Vol. 4 No. 1 (2017)

The social representations prevalent in society are that women have better conditions to work professionally in the field of education by joining the female image with the role of educator mother. However, what do the teachers think men in this regard? To better understand this reality is that justified the present study aims to investigate the social representations of teachers men about gender relations and male presence in teaching. The qualitative research was carried out by conducting semi-structured interviews with five men who had experience of working as teachers from basic education to higher education. The results show up that normally men find difficulty at working with children, especially because the predominant representations in the society and incorporated by the majority of teachers, are that women have specific skills, related to the maternity which favor the work with in teaching.

The information and communication technologies have rapidly been incorporated and expanded in our society. The age in which children and adolescents get access to electronic devices is decreasing. These devices have big advantages, but they can also be inappropriately used to molest and intimidate other children and, as a result, to cause severe psychological problems to other children. Taking this into consideration, the main objective of this study has been to describe the psychological distress shown by adolescents suffering from cyberbullying. In order to do this, the following variables were registered: depressive symptomatology, perceived stressed, isolation and life satisfaction. The initial sample was formed by 1360 adolescents. From these, 194 from 11 to 18 years old (M = 14.22, SD = 1.81) were selected according to their scores in cybervictimization (43.8 % boys). Participants were divided into three groups according to how intense their cyberbullying victimization was. These were: mild, moderated and severe. Our findings show that there were statistically significant differences between mild and severe victims. Adolescents who were severe cyberbullying victims scored higher in depressive symptomatology and perceived stress, and lower in life satisfaction compared to mild cyberbullying victims. These results and their implications are discussed in order to propose future strategies to prevent cyberbullying.

La Satisfacción Académica ha demostrado ser una variable clave para comprender y promover el comportamiento académico óptimo en la población universitaria. Diferentes investigaciones han demostrado además que los juicios de satisfacción, al igual que otros juicios sociales, no reflejan necesariamente estados internos estables. Por el contrario, estarían sujetos a una variedad de influencias transitorias, como pueden ser los estados anímicos. El presente estudio tuvo como objetivo principal verificar la relación entre el estado de ánimo y los juicios de satisfacción académica en estudiantes universitarios. La muestra fue dividida en dos grupos en función del estado de ánimo predominante (grupo de afecto negativo intenso n = 46 y grupo afecto positivo intenso n = 48), comparando luego los grupos respecto a la satisfacción académica. Mientras el estado de ánimo se midió con la escala PANAS, los juicios de satisfacción se obtuvieron mediante la Técnica de Redes Semánticas Naturales. Consistentemente con la Teoría de la Red Asociativa y el Modelo de Procesamiento de la Información, los resultados muestran que la elaboración cognitiva de la satisfacción académica varía de manera congruente con el estado anímico predominante en los estudiantes. Se discuten las implicaciones y limitaciones del estudio

The experience of being a university student (University Experiences) had been poorly studied so far. However, research in this field can provide valuable information about the quality of academic life, wellbeing or stress in this population. There is a lack of psychological tests that explore this theoretical construct. The aim of this study was to develop and validate a scale for measuring Univeristy Experiences, for that reason 314 college students were invited to participate for the validation. This students coursed different careers and reported 20 years old as average age. The University Experiences Scale (EExU) has adequate psychometric properties. It has a structure of four factors: experience satisfaction, support perception, experience perception and life style adjustment. This factors explain 43.1% of the variance. The grouping of the factors of the College Experience Scale concurs with data reported in the literature about such concept, however this is the first questionnaire designed for measuring it. We anticipate that future studies will seek to verify the performance of the scale in different populations of students and analyze its psychometric properties and its possible association with other psychological variables that affect college students and their health.

This work has two main objectives: The first one is to understand the emotional stereotype of sexism, or what is the same, to know the expectations and beliefs that sexism shows about what should be the emotional behavior in women and men from this ideological position. The second objective is to propose a first approach and definition of the emotional dimension of sexism within the framework of the theory of Ambivalent Sexism, that we will call emotionality. For the development of this work we have selected a sample of 1608 students located on the four provinces and five Education Faculties from Castilla La Mancha. 1308 participants are those who have fulfilled all the conditions to join the study. The results show that sexism presents a stereotype of emotional management very clear and different for men and women as well as complementary as sexist ideology itself, where women get their highest score in emotional care and its lowest score in emotional regulation. By contrast, men get the highest score in emotional regulation and its lowest score in emotional care. This sexist emotional stereotype is also significantly different, from our results perspective, of the stereotype of study population that has not sexist beliefs. Our results suggest, therefore, the existence of this sexist emotional stereotype and the need to include a new dimension, the emotionality, in the definition of sexism.

The externalization and internalization behaviours in childhood and adolescence reflect a malaise of the subject, which often, he, or she, does not know to explain, but which translates to other areas of life. The recurrent publication of the high percentages of these problems, at those ages, raises the need for periodic studies in community samples, to be able to signal and intervene early. Insecure attachment to parents is one of the factors associated with the emergence of these problems. We present an exploratory study, with the Strengths and Difficulties Questionnaire (SDQ) and the Inventory of Parent and Peer Attachment (IPPA), of the relationships between externalized and internalized problems, and attachment to parents, reported by Portuguese pre-adolescents – 258 subjects, 244 (48.1 %) boys, and 134 (51.9 %) girls, among 9 to 12 years old (M = 10.34; SD = 0.88). The relationship between behaviour problems reported by pre-adolescents, and behaviour problems reported by parents correlate positively. Secure attachment to parents (higher scores at attachment dimensions “Acceptance-mutual-understanding”, and “Communication-emotional proximity”, and lower scores at “Alienation”) correlate negatively with problem behaviours reported by tweens, reinforcing the role of secure attachment to parents to more adequate adolescents’ behaviours.

This work aimed to know how the daily and prolonged use of headphones as well as background noise affect speech understanding. There is evidence in the literature showing that the habitual use of headphones can lead to hearing loss at the frequency of 3000 Hz. In addition, it is well known that a high level of ambient noise makes comprehension difficult.. Telemarketers, a little studied group, are exposed to both effects. So, we selected 24 telemarketers as our experimental group, and 20 people outwith that profession as a control group.  For the evaluation task, we used a Spanish reduced version of the Speech Perception in Noise Test. The task consisted in repeating the last word of a series of pre-recorded phrases with different background sounds, in which there were different phonemes and different predictability of the final words. The results showed that the habitual use of headphones has a negative effect on the auditory perception of certain frequencies, and that call centers noise affects negatively speech comprehension even more than traffic. These findings are applicable both to work and education, and prove the importance of making people aware of the appropriate use of headphones.

Our research explores whether parental divorce is related to University students’ family stress and satisfaction and to the quality and frequency of parent-children relationships. Participants were 147 first year undergraduate students enrolled in Primary education, Social education, Philology, Sociology and Speech therapy courses at Universidade da Coruña.  Results showed that those students whose parents were divorced had significantly higher family stress, lower family satisfaction, and, the quality and the quantity of parent-child relationships were lower compared to students whose parents were married.  These results could relate to divorce’s long term effects and show differences in the family context conditions of students whose parents are divorced compared to those whose parents remain married.

Unique Minds (Mentes Únicas) and its version for teachers and counsellors, MUPO, are programs full of good ideas and tools for teachers and families. Both programs help to address learning disabilities in the natural context in which they take place and help children, families and teachers in their search for solutions based on their own resources. The programs are grounded on General Systems Theory and Multiple Intelligences Theory. They accessibly explain how our brain works and use techniques from Systemic Brief Family Therapy, such as Externalization, especially appropriate for the target ages - 8 to 12 years old, the ages when children learn to learn-.

 

This review analyzes Symbaloo EDU, a personalized virtual desktops tool with a lot of potential in the educational field. It also provides ideas on how to use it both for the management of our favorite resources on the web and from a didactic point of view, especially as an integrating element of our Personal Learning Environment.