More and more studies and research have found a positive relationship between the participation of young peoplein altruistic activities and helping others. It is interesting to discover the relationship that personal and vocational satisfaction play in the preparation and training for the teaching profession. For students who begin university studies related to teaching, their psychological well-being and motivation toward this activity are very relevant aspects to consider. The access to and attainment of a university degree with a great vocational character, such as that of Pre-school Teacher or Primary Education Teacher, can benefit the students under their tutelage. An adequate motivation and a psychological well-being might favor future educational professionals’ personal balance and will impact their students. This research aims to analyze the degree of psychological well-being and its relationship with the motivation toward starting the teaching career. A sample of 233 students and students aged between 17 and 19 who are beginning university studies at the School of Education of Ciudad Real was selected. All participants were enrolled in the first year of the Degree in Pre-school and Primary Education. The relationship between the psychological well-being of the students and their motivation toward attaining a professional teaching career was analyzed. Other variables, such as age or gender were also taken into account. A quantitative study was carried out and the Ryff Psychological Well-Being Scale (RPWS) and the validated Intrinsic Motivation Questionnaire (IMI) were used. Once the results were analyzed, it was observed that there is a positive correlation between the perception of psychological well-being that the participants have and their motivation toward the beginning of university studies. The focal point of these future teachers is direct teaching with the students of the early stages of Pre-school and Primary Education. There are also some significant differences, considering the age and gender of the participants. The vocational character of university preparation for the teaching profession may determine that students who begin their degree studies have an important motivation toward the performance of their professional future.

Estrategias eficaces de intervención socioeducativa con adolescentes en riesgo social

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

Currently, the development of key competences has become a fundamental priority to ensure the success of inclusive quality teaching–learning processes at all levels of education. This research proposes a quantitative observational study that involved 446 Spanish, Chilean and Mexican individuals, using the INNOVAPRENDE questionnaire. Education is fundamental to provide citizens with the skills inside and outside the classroom. For this reason, the research focuses on the teachers’ perception of university students’ skills to develop Personal, Social and Learning to Learn (PSLL) competence: initiating learning, managing time, managing information and managing self-regulated learning. It was found that women (vs. men), older participants (vs. younger participants) and participants with 16–25 years of experience (vs. those with 0–5 years of experience) perceive that university students have greater knowledge and skills to deploy PSLL. The conclusion highlights the importance of teacher guidance and support, as well as expectations in relation to learners’ development of the skills that make up PSLL.

El ocio se ha convertido en una realidad que ha ido cobrando en las últimas décadas cada vez más importancia, como medio de desarrollo, autorrealización y satisfacción personal. En los momentos que estamos, tras años de crisis y transformación de la economía, debe ser un objetivo conocer y saber qué piensan y qué deciden los jóvenes, especialmente los más vulnerables, sobre su ocio, porque las dificultades económicas lo deprimen y, por tanto, su desarrollo personal, su autorrealización, sus relaciones sociales y, en definitiva, su calidad de vida. Para compensar esta situación la sociedad debe esforzarse, otorgando la importancia que tiene el ocio en sí, además del valor pedagógico que puede tener en cualquier interven¬ción socioeducativa y, especialmente, con colectivos en riesgo de exclusión, vulnerabilidad social, etc., un valor actualmente desaprovechado en muchas ocasiones en el trabajo con jóvenes. La finalidad del presente artículo se concreta en analizar cómo valoran los jóvenes en situación de vulnerabilidad su actividad de ocio desde el punto de vista de la importancia que tiene para ellos, la satisfacción que les reporta y la autogestión que realizan de la misma, a través de un cuestionario a 2.694 participantes, siendo 783 casos (29.06% del total de la mues¬tra) considerados en situación de vulnerabilidad. También, se busca identificar si su valoración difiere de la que realizan los jóvenes que no se encuentran en situación de vulnerabilidad. Finalmente, se trata de determinar si existen relaciones entre las distintas valoraciones que realizan los jóvenes vulnerables de su actividad de ocio. Los resultados revelan que los jóvenes vulnerables conceden una elevada importancia a su actividad de ocio, al tiempo que se muestran altamente satisfechos con ella; sin embargo, consideran que participar en su organización y/o en la gestión del espacio no incrementaría su satisfacción ni los beneficios que les reporta.

In the current educational approach of our country different modalities of schooling to promote educational inclusion of the students with specific need of educational support are established. Special Education is presented as alternative to the ordinary model, either in the totality of its schedule or as combined schooling. The present article aims to analyse and compare the organization, functioning and resources of two Special Education centres in very different contexts. On the one hand, Olof Palme school, placed in the middle of the Sahara Desert, in a refugee camp in the town of Tindouf (Algeria). On the other hand, the Puerta de Santa María Special Education School in Ciudad Real (Spain). It studies in depth the similarities and differences between these two centres that educate students with educational support needs. The comparison of both contexts supposes differences in the functioning or organization of the teachings. Firstly, the situation of each of these two centres is described, analysing their main aspects. Later the comparative study is carried out and the main conclusions are commented. Different data collection techniques have been used to carry out the study, mainly the interview, the direct observation and the bibliographic review. Pronounced differences between these two situations imply that the educational process of both schools is very different in terms of the available resources, both material and human, the organization and the possibilities of action.