The recognition of the right to the inclusion of people with disabilities on a global scale has led to progress in the planning and development of policies and programs among different areas. The present work addresses the accessibility barriers to university education as an opportunity for greater inclusion. Universities must facilitate all students’ physical, curricular, and relational access and comply with a “reasonable accommodation” policy to allow students with disabilities equal opportunities. The aim is to analyze the barriers that hinder educational inclusion. Four factors are explored: the students’ accessibility to facilities and resources; the teachers’ willingness to respond to students with disabilities and special educational needs (SEN); the teachers’ curricular adjustments to meet those needs; the students’ interactions with their peers and professors. We worked with a sample of 201 university professors of teacher training programs in Spain. The results show statistically significant differences in the factors indicated, according to sex, age group, teaching experience, and experience with students who require educational support. According to the study results, a series of recommendations are included to improve the training necessary for university professors to promote inclusive education.

Given that affective and cognitive processes interact in writing, it is important that interventions for developing writing ability focus both on strategies for developing motivation and cognitive processes. This article provides evidence for the efficacy of an instructional program that combines training in composition processes with strategies for developing motivation to achieve. Motivational training focused on multiple attributes: value and functional character, standards of performance, expectations, beliefs, self-efficacy, self-esteem and writing-related factors. Sixty-six fifth- and six-grade students with learning disabilities were assessed on a series of measures prior to and following the motivational intervention. Compared with a control group ( n=61), trained students showed significant improvements in the quality of their writing (measured in terms of text structure and coherence) and in their attitudes towards writing. They did not, however, show significant changes in productivity (quantity of text produced), self-esteem, beliefs and expectations, or in writing- related attributions.

The benefits of homework on student learning and academic achievement, to a large extent, depend on the degree of student engagement. Motivational engagement (my intention or why I do the homework), cognitive engagement (how I get involved in homework), and behavioral engagement (how much homework I do, how much time I devote to it, how I manage that time) are key aspects that condition the quality of the process of doing homework, learning, and academic achievement. Prior academic achievement is one of the variables that seems to be positively related to student engagement (both due its motivational component and to the training to do homework). The main purpose of this work was to study in detail this relationship in students of the last stage of Primary Education (N = 516). The results showed that (i) as achievement levels rise, the use of a shallow focus to doing homework decreases (and the use of a deep approach increases); (ii) there is also a progressive increase in the amount of homework done and in the management of the time dedicated to homework. On another hand, as in previous research, (iii) no relationship was observed between the levels of prior achievement and the amount of time spent doing homework.

The present study aims to understand the relationship between the big five factors of personality and academic motivation. In addition, the following variables are taken into consideration; sex, age and type of educational studies. A quantitative methodology is used, in base to a not experimental, correlational study. The sample is composed of 514 students of the Faculty of Education of Leon’s University, between the three education degrees. To gather the information, participants were asked to complete the Learning and Motivation Strategies Questionnaire (CEAM) and the Personality Questionnaire Five Factor Inventory (NEO-FFI). The results show the significant relationship between personality facets and motivation variables. It should be noted that female results were higher in the values of intrinsic motivation, motivation towards teamwork, neuroticism, and kindness, and the male results were higher in self-efficacy. Additionally, it was observed that intrinsic motivation decreases progressively from the first to the fourth year of the degree, the need for recognition decreases in the two last study years, and the openness to experiences is higher in the last year of the degree. Finally, Social Education students are those that show a higher intrinsic motivation, self-efficacy, total motivation, openness to experiences, and neuroticism, while Primary Education students’ results were higher in the need for recognition.

Introduction: The emphasis on skills-based learning has caused curricular change in education systems across the European Union, particularly in terms of the increased use of active teaching methodologies at all stages of education. These sorts of methodology are proven to have a positive impact on students’ motivation to learn and involve teaching strategies that represent a significant departure from traditional approaches. In this way, teachers in Pre-school Education can employ play-based strategies, which not only foster students’ acquisition of new skills but also their motivation. The objective of this study is to assess the impact of using active methodologies on the intrinsic motivation of students in the second cycle of Pre-school Education (3–6 years old) toward the process of teaching and learning.Methods: To this end, a quantitative investigation was undertaken involving a non-probabilistic, convenience sample of 77 students in publicly funded Pre-schools. The selected students were asked to complete an ad hoc questionnaire to measure their motivation with respect to the methodology implemented in their classroom. Data were analyzed using the statistical program SPSS v.26 statistical significance was reached for all motivation variables (p < 0.05).Results: A particularly important result was the finding that motivation among our pre-school cohort varied strongly in relation to sex with girls demonstrating greater motivation than boys.Discussion: Also of interest are the findings that older pupils showed higher levels of motivation and students in the rural center were more motivated than those who study in the urban center. In conclusion, the implementation of active methodologies in Pre-school Education appears to foster students’ motivation to learn.