El aprendizaje autorregulado (self-regulated learning) ha recibido una atención creciente en las últimas décadas en la investigación psicopedagógica, en cuanto que su promoción en los estudiantes posibilita no sólo mejores resultados académicos, sino también una mayor autonomía y motivación, un claro protagonismo en su proceso de aprendizaje y una necesaria capacidad de transferencia a diferentes situaciones. En este contexto, el objetivo del presente artículo consiste en establecer teóricamente el estado actual de la cuestión en este campo, además de discutir acerca de las principales estrategias didácticas empleadas en la instrucción docente (enseñanza directa de estrategias, modelado, práctica guiada y autónoma, autoobservación, apoyo social y práctica autorreflexiva), atendiendo a su evolución hasta el momento actual. Finalmente, se señalan las líneas que deben contribuir actualmente al desarrollo de la investigación en este campo.

This cross-sectional study analyses the usage patterns of the new communication and information technologies (ICTs) and their relationship with visual discomfort and musculoskeletal diseases in an intentional sample of 1259 workers of Spanish organizations. The usage pattern with the greatest incidence of visual and muscular-skeletal disorders, especially in the wrist and neck, combines the use of laptops and desktops during long working hours. However, the group of workers primarily using mobile devices and working mostly at mobile posts does not appear to be particularly vulnerable to the musculoskeletal diseases and visual fatigue. The ratio of taking a short pause per hour and the implantation of certain technical and preventive measures is related to lower incidence of disorders in the workers as a whole. Current usage of ICTs is very complex and should be addressed using empirical analysis of the different forms of usage and their impacts on health.

This study aims to verify the psychometric properties of the Spanish versions of the Social Roles Questionnaire (SRQ; Baber and Tucker, 2006), Modern Sexism Scale (MS), and Old-Fashioned Sexism Scale (OFS; Swim et al., 1995; Swim and Cohen, 1997). Enough support was found to maintain the original factor structure of all instruments in their Spanish version. Differences between men and women in the scores are commented on, mainly because certain sexist attitudes have been overcome with greater success in the current Spanish society, while other issues, such as distribution of power in organizational hierarchies or distribution of tasks in the household, where traditional unequal positions are still maintained. In all cases, it was found that men showed greater support for sexist attitudes. The correlations between the three instruments were as expected in assessing sexist attitudes that tend to relate to each other. Eventually, we found no empirical evidence for the postulated link between sexist attitudes and traditional gender stereotypes. Our results call for the validity and effectiveness of the classic theories of gender psychology, such as gender schema theories (Bem, 1981; Markus et al., 1982) and the notion of a gender belief system (Deaux and Kite, 1987; Kite, 2001).

Aims: This study reports the foundations, strategies, and results of an institutional change experience based on the combination of participatory‐action‐research and new currents of collective mobilization and political participation. It aimed to achieve the institution's greater social commitment and a more participatory and transparent management.Methods: The process took place in a Spanish public university and was promoted and coordinated by a Work Group that emerged from grassroots university community. Collective diagnosis was performed through face‐to‐face strategies (global, sectorial, and faculty meetings) and virtual tools (web‐blog, on‐line surveys, shared documents). Collective action combined nonformal with formal institutional participation and applied hybrid activism, self‐organization in horizontal structures and integrative conflict management.Results: A sequential process of diagnosis, collective action, and negotiation was implemented. As a result, the university Governing Team, representatives from different sectors and members of the Work Group worked jointly to define several institutional actions that were thereafter launched. Those actions aimed to improve institutional participation and transparency, and greater institutional social commitment.Conclusion: The combination of participatory‐action‐research and new ways of collective action can be an excellent tool to draw institutions towards greater social engagement, thus contributing to sustainable social change. A model to guide institutional change is drafted.

Introduction: The prevalence of allergies in children has grown in last few decades. Allergies are very often associated with physical, mental, and emotional problems that could be detected through child’s behaviour and feelings.Objectives: to describe and compare children’s behaviour (internalizing and externalizing) across a sample of children aged 6–11 years with and without allergic diseases.Methods: This was a cross-sectional observational case-control study. A survey to 366 families (194 allergic cases and 172 controls), including a child behaviour checklist (CBCL) and a socio-demographic questionnaire with questions related to family, school education, health conditions and allergy symptoms, was administered.Results: Children with a diagnosis of allergy showed higher scores in the overall CBCL score (standardised mean differences [SMD]= 0.47; confidence intervals [CI]: 0.26–0.68) and in the internalizing and externalizing factors (SMD=0.52 and SMD=0.36, respectively) than non-allergic children. Odds ratio (OR) analyses showed a higher risk (OR=2.76; 95% CI [1.61 to 4.72]) of developing a behavioural difficulty in children diagnosed with allergies. Age and level of asthma appear as modulatory variables.Conclusions: Children aged 6–11 years diagnosed with allergies showed larger behavioural problems than non-allergic children. This relationship is stronger in internalizing behaviours. These findings suggest the importance of attending to them and treating them in the early stages of diagnosis to avoid future psychological disorders.Disclosure: No significant relationships.