Vol. 3 No. 2 (2016)

In the last thirty years the use of Structural Equation Modeling (SEM) has been increasing in an exponential manner. Such is this increase that we are witnessing, sometimes a use so far from the correct and appropriate practice with this type of multivariate statistical technique. In this short paper we want to make a presentation of the different stages to follow in the use of SEM, and a presentation of the most common options and recommendations to consider in those same phases.

Mental images are mental representations of people, objects and situations that are not present and are formed by using the imagination. Many studies have addressed this psychological ability, its typology and its involvement in the academic environment. Along these lines, the aim of our study was to assess the information processing style (verbal, object, spatial scales, and mental rotation) that is commonly used by students from different specialties of Compulsory Secondary Education. To that end, two tests: The Mental Rotation Test (MRT) and the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ) were administered to a sample of 126 Compulsory Secondary Education students. MRT assessed any significant difference in the ability to mentally rotate images depending on gender and specialty. Significant differences were found by specialty, showing that science students had better ability to mentally rotate images than humanities ones. Significant differences were found by gender and specialty in the OSIVQ. Men showed better spatial and verbal processing style than women, and humanities students excelled in object processing (in comparison to science students) and in verbal processing (in comparison to science and art students).

The intervention here described resulted from a research / intervention work developed with the elderly who attended an adult education workshop, which purpose was to promote active aging by means of sociocultural animation. It involved a group of 22 participants aged between 67 and 92 years. The authors developed a participatory action-research, applying the interpretive-hermeneutic paradigm and resorting to sociocultural animation techniques - methodologies that usually foster motivation and participation on the target population. Based on the interests, needs and potential of the participants seven workshops were developed: Manual and Decorative Arts; Preventive Health; Gardening; Cooking; Musical Expression; Gymnastics; and Religious Activities. Various types of activities (physical, cognitive, recreational, social, emotional and spiritual) were fostered, which allowed the development of the elderly’s functional abilities (e.g. mobility, memory, creativity, critical reflection); the fostering of interactional and interpersonal processes, valuing the traditions and fomenting spirituality. The intervention had positive results as the final evaluation revealed: the participants highlighted the benefits of the project, in particular, the levels of physical and psychological well-being, the augment of the quality of their relationships with others and the acquisition of new apprenticeships. This project reiterated the importance of social and cultural activities regarding the elderly’s learning processes, welfare and quality of life.

This study explores the motivational and emotional intelligence level of students in Obligatory Secondary Education, and the relationship between the two essential components of an individual's personality. It has worked from a quantitative methodology with a sample of 500 students from public secondary schools, using the questionnaire motivation and learning strategies (CMEA) and Spanish version of the Trait goal-Mood Scale (TMMS-24). The results show a good motivational level in all factors with an adequate perception and understanding emotional regulation (intrinsic goals, tasks value, control beliefs, self-efficacy for performance anxiety and extrinsic goals), with an adequate perception, regulation and understanding emotional. In addition, they denote a positive and significant correlation of both, except in the factors that make emotional intelligence, and they are as follows: anxiety, understanding and regulation. In conclusion, both motivation and emotional intelligence are likely to be trained and improved in the field of education, with a capacity to put in place social skills and make the most of each adolescent.

The quality of adaptation and success in Higher Education is related to students’ entry characteristics, as literature suggests the impact of gender, the field of studies, and family background on students’ results. In addition to sociocultural factors, social-cognitive variables such as outcome expectations and self-efficacy also influence students’ adaptation experiences. This study characterizes the anticipated difficulties presented by a group of 931 first-year students matriculating at a Portuguese public university, one week before the beginning of classes. The analysis of anticipated difficulties, assessed in three major domains – academic adjustment, social integration, and autonomy -, is conducted concerning the field of studies, sex, and grouping in first-generation (students’ whose parents do not have a college education) or students from families with higher education backgrounds. Findings suggest the impact of these variables, namely regarding anticipated social integration and autonomy difficulties, suggesting higher anticipated difficulties by women, first-generation students, and students in social sciences and humanities courses. The results are discussed regarding implications for research and intervention in Higher Education.

Following the study presenting the Online Parental Support Scale, as part of the evaluation of the ‘Positive Parent’ online program (http://educarenpositivo.es), this article describes the validation of a new scale that evaluates the principles of positive parenting in users of face-to-face and online parenting support programs. To validate the Positive Parenting Scale (PPS), 323 Spanish and Latin American parents participated, who were enrolled in the online program. To obtain the factor structure, we used exploratory structural equation modeling (ESEM) with oblimin rotation, and for confirmatory purposes we used as the estimation method the Weighted Least Squares Mean and Variance Adjusted with moving measurement window (WLSMW. We also performed a ROC analysis of rating and continuous diagnostic test results by means of area under the curve (AUC), and tested it by multivariate analysis of Covariance (MANCOVA). The main results showed an optimal factorization of the construct involving a four-factor model with adequate reliability: family involvement, affection and recognition, communication and stress management, and shared activities. Furthermore, discriminative capacity of the scale was proved depending on the levels of Internet experience and educational use of the Internet. The scale shows adequate psychometric properties and its content includes the key aspects of the exercise of positive parenting, which is very useful to evaluate the effectiveness of programs based on this approach.

The emotional intelligence construct has been studied in various areas of human development, in particular in the area of organizational health. However, it has been insufficiently researched its relationship with the engagement, and even less with the health of Teachers. The engagement is considered healthy for teachers’ performance and their welfare, benefiting not only the individual, but also the organisations where they work. Therefore, this study was precisely aimed at understanding the relationship between emotional intelligence and the engagement. The sample consisted of 250 teachers of the 2nd cycle (5th and 6th year) (26.4%) and 3rd cycle (7th, 8th and 9th year) (57.2%) of the basic education and secondary education (10th, 11Th and 12th year) (16.4%), female (70.4%) and male (29.6%) teachers of the Autonomous Region of Madeira (RAM), Portugal. We used as instruments, the Trait Meta-Mood Scale, Questionnaire of expressiveness and Emotional adjustment of Berkeley and Utrech Work Engagement Scale. Our results show that the greater the emotional to feelings, clarity of feelings and mood repair, the greater vigor, dedication and absorption. Age and length of service were not relevant to the explanation of the relationship between the constructs. It was concluded that teachers who are able to regulate their emotions involved more at work and use all their physical, emotional and cognitive, while playing their roles, overcoming the obstacles which they stand.

The main aim of this research is to analyse the effects of a Voice Recognition System (VRS) used for improving phonological awareness and reading skills of preschool children. A quasi-experimental pre/post-test design with non-equivalent control group was used in third year of preschool education. The pupils (n=18) were randomly assigned to an experimental or control group. The experimental group received seven training sessions on the use of VRS. The pre/post-test evaluation of phonological awareness and reading skills was carried out by LolEva, a test in a software format (Peralbo et al., 2015). Our results show a significant improvement in the experimental group in connection with phonemic and syllabic awareness. Improvements were also observed, although not statistically significant, in reading skills.

This paper addresses central problems of education, both theoretical and practical, with the aim of establishing and justifying principles of education and pedagogical intervention, which base purposes and action in the educational relationship.

The book Quality of life and well-being in old age focuses on the psychological well-being and quality of life of the elderly. The phenomenon of aging poses to society today demands related to the improvement of the quality of life of the elderly. Psychological well-being is an important challenge in order to feel alive and authentic. Thus, Freire and Ferradás analyze the dimensions of psychological well-being, highlighting the important role they play in achieving a better adaptation to this stage of life. Finally, the figure of the family caregiver as the main source of help for the elderly person in a situation of dependency is analyzed.