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Academic help seeking is a self-regulatory strategy that is closely related to students’ school functioning and successful school outcomes. The aim of the present study is to gain greater insight into the associations between help-seeking behavior and attitudes (i.e., emotional costs, perception of benefits, threats and avoidance of academic help seeking), and socio-emotional factors (i.e., functional social support, satisfaction with life, happiness, academic and social self-concept, emotional loneliness and social network). Two hundred and thirty-two students from three public secondary schools (53.9% girls; mean age = 16.61, SD = 2.85) participated in this study by completing the assessment form during school hours. As expected, the results showed significant associations between attitudes toward academic help seeking and socioemotional factors except for (1) perceived emotional cost of academic help seeking and happiness, academic self-concept and social network, (2) threat of academic help seeking and satisfaction with life and social network and (3) avoidance of academic help seeking and social network, in which cases the correlations were not significant. Finally, (1) emotional loneliness was found to be a significant predictor of the perceived emotional cost of academic help seeking, (2) functional social support, academic self-concept, social self-concept and subjective evaluation of the social network were found to be significant predictors of the perceived benefits of academic help seeking, (3) emotional loneliness and academic self-concept were found to be significant predictors of both threat of academic help seeking and avoidance of academic help seeking. The results of this study suggest that psycho-emotional variables play an important role in academic help-seeking strategies and can affect students’ final behavior in help seeking.
Jorge-Manuel Dueñas; Marta Camarero-Figuerola; Elena Castarlenas. Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables. Sustainability 2021, 13, 6120 .
AMA StyleJorge-Manuel Dueñas, Marta Camarero-Figuerola, Elena Castarlenas. Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables. Sustainability. 2021; 13 (11):6120.
Chicago/Turabian StyleJorge-Manuel Dueñas; Marta Camarero-Figuerola; Elena Castarlenas. 2021. "Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables." Sustainability 13, no. 11: 6120.
For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators’ awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students’ awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students’ awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students’ awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.
Ana-Inés Renta-Davids; Marta Camarero-Figuerola; Juana-María Tierno-García. Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes. Sustainability 2020, 12, 10203 .
AMA StyleAna-Inés Renta-Davids, Marta Camarero-Figuerola, Juana-María Tierno-García. Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes. Sustainability. 2020; 12 (23):10203.
Chicago/Turabian StyleAna-Inés Renta-Davids; Marta Camarero-Figuerola; Juana-María Tierno-García. 2020. "Assessment of the Quality Education Awareness Competence of Pre-Service Educators Using Vignettes." Sustainability 12, no. 23: 10203.
Recent studies show that quarantine and lockdown are effective measures for controlling COVID-19 outbreaks, but may be an unpleasant experience with psychological consequences. For this reason, the main aim of this study was to determine which personal sociodemographic and psychological variables are related to adapting to lockdown in a Spanish population. Questionnaires were administered to 2,055 individuals (60.7% women) who were resident in Spain and aged between 18 and 80 years old. We also administered some items related to feelings and behaviors during lockdown. The results showed that sex and age are variables to be taken into account. In fact, women tended to show greater stress, a more pessimistic attitude, and lower self-esteem. However, older people adapted better to lockdown although they were also more worried. Married people also adapted better although they too were more worried. The results also showed that more resilient people, with higher subjective happiness and life satisfaction, develop strategies for adapting positively to adversity, and tend to adapt better to lockdown, with more positive attitudes and behaviors. In terms of personality traits, higher neuroticism and lower extraversion were related to worse adaptation to lockdown. This study also showed that lockdown has had a negative psychological impact on those people who did not adapt well to the situation and the changes during the first 4 weeks of lockdown.
Fabia Morales-Vives; Jorge-Manuel Dueñas; Andreu Vigil-Colet; Marta Camarero-Figuerola. Psychological Variables Related to Adaptation to the COVID-19 Lockdown in Spain. Frontiers in Psychology 2020, 11, 1 .
AMA StyleFabia Morales-Vives, Jorge-Manuel Dueñas, Andreu Vigil-Colet, Marta Camarero-Figuerola. Psychological Variables Related to Adaptation to the COVID-19 Lockdown in Spain. Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StyleFabia Morales-Vives; Jorge-Manuel Dueñas; Andreu Vigil-Colet; Marta Camarero-Figuerola. 2020. "Psychological Variables Related to Adaptation to the COVID-19 Lockdown in Spain." Frontiers in Psychology 11, no. : 1.
Constructing the identity of school principals is difficult because being a principal requires carrying out complex functions in challenging contexts. Our research addressed semi‐professional school leadership in Catalonia, Spain, with a particular focus on differences in the managerial styles of men and women. In Spain, the school management system is semi‐professional which means that principals are teachers who take on leadership roles for limited periods. In a descriptive study based on an ad hoc questionnaire administered to a representative sample, we considered the personal and contextual characteristics of elementary school principals. Focusing on the variable of gender, this article analyses principals' reasons for accepting and continuing in their position and principals' priorities when performing their duties; also, their perceptions of various aspects of the school environment that help them in their role. We found significant differences related to gender. While the predominance of male principals in elementary education is declining, female principals, more than their male counterparts, must accept and tackle the challenges associated with contextualized, distributed and pedagogical leadership in conditions leading to overexertion. Many of the principals who were women worked in small, rural or disadvantaged schools. Paradoxically, female principals construct their professional identity in closer alignment with administrative style and with teaching duties than with leadership style. We conclude that these challenges should be taken into account and further investigated to avert the precarious position of women in school leadership.
Juana‐María Tierno‐García; Marta Camarero‐Figuerola; Pilar Iranzo‐García; Charo Barrios‐Arós. Semi‐professional school leadership in Spain: Gender differences. European Journal of Education 2020, 55, 587 -601.
AMA StyleJuana‐María Tierno‐García, Marta Camarero‐Figuerola, Pilar Iranzo‐García, Charo Barrios‐Arós. Semi‐professional school leadership in Spain: Gender differences. European Journal of Education. 2020; 55 (4):587-601.
Chicago/Turabian StyleJuana‐María Tierno‐García; Marta Camarero‐Figuerola; Pilar Iranzo‐García; Charo Barrios‐Arós. 2020. "Semi‐professional school leadership in Spain: Gender differences." European Journal of Education 55, no. 4: 587-601.
Family involvement refers to the different activities and actions that families can do to provide support to their offspring in education. In recent years, studies that evaluate the influence of family involvement on education have increased. Therefore, a review of the literature was carried out to examine the scientific evidence on this subject. Specifically, the review focused on adolescence because this is a possibly conflictive time in schooling, in which family-adolescent relationships usually go through large changes. The study results suggest that family participation is a variable that protects against academic failure. This relationship is stronger in vulnerable populations and ethnic minorities.
Marta Camarero-Figuerola; Jorge-Manuel Dueñas; Ana-Inés Renta-Davids. The relationship between family involvement and academic variables. Research in Social Sciences and Technology 2020, 5, 57 -71.
AMA StyleMarta Camarero-Figuerola, Jorge-Manuel Dueñas, Ana-Inés Renta-Davids. The relationship between family involvement and academic variables. Research in Social Sciences and Technology. 2020; 5 (2):57-71.
Chicago/Turabian StyleMarta Camarero-Figuerola; Jorge-Manuel Dueñas; Ana-Inés Renta-Davids. 2020. "The relationship between family involvement and academic variables." Research in Social Sciences and Technology 5, no. 2: 57-71.
A holistic distribution of leadership, where the entire community is committed both to learning and the organisation’s development, is considered an important factor in educational success. Initial teacher education should contribute towards building teachers’ identities as leaders (teacher-leaders). Our research examines how teaching competences are built with regard to coordination, leadership, and collaboration with the community during teacher training. In this paper, we present the results of a questionnaire comparing the vision and perception of these competences in the context of student teachers, university lecturers, and teachers in state school. The results show visions aligned with a holistic form of leadership distributed amongst the three groups. Moreover, they reveal a close link between the construction of the identity of teacher-leaders and the practical and specific challenges of students’ teachers, university lecturers, and teachers. This implies that the initial training must expressly include the distributed leadership competences in the teacher education course, while also providing situations in which students, together with their tutors, gain these competences.
Pilar Iranzo-García; Marta Camarero-Figuerola; Juana-María Tierno-García; Charo Barrios-Arós.. Leadership and professional identity in school teacher training in Spain (Catalonia). Journal of Education for Teaching 2020, 46, 309 -323.
AMA StylePilar Iranzo-García, Marta Camarero-Figuerola, Juana-María Tierno-García, Charo Barrios-Arós.. Leadership and professional identity in school teacher training in Spain (Catalonia). Journal of Education for Teaching. 2020; 46 (3):309-323.
Chicago/Turabian StylePilar Iranzo-García; Marta Camarero-Figuerola; Juana-María Tierno-García; Charo Barrios-Arós.. 2020. "Leadership and professional identity in school teacher training in Spain (Catalonia)." Journal of Education for Teaching 46, no. 3: 309-323.
Las competencias para el liderazgo escolar en la formación inicial de los maestros son necesarias porque la acción docente en las aulas se tiene que aliar con el liderazgo y la organización óptima del centro educativo y ello comporta competencias para la coordinación y la colaboración con el entorno. Este artículo se centra en la visión sobre dichas competencias que tienen los maestros y equipos directivos que colaboran en las prácticas externas de los estudiantes. Para ello se realiza un estudio de casos múltiple con metodología mixta, con la participación de tres escuelas de educación infantil y primaria. La muestra de estudio (n=20) la configuran equipos directivos y maestros vinculados a Educación infantil y ciclo inicial de Educación primaria. El instrumento utilizado es un cuestionario ad hoc, distribuido online durante el curso 2016-2017. Los maestros y directores perciben que, del conjunto de las funciones docentes, la coordinación es la más deficitaria, aunque la más importante, por encima del liderazgo y la colaboración con el entorno. Los profesores consideran mejorables algunas competencias relacionadas con el liderazgo como resolución de conflictos, análisis de situaciones complejas, gestión del aula y, por último, relación con familias y entidades del entorno.
Pilar Iranzo-García; Marta Camarero-Figuerola; Charo Barrios-Arós; Juana-María Tierno-García; Sandra Gilabert-Medina. ¿Qué Opinan los Maestros sobre las Competencias de Liderazgo Escolar y sobre su Formación Inicial? REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 2018, 3, 29 -48.
AMA StylePilar Iranzo-García, Marta Camarero-Figuerola, Charo Barrios-Arós, Juana-María Tierno-García, Sandra Gilabert-Medina. ¿Qué Opinan los Maestros sobre las Competencias de Liderazgo Escolar y sobre su Formación Inicial? REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 2018; 3 (16):29-48.
Chicago/Turabian StylePilar Iranzo-García; Marta Camarero-Figuerola; Charo Barrios-Arós; Juana-María Tierno-García; Sandra Gilabert-Medina. 2018. "¿Qué Opinan los Maestros sobre las Competencias de Liderazgo Escolar y sobre su Formación Inicial?" REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 3, no. 16: 29-48.
Marta Camarero Figuerola. DIRECCIÓN ESCOLAR Y LIDERAZGO: Análisis del desempeño de la figura directiva en centros de educación primaria de Tarragona. Universitas Tarraconensis. Revista de Ciències de l'Educació 2015, 1, 80 .
AMA StyleMarta Camarero Figuerola. DIRECCIÓN ESCOLAR Y LIDERAZGO: Análisis del desempeño de la figura directiva en centros de educación primaria de Tarragona. Universitas Tarraconensis. Revista de Ciències de l'Educació. 2015; 1 (2):80.
Chicago/Turabian StyleMarta Camarero Figuerola. 2015. "DIRECCIÓN ESCOLAR Y LIDERAZGO: Análisis del desempeño de la figura directiva en centros de educación primaria de Tarragona." Universitas Tarraconensis. Revista de Ciències de l'Educació 1, no. 2: 80.
Diferentes investigaciones sobre la profesionalización de la dirección escolar muestran la distancia que hay entre la legislación al respecto y la capacidad real de los directores y directoras de desarrollar algunas funciones encomendadas, como las de liderazgo pedagógico y coordinación, las de innovación y las de relación con la comunidad. Por ello, en nuestro estudio nos propusimos identificar, con una metodología que permitiera obtener datos representativos y en un contexto geográfico amplio, los diferentes modelos de gestión escolar en centros de Primaria públicos y privados-concertados, y contrastarlos con la normativa vigente, para profundizar en qué funciones directivas los directores encuentran mayor dificultad y requieren, por tanto, condiciones de mayor soporte, formación y trabajo colaborativo con otros directores. Se ha trabajado con una muestra de 128 directores y directoras de centros de Primaria de la provincia de Tarragona (España). Los resultados evidencian una mayor presencia de modelos de gestión que de liderazgo pedagógico, así como el evitar actuaciones referidas a la coordinación y participación de la comunidad educativa en el gobierno de los centros. Aparecen, además, relaciones entre el liderazgo, el género y la experiencia en el cargo.
Charo Barrios-Arós; Marta Camarero-Figuerola; Juana-María Tierno-García; Pilar Iranzo García. Modelos y funciones de dirección escolar en España: el caso de Tarragona. Revista Iberoamericana de Educación 2015, 67, 89 -106.
AMA StyleCharo Barrios-Arós, Marta Camarero-Figuerola, Juana-María Tierno-García, Pilar Iranzo García. Modelos y funciones de dirección escolar en España: el caso de Tarragona. Revista Iberoamericana de Educación. 2015; 67 ():89-106.
Chicago/Turabian StyleCharo Barrios-Arós; Marta Camarero-Figuerola; Juana-María Tierno-García; Pilar Iranzo García. 2015. "Modelos y funciones de dirección escolar en España: el caso de Tarragona." Revista Iberoamericana de Educación 67, no. : 89-106.