The main aim of the present study is to adapt the academic motivation scale (AMS) for use within basic vocational training and university students. Another aim was to analyze the characteristics of the different dimensions of motivation, whilst also examining existing significant differences between the two studied educational stages. For this, we conducted exploratory and confirmatory factor analysis, alongside descriptive and inferential analysis of student responses. One of the main findings was that a reduced version of the AMS, made up of five dimensions and 21 items, demonstrated good internal consistency and fit. Further, we observed that intrinsic motivation is higher in university students, whilst extrinsic motivation is higher during the basic vocational training stage. In addition, we uncovered significant differences between both educational stages with regards to the pleasure felt by students when they better themselves, learn new things and attend the educational center. Differences also emerged in relation to the importance attributed by students to achieving a good and well-paid job. With regards to amotivation, significant differences only exist in relation to the motives students have for attending classes and decision making about whether to continue studying the course they are enrolled on. Finally, we have analyzed how the variables sex, age, prior work experience and volunteering experience, and average grade influence the motivation of students undertaking basic vocational training and university students.

The present study analyzed academic motivation and its relationship with dispositions towards critical thinking in a sample of 131 students of Spanish nationality and 131 students of foreign nationality (unaccompanied foreign minors and foreign adolescents who had previously experienced the Andalusian care system). For this, an ex-post-facto study was conducted which was descriptive, comparative, and cross-sectional in nature. The main analyses carried out are of a descriptive and inferential nature, the latter to analyze the differences and associations between the variables of critical thinking and motivation (ANOVA test and an structural equations models) in both groups. Main outcomes included the lack of significant differences in dispositions towards critical thinking between Spanish and foreign students, alongside the existence of significant differences in academic motivation between both of these groups. In addition to this, significant differences were found within the group of Spanish nationality students in the dimensions of critical thinking as a function of intrinsic motivation, whilst such differences emerged in the foreign nationality group as a function of intrinsic and extrinsic motivation and amotivation. Finally, within the group of Spanish students, a significant and positive relationship was found between motivation and critical thinking, being positive and non-significant in the foreign national group. In conclusion, it is necessary to improve dispositions towards critical thinking and educational motivation from the educational system for the inclusion of minors and youths in today’s society.

The school burnout of children, defined as physical and mental exhaustion due to a lack of adjustment to the educational context, constitutes a serious problem in contemporary education. Thus, the determination of the elements that influence it and the possible strategies for avoiding it are key in the process of improving children’s well-being. A descriptive and cross-sectional study was conducted with a sample of 569 children aged 8 to 13 at eight primary education schools in Granada (Spain). With the aim of examining the association between the possible exhaustion of children and planned tutoring and guidance activities, a structural equation model (SEM) as the analytical technique was used. The results show good fit indices for the model (comparative fit index (CFI) = 0.955; normalised fit index (NFI) = 0.956; incremental fit index (IFI) = 0.946; root mean squared error approximation (RMSEA) = 0.089), which reflects the need for tutoring and guidance activities that are infused throughout the entire teaching process in order to preserve children’s well-being.

El estudio que se presenta tiene como objetivo mostrar una descripción de la caracterización, formación e intervención llevada a cabo por educadores que atienden a menores extranjeros no acompañados en un centro de acogida de la ciudad de Granada, España. Para ello, hemos pasado un cuestionario a un grupo de diecinueve educadores cuyos resultados han sido analizados siguiendo una metodología cuantitativa. Los resultados obtenidos han puesto de manifiesto una serie de necesidades que presentan los educadores, relacionadas principalmente con estrategias específicas para llevar a cabo una intervención educativa con menores migrantes y la escasa coordinación y cooperación entre profesionales. Se concluye que es necesario atender a estas necesidades a través de un plan de formación que dote a los educadores de estrategias y herramientas para poder ofrecer una respuesta socioeducativa adecuada a los menores migrantes en los centros de acogida.

The aim of this research was to examine different variables as mediators of intrinsic motivation levels in a representative sample of 3049 Spanish students. The research design was quantitative, non-experimental, descriptive, cross-sectional and ex post facto, using as main instrument the Educational Motivation Scale-Short Form. Outcomes reveal greater levels of self-determined motivation in non-national students and found that intrinsically oriented goals favoured academic achievement. Likewise, educational centre type acted as a modulating factor, with higher motivation scores being found to exist at public centres. Finally, greater motivational development could be determined in vocational training compared to that seen in baccalaureate studies. Overall findings lead to the interpretation of important practical implications. The value attributed to the practical component of teaching and professional practice indicates that they represent key elements of professional training which favour motivation. Along these same lines, the more favourable motivation seen in foreign students suggests that certain sociocultural values characterise these individuals which place value on educational opportunities.

يحلّل هذا البحث مستويات المعرفة، وأنماط الاستخدام، والتصوّرات المرتبطة بالذكاء الاصطناعي لدى طلبة بكالوريوس التربية الابتدائية في جامعة غرناطة بإسبانيا. ولتحقيق هذا الهدف، اعتُمد تصميم منهجي مختلط تفسيري متتابع، يجمع بين المقاربة الكمية والنوعية، وذلك على عيّنة مكوّنة من 566 طالبًا وطالبة. وقد طُبّقت عليهم نسخة مختصرة من «استبيان المواقف والتصوّرات حول استخدام الذكاء الاصطناعي في التعليم العالي لدى الطلبة» (CAPAI_A)، إضافة إلى مشاركة 14 طالبًا وطالبة في مجموعات نقاش صُمّمت خصيصًا لهذا الغرض. وبعد إجراء تحليل كمي وصفي، واختبارات للفروق بين المجموعات، إلى جانب تحليل نوعي ذي طابع تحليلي وتفسيري قائم على منظومة من الفئات والرموز ذات البناء الاستنباطي-الاستقرائي، خلصت الدراسة إلى مجموعة من النتائج الرئيسة. وتمثّلت أبرز هذه النتائج في محدودية معرفة الطلبة بالسياسات المؤسسية المنظمة لاستخدام الذكاء الاصطناعي، وارتفاع درجة تقبّلهم لهذه الأدوات، وكثرة توظيفها في إنجاز المهام الأكاديمية. كما كشفت النتائج عن وجود تساؤلات وتحفظات تتعلق بالجوانب الأخلاقية وبأصالة استخدام الذكاء الاصطناعي في...