This page has only limited features, please log in for full access.
Ph.D. in Educational Sciences and Professor at the University of Vigo. Her publications and research guidelines are focused on the fields of design and evaluation of programs, the evaluation of needs, inclusive education, and social disabilities. ORCID: 0000-0002-2551-5903
Social-emotional skills have been an important object of study in recent years due to their relationship with academic, personal and professional success. The aim of this study was to analyse the relationship between these skills and different influential variables. The participants had a mean age of 14.18 years. The instruments used were the Social Emotional Competence Questionnaire (SECQ) and the Physical Activity Questionnaire for Adolescents (PACQ-A). Generally, the results indicated gender differences and no influence of age. Those who engaged in after-school activities scored higher on social awareness. In addition, artistic and musical extracurricular activities were associated with social-emotional skills, whereas sports activities were not. It was also found that the physical activity index was not related to socioemotional factors, except in self-awareness and in a negative way. It is necessary to analyse the quality of the extracurricular programmes offered and the training of the professionals in charge of their development. It also seems important to take into account the gender perspective in competence work, increasing self-management in girls and relationship management in boys.
Iago Portela-Pino; Myriam Alvariñas-Villaverde; Margarita Pino-Juste. Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables. International Journal of Environmental Research and Public Health 2021, 18, 4811 .
AMA StyleIago Portela-Pino, Myriam Alvariñas-Villaverde, Margarita Pino-Juste. Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables. International Journal of Environmental Research and Public Health. 2021; 18 (9):4811.
Chicago/Turabian StyleIago Portela-Pino; Myriam Alvariñas-Villaverde; Margarita Pino-Juste. 2021. "Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables." International Journal of Environmental Research and Public Health 18, no. 9: 4811.
Socio-emotional skills seem to have an important influence on the academic performance of students. This performance is usually higher in girls than in boys. Our aim was to determine which socio-emotional skills influence academic performance and whether gender is a variable that can explain these differences. The results indicated that the socio-emotional skills of adolescents were high, highlighting self-awareness, relationship management, and decision-making. The lowest scores were in social awareness and self-management. Girls obtained higher grades, and students with higher grades had a higher level of social-emotional skills, except in self-management, where there were no differences. Self-management was greater in boys and relationship management was greater in girls. Students who failed did not differ from those who obtained very high results, except in decision-making. Overall, decision-making appeared to be the most important variable in students’ academic performance. Therefore, it would be necessary to design strategies that promote this ability in students. Hence, the adoption of active and collaborative methodologies that facilitate the achievement of this goal is suggested.
Iago Portela-Pino; Myriam Alvariñas-Villaverde; Margarita Pino-Juste. Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender. Sustainability 2021, 13, 4807 .
AMA StyleIago Portela-Pino, Myriam Alvariñas-Villaverde, Margarita Pino-Juste. Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender. Sustainability. 2021; 13 (9):4807.
Chicago/Turabian StyleIago Portela-Pino; Myriam Alvariñas-Villaverde; Margarita Pino-Juste. 2021. "Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender." Sustainability 13, no. 9: 4807.
La formación del profesorado resulta una de las variables más importantes para el éxito educativo. El objetivo de este estudio consiste en describir la formación pedagógica inicial y continua del profesorado en el sistema educativo actual y la formación para el cargo de los directores de los Conservatorios Profesionales de Música y de las Escuelas Municipales de Música en España. Para ello se utilizó un diseño mixto basado en el análisis de contenido de la normativa legal estatal y autonómica vigente, una entrevista a personal cualificado de la Administración y un cuestionario a los directores de estos centros ubicados en la Comunidad Autónoma de Galicia. En esta investigación se concluye que, en la actualidad, existe un vacío muy importante en la formación pedagógica del profesorado de música, siendo la docencia la salida laboral más habitual entre estos titulados superiores.
Sara Domínguez-Lloria; Margarita Pino-Juste. Análisis de la formación pedagógica del profesorado de los Conservatorios Profesionales de Música y de las Escuelas Municipales de Música. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM 2021, 18, 39 -48.
AMA StyleSara Domínguez-Lloria, Margarita Pino-Juste. Análisis de la formación pedagógica del profesorado de los Conservatorios Profesionales de Música y de las Escuelas Municipales de Música. Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM. 2021; 18 ():39-48.
Chicago/Turabian StyleSara Domínguez-Lloria; Margarita Pino-Juste. 2021. "Análisis de la formación pedagógica del profesorado de los Conservatorios Profesionales de Música y de las Escuelas Municipales de Música." Revista Electrónica Complutense de Investigación en Educación Musical - RECIEM 18, no. : 39-48.
Background: Sedentarism is an important risk factor for non-communicable diseases. To avoid it, it is necessary to establish the barriers which influence a low level of practice of Physical Activity. Methods: This study, conducted with 833 students, aims to describe a model to explain the barriers determining the level of practice of Physical Activity in adolescents according to age, school year, BMI and gender. The inclusion of the analyzed barriers followed the tetra-factorial model: Body image/physical and social anxiety; Tiredness/laziness; Responsibilities/lack of time and Environment/facilities. Results: The barriers to Physical Activity in adolescents are fatigue and sloth, and temporary obligations. The barrier that least influences the practice of Physical Activity is the environment and body image. It is determined that the subjects with the lowest Physical Activity index were those with a high fatigue and laziness score and higher age. The level of physical activity of this population is medium (95% CI, 2.8274–2.9418). Conclusions: It is necessary to overcome tiredness or apathy towards the practice of Physical Activity, especially in those under 16 years of age.
Iago Portela-Pino; Myriam Alvariñas-Villaverde; Javier Martínez-Torres; Margarita Pino-Juste. Influence of the Perception of Barriers in Practice of PA in Adolescents: Explanatory Model. Healthcare 2021, 9, 380 .
AMA StyleIago Portela-Pino, Myriam Alvariñas-Villaverde, Javier Martínez-Torres, Margarita Pino-Juste. Influence of the Perception of Barriers in Practice of PA in Adolescents: Explanatory Model. Healthcare. 2021; 9 (4):380.
Chicago/Turabian StyleIago Portela-Pino; Myriam Alvariñas-Villaverde; Javier Martínez-Torres; Margarita Pino-Juste. 2021. "Influence of the Perception of Barriers in Practice of PA in Adolescents: Explanatory Model." Healthcare 9, no. 4: 380.
Physical activity (PA) has been shown to be an important variable in achieving a good quality of life. The objective of this study was to determine adolescents’ perceptions of environmental barriers to PA based on age, gender, geographic location, body mass index (BMI), PA index, and whether they engage in sports or not. The sample was made up of 849 adolescents aged between 12 and 17 years old. The PA Questionnaire for Adolescents (PAQ-A) and three questions on environmental barriers were used. Among the results, we should point out that adolescents hardly perceive any environmental barriers. There are no differences in the perception of barriers neither in terms of gender nor BMI. As adolescents get older, they consider that there are few recreational spaces, that the distance is not adequate, and that there is no accessibility to them or they do not encourage walking. The adolescents who perceive the greatest barriers are those who live in settlements of 10,000–50,000 inhabitants, especially those more linked to the neighborhood and to the accessibility and availability of spaces. It seems especially important to establish health policies in order to neutralize the barriers related to the accessibility and availability of spaces and the neighborhood-related barriers.
Iago Portela-Pino; Myriam Alvariñas-Villaverde; Margarita Pino-Juste. Environmental Barriers as a Determining Factor of Physical Activity. Sustainability 2021, 13, 3019 .
AMA StyleIago Portela-Pino, Myriam Alvariñas-Villaverde, Margarita Pino-Juste. Environmental Barriers as a Determining Factor of Physical Activity. Sustainability. 2021; 13 (6):3019.
Chicago/Turabian StyleIago Portela-Pino; Myriam Alvariñas-Villaverde; Margarita Pino-Juste. 2021. "Environmental Barriers as a Determining Factor of Physical Activity." Sustainability 13, no. 6: 3019.
La actual pandemia de la COVID-19 ha obligado de forma abrupta a modificar los procesos de enseñanza-aprendizaje en todos los escenarios educativos. Esto ha hecho que el profesorado de música tenga que evaluar y poner a prueba su competencia digital en el uso y manejo de las nuevas tecnologías. El objetivo de este estudio ha sido medir la competencia digital del profesorado de música de la comunidad autónoma gallega. Para ello, se ha realizado una investigación interpretativa, con método cuantitativo. Para la recolección de la información se utilizó el cuestionario para medir la competencia digital docente (CDD). Los resultados reflejan que el profesorado de música presenta baja competencia digital tanto en el conocimiento como en el uso de herramientas digitales. Se concluye que es necesaria la elaboración de planes de formación específicos que aborden la perspectiva pedagógica del uso de las nuevas tecnologías para las características y necesidades que presenta el profesorado de música.
Sara Domínguez-Lloria; Margarita Pino-Juste. La competencia digital en el profesorado de música durante la pandemia derivada de la COVID-19. Revista Electrónica de LEEME 2021, 80 -97.
AMA StyleSara Domínguez-Lloria, Margarita Pino-Juste. La competencia digital en el profesorado de música durante la pandemia derivada de la COVID-19. Revista Electrónica de LEEME. 2021; (47):80-97.
Chicago/Turabian StyleSara Domínguez-Lloria; Margarita Pino-Juste. 2021. "La competencia digital en el profesorado de música durante la pandemia derivada de la COVID-19." Revista Electrónica de LEEME , no. 47: 80-97.
Susana Blanco-Novoa; Sara Domínguez-Lloria; Margarita Pino-Juste. Impact of the Social and Family Environment on the Motivation of Students in Professional Music Teaching. The International Journal of Pedagogy and Curriculum 2021, 28, 1 .
AMA StyleSusana Blanco-Novoa, Sara Domínguez-Lloria, Margarita Pino-Juste. Impact of the Social and Family Environment on the Motivation of Students in Professional Music Teaching. The International Journal of Pedagogy and Curriculum. 2021; 28 (1):1.
Chicago/Turabian StyleSusana Blanco-Novoa; Sara Domínguez-Lloria; Margarita Pino-Juste. 2021. "Impact of the Social and Family Environment on the Motivation of Students in Professional Music Teaching." The International Journal of Pedagogy and Curriculum 28, no. 1: 1.
Sara Fernández-Aguayo; Margarita Pino-Juste; Sara Domínguez-Lloria. Drama and Music for Integration and Intercultural Learning in Educational Contexts with Gypsy Culture. The International Journal of Learner Diversity and Identities 2021, 29, 1 .
AMA StyleSara Fernández-Aguayo, Margarita Pino-Juste, Sara Domínguez-Lloria. Drama and Music for Integration and Intercultural Learning in Educational Contexts with Gypsy Culture. The International Journal of Learner Diversity and Identities. 2021; 29 (1):1.
Chicago/Turabian StyleSara Fernández-Aguayo; Margarita Pino-Juste; Sara Domínguez-Lloria. 2021. "Drama and Music for Integration and Intercultural Learning in Educational Contexts with Gypsy Culture." The International Journal of Learner Diversity and Identities 29, no. 1: 1.
This study analyzed the influence of the image of death (positive or negative) and gender on death anxiety and assessed several subscales of the Death Attitude Profile-Revised in a sample of 280 compulsory secondary education students. Individuals with a positive image of death were found to exhibit less death anxiety than individuals with a negative image of death, and death anxiety was higher in boys than girls. Students with a positive image of death had greater Approach Acceptance, less Fear of Death, less Death Avoidance, more Escape Acceptance, and more Neutral Acceptance than students with a negative image of death.
María Esther López-Pérez; Margarita Pino-Juste; Alfredo Campos. Mental imagery and anxiety toward death in adolescents. Death Studies 2020, 1 -6.
AMA StyleMaría Esther López-Pérez, Margarita Pino-Juste, Alfredo Campos. Mental imagery and anxiety toward death in adolescents. Death Studies. 2020; ():1-6.
Chicago/Turabian StyleMaría Esther López-Pérez; Margarita Pino-Juste; Alfredo Campos. 2020. "Mental imagery and anxiety toward death in adolescents." Death Studies , no. : 1-6.
Las personas pueden tener imágenes mentales vivas sobre la muerte, y pueden tener control sobre ellas. El objetivo de esta investigación era saber si la viveza de imagen y el control de imagen influían en la actitud ante la muerte en un grupo de adolescentes (Estudio 1) y en un grupo de adultos (Estudio 2). Las variables independientes fueron la viveza de imagen y el control de imagen de los participantes, y como variables dependientes se utilizaron las subescalas del Death Attitude Profile-Revised (DAP-R): Aceptación de Acercamiento (AA), Miedo a la Muerte (FD), Evitación de la Muerte (DA), Aceptación de Escape (EA), y Aceptación Neutral (NA). Se encontró que, en el grupo de adolescentes, los individuos que tenían un mayor control de imagen tuvieron significativamente menos Miedo a la Muerte (FD), menores puntuaciones en la escala de Evitación de la Muerte (DA), y mayores puntuaciones en la escala de Aceptación Neutral (NA) que los estudiantes que tuvieron un menor control de imagen. En el Estudio 2 no se encontró influencia de la viveza de imagen ni del control de imagen sobre las subescalas del Death Attitude Profile-Revised (DAP-R). Se analizan las repercusiones de estos resultados en el ámbito escolar.
Esther López-Pérez; Margarita Pino-Juste; Alfredo Campos. Viveza, control de imagen y actitud ante la muerte en adolescentes y adultos. Revista de Estudios e Investigación en Psicología y Educación 2020, 7, 127 -135.
AMA StyleEsther López-Pérez, Margarita Pino-Juste, Alfredo Campos. Viveza, control de imagen y actitud ante la muerte en adolescentes y adultos. Revista de Estudios e Investigación en Psicología y Educación. 2020; 7 (2):127-135.
Chicago/Turabian StyleEsther López-Pérez; Margarita Pino-Juste; Alfredo Campos. 2020. "Viveza, control de imagen y actitud ante la muerte en adolescentes y adultos." Revista de Estudios e Investigación en Psicología y Educación 7, no. 2: 127-135.
La formación del profesorado es, sin duda, una de las cuestiones de investigación recurrente por su importancia para el éxito del sistema educativo y su mejora se convierte en un desafío constante del ámbito educativo. La formación inicial del profesorado de música en primaria y secundaria presenta unas características muy concretas derivadas de la necesidad del conocimiento de un lenguaje específico y que es tratado de forma diferente en numerosos países europeos. El objetivo de este estudio se centra fundamentalmente en la realización de un análisis comparativo, utilizando la técnica de análisis de contenido, de tres informes de investigación sobre la formación inicial del profesorado de música de primaria y secundaria a través de una serie de categorías de análisis con el propósito de describir su organización y establecer similitudes y diferencias. Entre las principales conclusiones obtenidas observamos que las vías formativas para la formación inicial del profesorado de primaria y secundaria poseen similitudes fundamentalmente en cuanto a los centros donde se imparten y el tipo de titulación que se obtiene una vez finalizados los estudios, pero se diferencian en los requisitos previos para poder cursarlas, los años de estudios y el grado de especialización necesario para la habilitación como docente de música en ambos niveles.
Sara Domínguez-Lloria; Margarita Pino-Juste. Análisis comparativo de la formación inicial del profesorado de música de primaria y secundaria en Europa. Revista Electrónica de LEEME 2020, 224 -239.
AMA StyleSara Domínguez-Lloria, Margarita Pino-Juste. Análisis comparativo de la formación inicial del profesorado de música de primaria y secundaria en Europa. Revista Electrónica de LEEME. 2020; (46):224-239.
Chicago/Turabian StyleSara Domínguez-Lloria; Margarita Pino-Juste. 2020. "Análisis comparativo de la formación inicial del profesorado de música de primaria y secundaria en Europa." Revista Electrónica de LEEME , no. 46: 224-239.
Self-assessment and peer assignment have clear advantages for the training of responsible, critical, and reflective professionals. In recent years, self and peer evaluation have also been shown to be even more effective than lecturer evaluation when we assure anonymity through online platforms learning tools. Therefore, self and peer assessments are to become a core aspect of student-centred evaluation processes in Higher Education. Besides, a high concordance with lecturer evaluation may allow lecturers to also benefit from self and peer evaluation without an increase in their workload. In the present work, we compare the formative evaluation from the lecturer with the self and peer assessments through a virtual learning environment. The subject of study if formed by assessments prepared by students in a first-year course in a Social Sciences degree at the Universidade de Vigo, Spain. We find a strong concordance between peer assessment and lecturer assignment, and a moderate agreement between self-assessment and lecturer assignment. These results show that students perform well as peer evaluators, with peer assignment being a procedure with high validity and reliability.
M. C. Iglesias Pérez; J. Vidal-Puga; Margarita Pino Juste. The role of self and peer assessment in Higher Education. Studies in Higher Education 2020, 1 -10.
AMA StyleM. C. Iglesias Pérez, J. Vidal-Puga, Margarita Pino Juste. The role of self and peer assessment in Higher Education. Studies in Higher Education. 2020; ():1-10.
Chicago/Turabian StyleM. C. Iglesias Pérez; J. Vidal-Puga; Margarita Pino Juste. 2020. "The role of self and peer assessment in Higher Education." Studies in Higher Education , no. : 1-10.
Margarita Pino-Juste; Myriam Alvariñas-Villaverde; Lucía Pumares Lavandeira. Extracurricular Activities and Academic Motivation for Rural Area Students. The International Journal of Interdisciplinary Educational Studies 2020, 15, 1 .
AMA StyleMargarita Pino-Juste, Myriam Alvariñas-Villaverde, Lucía Pumares Lavandeira. Extracurricular Activities and Academic Motivation for Rural Area Students. The International Journal of Interdisciplinary Educational Studies. 2020; 15 (1):1.
Chicago/Turabian StyleMargarita Pino-Juste; Myriam Alvariñas-Villaverde; Lucía Pumares Lavandeira. 2020. "Extracurricular Activities and Academic Motivation for Rural Area Students." The International Journal of Interdisciplinary Educational Studies 15, no. 1: 1.
Resumen En el presente trabajo se analizan los beneficios de un programa grupal de tratamiento no farmacológico realizado por la Asociación Española contra el Cáncer en Galicia (España). Se analizaron 14 ediciones del programa en las que participaron 361 mujeres con cáncer de edades comprendidas entre los 33 y los 82 años. Se adoptó un diseño descriptivo de carácter etnográfico triangulando las técnicas de análisis y las fuentes de recogida de datos por medio de un cuestionario de satisfacción, 32 entrevistas en profundidad y un grupo de discusión con profesionales. Los resultados apoyan la idea de que el programa grupal analizado ha conseguido un elevado grado de satisfacción entre las mujeres participantes en todas las ediciones, ha favorecido la aceptación y el afrontamiento positivo de la enfermedad, aumentado los conocimientos y las habilidades para resolver los problemas relacionados con el proceso, así como promovido las relaciones sociales, la participación en la comunidad y el apoyo social. Desde el punto de vista práctico y profesional, nuestro estudio evidencia la importancia de diseñar e implementar programas grupales desde el ámbito psicosocial y con carácter interdisciplinar que permitan mejorar las estrategias de afrontamiento y el apoyo en poblaciones de mujeres diagnosticadas de cáncer.
Francisco-Xabier Aguiar Fernández; Margarita Pino-Juste; José Javier Navarro Pérez. Beneficios de un programa grupal de tratamiento no farmacológico en el afrontamiento del cáncer en mujeres españolas. Una síntesis cualitativa. Saúde e Sociedade 2020, 29, 1 .
AMA StyleFrancisco-Xabier Aguiar Fernández, Margarita Pino-Juste, José Javier Navarro Pérez. Beneficios de un programa grupal de tratamiento no farmacológico en el afrontamiento del cáncer en mujeres españolas. Una síntesis cualitativa. Saúde e Sociedade. 2020; 29 (3):1.
Chicago/Turabian StyleFrancisco-Xabier Aguiar Fernández; Margarita Pino-Juste; José Javier Navarro Pérez. 2020. "Beneficios de un programa grupal de tratamiento no farmacológico en el afrontamiento del cáncer en mujeres españolas. Una síntesis cualitativa." Saúde e Sociedade 29, no. 3: 1.
Educational change is a necessity required by today’s society that faces constant technological and social advances. Schools are regularly under pressure to change and improve teaching-learning processes which must be also innovative. However, many centers’ practices remain resistant to dealing with any kind of innovation. Teachers are the essential figure to start changes in schools. The beginning of a new process of change and improvement in the centers makes necessary a predisposition to confront and overcome difficulties which appear during this process. The aim of this study is to determine the obstacles that teachers have during the processes of change. A quantitative methodology has been used, using the scale of resistance to change (ERC) which defines what the convictions of teachers on the factors influencing this resistance are. Results of this project indicate plural variables that impede the processes of change: comfort in learning processes, several legislative changes, lack of material and continuous training courses, excessive bureaucracy, teaching self-assessment, or teamwork. The teachers did not show high resistance to change. However, men are more resistant. Furthermore, in the dimensions of leadership capability and formative, women show more resistance.
Lucia Lomba Portela; Margarita Pino-Juste. Analysis of the Processes of Change in Schools: From the Culture of Complaint to the Culture of the Transformation. The International Journal of Interdisciplinary Educational Studies 2020, 15, 1 .
AMA StyleLucia Lomba Portela, Margarita Pino-Juste. Analysis of the Processes of Change in Schools: From the Culture of Complaint to the Culture of the Transformation. The International Journal of Interdisciplinary Educational Studies. 2020; 15 (1):1.
Chicago/Turabian StyleLucia Lomba Portela; Margarita Pino-Juste. 2020. "Analysis of the Processes of Change in Schools: From the Culture of Complaint to the Culture of the Transformation." The International Journal of Interdisciplinary Educational Studies 15, no. 1: 1.
In Spain, a country of great cultural diversity, there is an increasing demand for psychosocial care for victims of gender-based violence. The objective is to describe the psychosocial profile of these women residing in the Autonomous Community of Galicia. In a sample (n = 40) of victims of intimate partner violence, it was found a high incidence of PTSD, depression, and low self-esteem associated with greater severity of PTSD and depression. A prolonged relationship increases the types of violence experienced, which is associated with particular psychosocial conditions that are analyzed quanti-qualitatively in order to recommend interventions consistent with the problems detected.
Maria Luisa Mondolfi Miguel; Margarita Pino Juste. Psycho-social profile of battered women in Galicia, Spain: Distress as a result of intimate partner violence and child abuse. Health Care for Women International 2019, 40, 1229 -1248.
AMA StyleMaria Luisa Mondolfi Miguel, Margarita Pino Juste. Psycho-social profile of battered women in Galicia, Spain: Distress as a result of intimate partner violence and child abuse. Health Care for Women International. 2019; 40 (11):1229-1248.
Chicago/Turabian StyleMaria Luisa Mondolfi Miguel; Margarita Pino Juste. 2019. "Psycho-social profile of battered women in Galicia, Spain: Distress as a result of intimate partner violence and child abuse." Health Care for Women International 40, no. 11: 1229-1248.
Fully online and hybrid or blended courses that integrate Information and Communication Technologies (ICT) and complement traditional classroom practice are on the rise nowadays in the field of language teaching. The aim of these courses is to offer flexible learning formats for learners of all ages in the way of tailor-made instruction which can adapt to their needs and expectations. They seem to be suited to diverse educational and social needs and provide, as well as demand, active engagement. There is a large body of research regarding computer supported education, though few studies have compared adult students' attitudes towards ICT in different kinds of courses. Our goal in this study is to analyse and compare adult students’ attitudes towards ICT in three different formal learning settings: classroom face-to-face (N = 184), blended (N = 243) and distance (N = 200) language learning modes. We measure and compare the students' self-perceived confidence in digital competence, the ICT impact on their learning and their perception of the learning potential of ICT. Data were collected through a stratified random sample taking the students' learning mode into account and were subjected to descriptive and inferential analyses via SPSS 23.0 software. Results confirm a relationship between students' age, occupation and technology use in general, and between technology use and increased self-perceived confidence in digital competence in the distance language learning mode in particular. On the whole, students acknowledge the beneficial effect or impact of ICT on their learning and expect their learning to be of high value in the future.
Marcelino Arrosagaray; Margarita González-Peiteado; Margarita Pino-Juste; Beatriz Rodríguez-López. A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education 2019, 134, 31 -40.
AMA StyleMarcelino Arrosagaray, Margarita González-Peiteado, Margarita Pino-Juste, Beatriz Rodríguez-López. A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education. 2019; 134 ():31-40.
Chicago/Turabian StyleMarcelino Arrosagaray; Margarita González-Peiteado; Margarita Pino-Juste; Beatriz Rodríguez-López. 2019. "A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes." Computers & Education 134, no. : 31-40.
Sara Domínguez Lloría; María José González Ojea; Margarita Pino-Juste. Efficiency of Music Therapy as a Non-pharmacological Treatment for the Elderly. The International Journal of Health, Wellness, and Society 2019, 9, 1 .
AMA StyleSara Domínguez Lloría, María José González Ojea, Margarita Pino-Juste. Efficiency of Music Therapy as a Non-pharmacological Treatment for the Elderly. The International Journal of Health, Wellness, and Society. 2019; 9 (3):1.
Chicago/Turabian StyleSara Domínguez Lloría; María José González Ojea; Margarita Pino-Juste. 2019. "Efficiency of Music Therapy as a Non-pharmacological Treatment for the Elderly." The International Journal of Health, Wellness, and Society 9, no. 3: 1.
Maria Luisa Baamonde Paz; Margarita Pino-Juste; Iago Portela Pino. Analysis of Physical Activity among Children with Special Educational Needs. The International Journal of Interdisciplinary Educational Studies 2019, 14, 1 .
AMA StyleMaria Luisa Baamonde Paz, Margarita Pino-Juste, Iago Portela Pino. Analysis of Physical Activity among Children with Special Educational Needs. The International Journal of Interdisciplinary Educational Studies. 2019; 14 (1):1.
Chicago/Turabian StyleMaria Luisa Baamonde Paz; Margarita Pino-Juste; Iago Portela Pino. 2019. "Analysis of Physical Activity among Children with Special Educational Needs." The International Journal of Interdisciplinary Educational Studies 14, no. 1: 1.
Margarita Pino-Juste; Iria Calleja Barcia. The Personal Tutor’s Role in Secondary Education in International Literature. The International Journal of Interdisciplinary Educational Studies 2019, 14, 1 .
AMA StyleMargarita Pino-Juste, Iria Calleja Barcia. The Personal Tutor’s Role in Secondary Education in International Literature. The International Journal of Interdisciplinary Educational Studies. 2019; 14 (2):1.
Chicago/Turabian StyleMargarita Pino-Juste; Iria Calleja Barcia. 2019. "The Personal Tutor’s Role in Secondary Education in International Literature." The International Journal of Interdisciplinary Educational Studies 14, no. 2: 1.