Archive

A good climate of harmonious coexistence in educational institutions can improve stu­dents’ well-being, self-esteem, and academic results and prevent maladaptive behaviours. Several questionnaires assess coexistence by quantifying the types of problems that occur, but there are few that focus on managing it and implementing programmes to improve it. The aim of the present research is to validate a questionnaire for evaluating students’ percep­tion of the management of school coexistence. This questionnaire centres on the 21-item In­tegrated

Cyberbullying is a growing problem in con­temporary society. Although the risk factors are widely studied, there has been little research focussed on the personal resources that might help prevent or reduce it. This study aimed to analyse whether core self-evaluations can mod­erate the relationship between problematic in­ternet use and cyberbullying. The participants were 456 cyberbullies aged between 12 and 18 (mean age: 15.01; SD = 1.44), extracted from an initial sample of 2085 young people. We used three self-report measures as measurement

Parents often ask themselves what to do and how to deal with the different situations that arise with their children. Parent education programmes (PEP) attempt to provide answers to these questions. Nevertheless, it is pertinent to perform an updated assessment of parents’ training and socio-educational needs in relation to the upbringing and parenting of children. To this end, the following objectives were set: a) to determine the degree of compliance with the principles of positive parenting (PPP) in a sam­ple of mothers and fathers; b) to

Service-Learning (SL) aims to improve students’ academic knowledge and perfor­mance, as well as their civic and social com­petencies. This study uses the meta-analy-sis technique to summarise up-to-date re­search findings on SL in scientific papers that used mixed methods research. The findings indicate that SL leads to signifi­cant improvements in students, especially in terms of knowledge acquisition (d=1.07), with a similar effect size for the few stud­ies using a control group (d=0.89), although this effect size is smaller in terms of

Education on moral values is an area that has caused controversy in the 20th and 21st centuries, in particular due to the social rejection of the possible indoctrination of students. Louis Raths’ Values Clarification methodology was one of the most represen-tative proposals that attempted to outline a moral education free of indoctrination. With­out further examining philosophical argu­ments that have already been dealt with in numerous publications, this article holisti­cally studies the history of this approach in order to learn from the

Different studies show that western soci­ety is living at a frenetic pace. Paradoxically, despite having many tools for managing and saving time, we find that we increasingly have less of it. To challenge this dizzying en­vironment, movements have arisen that seek to rebel against this accelerated pace, such as the so-called ‘slow movement’. The edu­cational field is not oblivious to this problem and pedagogical initiatives and approaches have arisen that try to combat said pace at school level, including the so-called ‘slow ed­ucation’.

In this article, we analyse the reported use of evidence-based practices for the teaching of writing by teachers in compulsory education. These practices were taken from a review of meta-analysis studies in the field of writing in­struction. This study accounts for differences throughout compulsory education in the use of these instructional practices. We also analyse the effects of teachers’ variables such as per­sonal efficacy, general efficacy, attitudes and, preparation, on the instructional practices they use. Five-hundred and fifteen teachers

The aim of this paper is to propose a conceptual model that links the influence of a gamified context to aspects relating to self-regulation in learning. Although extensive literature has been written on the subject of self-regulated learning, there has been little exploration of the environment and works that consider gamification as an effective tool for creating a favourable teaching-learning context to stimulate self-regulation are non-existent. The combination of these two lines, which until now have been studied in isolation, might encourage