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.

Este trabajo se centró en una revisión sobre estereotipos de género en Educación Física, poniendo el foco de atención en el colectivo de estudiantes. Se llevó a cabo una búsqueda en Web of Science, Scopus, SportDiscus, ERIC y PsyInfo, seleccionando artículos publicados entre 2005 y 2015. La muestra final fue de 25 documentos. Los datos revelaron la existencia de cuatro puntos de interés: el avance y resistencia al cambio de algunas creencias; la importancia de los estigmas y su repercusión en el comportamiento; la relación directa con contenidos y rendimiento; y, la figura del profesorado como agente reproductor. Se constató cierta evolución en algunos elementos, pero un avance general lento que hace urgente la puesta en práctica de alternativas de cambio profundo que aborden minuciosamente estos temas, en las que la perspectiva de género sea un eje determinante.

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.

The objective of the study is to verify the reliability and validity of the Factors Influencing Teaching Choice, as well as to determine the teaching of Early childhood and Primary education students’ motivations and perceptions for the choice of this degree. The sample consisted of 262 student teachers aged between 18 and 27 (83.2% female and 16.8% male). According to degree, 54.2% of the participants were enrolled in Early Childhood Education and 45.8% in Primary Education. The instrument used in the study was the Factors Influencing Teaching Choice, FIT-Choice Scale, adapted to Spanish by Gratacós and López-Jurado. Results evidenced the high reliability and validity of the scale that is similar to the original model, presenting 12 motivational factors and 6 perceptions. The main reasons that lead to choose teaching profession, despite gender differences, are: having influence in the educational children’s process, the intrinsic value of the qualification, the fact that this profession contributes socially, or working with children. Also, students consider that teaching is a demanding profession and they are satisfied with the degree choice. The most important factors influencing the choice of education degree are intrinsic motivations and perceptions as the vocation, in contrast to external reasons such as economic incentives or social recognition.

The need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the acquisition of competences. The aim of this study is to evaluate the effectiveness of a digital application for the development of competences of primary education undergraduate students in a non-face-to-face teaching context derived from the pandemic through a service-learning project. To achieve this objective, a specific programme was designed using a collaborative platform. Numerous instruments were used to assess the acquisition of basic, specific, general and transversal competences. On a quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a qualitative level, a student field diary, a survey to measure satisfaction and an observational record were used. The main results show that after the implementation of the use of the platform, both the level of competence of the students and their satisfaction with the project were very high and that the impact on their training was very positive. Among the main conclusions, we highlight that the use of this type of platform allows students to acquire competences in non-classroom contexts. On the other hand, we conclude that training in the use of digital tools in initial teacher training is necessary for good professional performance. On the other hand, this experience allowed future teachers to realise the need to master new technologies in order to be able to adapt to the new needs that different educational scenarios pose in the information society.