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.

This study investigates how university students engage with generative artificial intelligence (GenAI), specifically ChatGPT, when completing knowledge-based academic tasks across six courses and two institutions. By comparing performance and perceptions in engineering and non-engineering subjects, the study examines whether students can use GenAI effectively without prior training and to what extent such tools meaningfully support learning. The work also explores how these findings may inform future research on accessible and inclusive learning design. A multi-method design was employed with 254 undergraduate and graduate students assigned to experimental groups (allowed to use ChatGPT) or control groups (restricted to traditional, non-GenAI resources). Quantitative analyses included descriptive statistics, a general linear model, and non-parametric comparisons, complemented by a topic-based analysis of open-ended survey responses addressing students’ perceptions, usage patterns, and desired functionalities. Students in the experimental groups generally obtained higher scores, with significant improvements in several subjects (e.g., computer systems administration, informatics, childhood disorders). A weak but significant positive correlation emerged between iterative engagement with ChatGPT (edits) and academic performance. Qualitative analysis showed that students valued ChatGPT for fast information access, clarification of concepts, and organizational support, while also expressing concerns about inaccuracies, overreliance, and limitations of free versions. GenAI can enhance student performance when used actively and reflectively, although its effectiveness varies by disciplinary context. The findings highlight the need for explicit AI-literacy instruction to ensure critical and responsible use. While the study does not directly address disability or accessibility outcomes, the qualitative patterns suggest potential intersections with inclusive and multimodal learning design, pointing to promising avenues for future research.

Introducción: el desarrollo de las funciones ejecutivas en la autorregulación de la conducta y desarrollo de procesos cognitivos de orden superior pone en evidencia su importancia en el éxito escolar y social. Algunos estudios sugieren que puede existir relación con la creatividad, siendo de gran relevancia determinar los procesos de desarrollo de ambos conceptos y ver su relación. Objetivo: estudiar la relación entre funciones ejecutivas y creatividad en una muestra de alumnos de edades comprendidas entre los 3 y los 5 años y 11 meses. Materiales y método: para medir la función ejecutiva se utilizó el BRIEF-P (Gioia et al., 2016) y para la medir la creatividad el cuestionario de creatividad de Tuttle (1980). La correlación se midió mediante estadística paramétrica. Resultados: los resultados mostraron que existe relación estadísticamente significativa entre la creatividad y el Índice General de Función Ejecutiva (IGE), existe correlación significativa con el Índice de Metacognición Emergente (IME) sin embargo, no se encontró relación entre los índices de Autocontrol Inhibitorio (IAI) y de Flexibilidad (IFL). Los alumnos de menor edad presentan mayores dificultades en las escalas de inhibición, flexibilidad y control emocional. Conclusiones: la existencia de relación entre la función ejecutiva y la creatividad abre la puerta a más investigaciones en este campo, siendo necesario ampliar la muestra. Se señala la importancia de diseñar e implementar programas educativos en la etapa de Educación Infantil para potenciarlas.