Background/Objectives: Academic stress is a major factor affecting university students’ psychological well-being and overall functioning. This study examined whether three active coping strategies—positive reappraisal, social support seeking, and strategic planning—mediate the relationship between academic stressors and self-reported stress responses. Methods: A quantitative, cross-sectional, non-experimental design was employed. The sample comprised 1014 students from the University of Extremadura (M_age = 20.56, SD = 3.50). Three subscales of the Academic Stress Questionnaire (CEA) were administered: Academic Stressors (E-CEA), Stress Responses (R-CEA), and Coping Strategies (A-CEA). Descriptive statistics, correlation analyses, and a multiple mediation model using structural equation modeling (SEM) tested direct and indirect effects, controlling for gender, study year, and academic field. Results: (1) Academic stressors were inversely related to positive reappraisal (β = −0.34, p < 0.001), planning (β = −0.12, p < 0.001), and social support seeking (β = −0.09, p < 0.01). (2) All three coping strategies were significantly associated with fewer stress symptoms, with positive reappraisal showing the strongest effect (β = −0.13, p < 0.001), followed by social support seeking (β = −0.06, p < 0.05) and planning (β = −0.03, p < 0.05). (3) Stressors had a strong positive direct effect on stress responses (β = 0.54, p < 0.001). (4) Coping strategies partially mediated the stressor–symptom link (total indirect effect: β = 0.12, p < 0.001, 95% CI [0.08, 0.16]). Conclusions: Active coping partially buffers the negative effects of academic stressors on perceived distress. Findings underscore the importance of enhancing students’ coping skills and implementing institutional policies that reduce structural stress and support psychological well-being.

Current scientific evidence points to the importance of studying the link between mental health and problematic video game use in adolescents. The aim of this study was to analyse the correlation between gender and stage of adolescence and problematic video game use, as well as to study the correlation between internalizing and externalizing symptomatology, prosocial behaviour and video game use, and the correlation between video gaming and mental health issues in Spanish 12- to 18-year-olds (M = 14.51; SD = 1.57). For this purpose, the Strengths and Difficulties Questionnaire (SDQ) and the Video Game-Related Experiences Questionnaire (VGEQ) were administered to 1448 secondary school students in Extremadura (Spain), of which 50.8% were women and 49.8% men. The results show that (a) males present more problematic video game use, (b) prosocial behaviour negatively correlates with problematic video game use, and (c) mental health issues and problematic video game use correlate in a negative way. However, the stage of adolescence was not seen to have any effect on the problematic video game use. In conclusion, this study points the effects that problematic video game use can have on the mental health of adolescents and the possible protective role that prosocial behaviours can have on the prevention of problematic video game use.

This presentation is the result of a mixed research and part of a PHD investigation, aimed to understand whether in the process of integrating technology in teaching Portuguese as a Non-Native Language (PNNL), external conditions such as age, time and teacher experience justify the low use of digital resources in language teaching, even though we live in the digital era currently modulated by the COVID-19 pandemic. It was also sought to understand whether training (initial and continuous) endows the teacher with skills to integrate technology in teaching. Data were obtained from 101 PNNL teachers with experience in Portugal and abroad. The results showed that training has no influence on the use of digital resources in education; age and experience influence low utilization due to lack of confidence and teacher’s attitudes; and, regarding time, it was noticed that these digital resources could be facilitating elements in time management. It was concluded that we should focus heavily on CALL training for PNNL teaching, in particular due to the standardization that occurred in distance learning, caused by COVID-19, in order to provide teachers with digital literacy, thus enhancing greater time management, greater confidence and a more adjusted attitude to socio-constructivism.

Esta comunicación presenta los resultados obtenidos en el estudio desarrollado para optimizar la participación del voluntariado social extremeño. Conocer el perfil de esos voluntarios extremeños del 2013 puede potenciar la eficacia de las acciones dirigidas al fomento de los mismos. Por otro lado, identificar los factores que mejoran la integración y satisfacción de los voluntarios favorece, sin duda, el diseño de nuevas estrategias organizativas que optimicen la labor que los voluntarios desarrollan en las ONG’s y asociaciones con las que colaboran. Pensamos que estas contribuciones permitirán a los propios voluntarios y a su movimiento asociativo la consolidación de su identidad colectiva, profundizando en sus propias percepciones y en las de otros compañeros/as voluntarios como parte de una nueva cultura solidaria desde la participación ciudadana, la transformación y el compromiso social.

En el contexto actual, donde la tecnología se ha vuelto omnipresente en la vida cotidiana del alumnado, resulta fundamental comprender cómo la brecha digital y el Uso Problemático de Videojuegos (UPV) pueden influir en su rendimiento académico (RA). La presente investigación tiene como objetivo examinar la relación entre el acceso a los recursos tecnológicos (móvil, ordenador, acceso a Internet, tiempo de conexión diario a Internet y uso problemático de videojuegos) y el RA. Para ello, se seleccionó una muestra de 1448 estudiantes de Extremadura, de los que el 51.1% eran mujeres y un 48.9% hombres, con una edad media de 14.5 años (DT = 1.57). Se empleó un cuestionario sociodemográfico junto con el registro de calificaciones del curso anterior consignado en la Plataforma Rayuela. Además, se utilizó el Cuestionario de Experiencias Relacionadas con los Videojuegos (CERV). Los resultados obtenidos en los 5 grupos categorizados mediante un clúster bietápico indican que más de cinco horas de conexión inciden negativamente en el RA general, pero cuando existe una conexión entre 1 y 3 horas, con problemas de acceso a los dispositivos y/o recursos digitales, se obtiene un peor RA, siendo más significativo en Matemáticas. En conclusión, se abre una doble brecha digital respecto al control del tiempo de conectividad, y respecto a la falta de acceso a los recursos digitales en el entorno familiar, lo que limita sensiblemente el éxito escolar de este perfil de estudiante ad hoc.

In this paper aims to study the figure of ILSE (Interpreter Spanish Sign Language) not only as a potential resource that promotes inclusion of students with hearing disabilities in the school setting (Sánchez Casado & Merino Benítez, 2009) but trying to reflect on their socio-labor situation today, after more than a decade of implementation in Spain as Higher Level Training Programme for Vocational Training, with a duration of 2000 hours, inside the professional family of “Socio-cultural Services and the Community”. This will make a brief historical foundation of her nature, an analysis of the competence profile and sociodemographic initial comparison of enrolled students from the first class nationally, 1998 to 2012, where the evolution of those 12 will be checked promotions analyzed as the total number of graduates of the training cycle and promotion, sex, level of previous studies and the age of completion of Higher Training Programme in order to assess their potential employability in today’s job market. These first results will make an initial proposal to improve the recruitment of new students who choose a superior and professional training on “Interpretation LSE“ according to the actual demand that occurred during these academic courses in Extremadura. Key Words : Professional Training. Sign Languages. Interpretation. Graduate Students. Extremadura.        Resumen: En esta comunicación se pretende estudiar la figura del ILSE (Intérprete de Lengua de Signos Española) no sólo como un potencial recurso que favorece la inclusión de los alumnos con discapacidad auditiva dentro del entorno escolar (Sánchez Casado & Benítez Merino, 2009) sino tratando de reflexionar sobre su situación socio-laboral a día de hoy, después de más de una década de implantación en España como Ciclo Formativo de Grado Superior de Formación Profesional, con una duración de 2000 horas, dentro de la familia profesional de “Servicios Socio-culturales y a la Comunidad”. Para ello realizaremos una breve fundamentación histórica de su naturaleza, un análisis del perfil competencial inicial y una comparación sociodemográfica de los estudiantes matriculados desde la primera promoción a nivel nacional, 1998, hasta 2012, donde se comprobará la evolución de esas 13 promociones analizadas en cuanto al nº de egresados totales del Ciclo Formativo, nº por promoción, sexo, nivel de estudios previos y edad de finalización de Ciclo Formativo Superior con el fin de valorar su posible empleabilidad en el actual mercado laboral. Estos primeros resultados permitirán realizar una primera propuesta para mejorar la captación de nuevos estudiantes que eligen una formación profesional superior y específica en “Interpretación LSE” de acuerdo a la demanda real que se ha producido durante estos cursos académicos en Extremadura. Palabras Clave: Formación Profesional. Lengua De Signos. Interpretación. Estudiantes Egresados. Extremadura.