High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

School refusal is a serious problem that negatively affects academic performance, connection to school, and socioemotional well‐being of students. Numerous scientific works have suggested that school refusal is associated with internalizing problems. However, it is necessary to determine how this condition may affect certain academic variables, such as perceived academic self‐efficacy. This study has three objectives: to identify school refusal profiles according to the Kearney and Silverman functional model (1990); to analyze differences in means based on the identified profiles of perceived academic self‐efficacy; and to determine the predictive capacity of school refusal on perceived academic self‐efficacy. Participants consisted of 2357 Spanish students (56.8% girls), aged 13–17 (M = 15.24, SD = 1.26). They were administered the School Refusal Assessment Scale‐Revised (SRAS‐R) and the Academic Situation‐Specific Perceived Self‐Efficacy Scale (ASSPSE). Three profiles of school refusal were identified using Latent Profile Analysis, and the differential functioning of these profiles was determined using the academic self‐efficacy dimension. Mixed profiles of school refusal obtained the lowest mean scores on the academic self‐efficacy dimension. The findings are discussed with regard to the importance of enhancing perceived academic self‐efficacy to prevent school attendance problems in adolescents and young children.

The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (M_age = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.

The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015–2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable Development Goals—SDGs. In this article, we want to emphasize the need for training future teachers to meet the new needs of media education, taking into account the increasing importance of sustainable development of children in relation to audiovisual media to maintain their welfare, skills and future prospects. For this reason, the objective of the study is to collect the perceptions of 278 future schoolteachers about the significance of audiovisual education and their own training on the subject, the socio-educational objectives of audiovisual tools, their positioning regarding audiovisual methodology and the concept of communication. Two ad-hoc questionnaires with an ex-post-facto design were used. The findings showed that a reduced percentage of students felt they had received full audiovisual training. Nevertheless, over half of the future schoolteachers considered their work in the classroom to be important for social and educational ends, both from a theoretical and a practical viewpoint. We believe it is necessary to provide audiovisual education to future schoolteachers based on students’ interests and needs.