health in 1,018 doctoral students. The impact of personal, academic, psychological, and social/organisational variables on their mental health was assessed. Between 50% and 60% of the sample might be experiencing a common psychological disorder, while 18.8% of the sample might be experiencing passive suicidal ideation. In addition, using binary logistic regression, significant predictors of negative mental health were identified, including: sociodemographic variables (being female); academic variables (longer time spent in a doctoral programme); psychological variables (lower life satisfaction; greater interference and less clarity about negative emotions); and social and organisational variables (greater fear of losing tuition rights, lower social support, and greater interference of academic work with personal life). Doctoral students need measures to remedy and prevent mental health issues based on improving self-care and emotion regulation, promoting social support at university, and reducing the pressure of losing tuition rights among final-year students.

Factors associated with high and low mental well-being in Spanish university students

BackgroundPrevious studies conducted in various nationally representative samples of the general population show that positive mental health is related to social prosperity. However, specific studies in university populations are scarce. In this study, we set out to explore factors associated with mental well-being (MWB) in a representative sample of first-year university students in Spain. MethodsMWB was assessed with the short version of the Warwick-Edinburgh Mental Well-Being Scale. Multinomial logistic regressions were performed to explore the association between different blocks of factors, including relational, adversity, stress, lifestyle, spiritual, health, and self-perceived health variables with high and low MWB, controlling for sociodemographic and university-related variables. ResultsData from 2082 students (18.6 ± 1.2 years; 56.6 % females) were analysed. Being male, being born in a foreign country, “high” self-perceived support, and “high” self-perceived mental health increased the odds of high MWB. Growing up in the suburbs, stressful experiences, and anxiety disorders reduced the odds of high MWB. Mood and anxiety disorders increased the odds of low MWB. “Middle” self-perceived support, sleeping ≥8 h per day, and “high” self-perceived mental health reduced the odds of low MWB. LimitationsThe cross-sectional design precludes establishing causal relationships. Data were collected in the 2014–15 academic year using self-reported online surveys. ConclusionThe factors associated with high and low MWB do not always mirror each other, so specific plans are needed to successfully address each of the two poles. Interventions and policies targeting these factors for health promotion and disease prevention would improve the MWB of university students.

Cyber dating abuse in university students from Spain and Latin America

The objective of the research was to study the presence of cyber violence against partners in university students in Spain and Latin America, as well as to analyze its relationship with romantic myths and ambivalent sexism. The research has a cross-sectional design. The sample was made up of 2,798 students from seven Spanish-speaking countries: Spain, El Salvador, Nicaragua, Colombia, Chile, Argentina, and Mexico. The results show few differences in means between men and women; However, the differences between countries are considerable, especially in the perpetration of direct attacks and control. The different forms of cyber violence against a partner tend to correlate, in a positive direction, with sexist attitudes and distorted beliefs about romantic love. In conclusion, prevention programs should take into account the new manifestations of violence that are appearing in virtual spaces.