Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents.

Digital media play a fundamental role in the social, emotional, and cognitive development of adolescents, since they involve a very significant use and investment of time at this age. The objectives of this work are twofold: analyze the use of the Internet and digital devices by Spanish young people outside school, and the time they use them and their attitude towards the use of digital devices, as well as to identify the effects of the use of internet and digital devices on social and interpersonal relationships. The sample is composed of 35,943 students of Compulsory Secondary Education, from different Spanish high schools that participated in the PISA 2018 Report. The data provided by this study confirm the widespread consumption of digital devices. Identified as actions that they carry out every day were: the use of online chat, use of social networks to contact their friends, and surfing the internet for fun. Regarding the attitude towards digital devices, the participants say they feel comfortable using digital devices and discovering new applications or games. However, we also found as one of the most relevant results of this study the fact that participants say they feel bad if they do not have internet connection.

The Digital Divide of Know-How and Use of Digital Technologies in Higher Education: The Case of a College in Latin America in the COVID-19 Era.

To determine whether or not digital inequalities exist, the frequency, duration, satisfaction, importance, and perceived competence of eighteen groups of digital tools during the COVID-19 pandemic confinement were examined. An online survey was administered to 2882 Latin American university students (49% female; M = 21.3 years). The following items are checked: (1) increased digital inequalities during the pandemic; (2) adequate reliability and validity of the Digital Technology Survey (DTS) instrument; (3) patterns of digital inequalities to the detriment of men, lower strata and unemployed people; and (4) evidence that the importance of digital activities as a causal factor on satisfaction with such digital activities as an outcome is mediated by the purpose of use and communication recipients, but not by strata or employment status, nor moderated by gender. The results are discussed in the light of previous studies, the limitations of the study and future perspectives.

Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).

In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.

Evaluation of the Benefits, Satisfaction, and Limitations of Intergenerational Face-to-Face Activities: A General Population Survey in Spain.

Over the last decades, social isolation and loneliness among older adults have given rise to an increased interest in the study of intergenerational relationships. Intergenerational programs provide a great opportunity for older adults to connect with people of other generations. Many studies have reported the beneficial effects of these programs, improving the mental and physical health of the elderly and contributing to better academic formation and social skills in children. The aim of this study was to examine the benefits, satisfaction, and limitations of the intergenerational interactions derived from the performance of face-to-face activities, such as daily and healthcare activities, educational, cultural and leisure activities, and physical or sport activities. Participants were subjects living in Spain of any age (grouped into three age groups: <22, 22-40, and >40 years old) and from different social groups who completed an electronic 88-item questionnaire. The analysis of sociodemographic variables of the survey respondents revealed that people aged 40 or more, with personal autonomy, single or married, and living with a partner and/or other relative, and not retired, performed face-to-face activities with people of other generations with a significantly higher frequency than the rest of the groups for each variable. Most participants who participated in intergenerational face-to-face activities reported benefits to their physical and mental health, mood, relationships, self-determination, social participation, and academic education. Most participants were quite or very satisfied with the person with whom they performed this type of activities, especially if this person was a friend or a close relative. Except for grandparents, people who participated in intergenerational face-to-face activities and who had no limitations or disabilities were more frequently reported by the participants. In conclusion, intergenerational interactions derived from the performance of face-to-face activities can contribute to improve both the physical and mental health, social skills, and relationships of all people involved.

Benefits, Satisfaction and Limitations Derived from the Performance of Intergenerational Virtual Activities: Data from a General Population Spanish Survey.

The growing social gap between people of different generations has led to a greater interest in the study of intergenerational interactions. Digital technologies have become necessary for people of all ages to perform daily activities, increasingly including older people. The use of information and communication technologies (ICTs) and virtual tools can provide older people with excellent opportunities to connect with other generations, improving their quality of life and well-being. The aim of this study was to examine the benefits, satisfaction, and limitations of intergenerational interactions generated by the use of virtual tools. The participants are subjects of any age and different social groups residing in Spain and have completed an online survey. The analysis of sociodemographic data of the respondents showed that there is a significant correlation between the use of social networks and all the variables analyzed, except for their level of autonomy. Most participants who participated in intergenerational virtual activities reported the benefits of their social participation, relationships, mood, mental health, and academic education. Moreover, most participants were quite or very satisfied with the person with whom they used the virtual tools, especially if the person was a friend, their partner, sibling, another relative, or colleague. Except for grandparents, people who participated in intergenerational virtual activities and who had no limitations or disabilities were more frequently reported by the participants. In conclusion, intergenerational interactions through the use of virtual tools can contribute to improving the social inclusion and relationships of all people involved.

Impact of Life Experiences and Use of Web 2.0 Tools in Adults and Older Adults.

The aim of this study was to explore the relationship between favorable and stressful life experiences and perceived quality of life, practices that promote quality of life, psychological profiles, and the daily use of web 2.0 tools in adults and older adults. An online questionnaire was designed, which was administered to 1,095 Spanish adults and older adults, and conducted descriptive and multivariate analyses using the general linear model. Our results showed that favorable and stressful life experiences alike were associated with differential patterns in psychological profiles, perceived quality of life and daily activities and practices that affect quality of life, including the use of web 2.0 tools. Favorable life experiences mainly affected psychological profiles and the use of web 2.0 tools, whereas stressful life experiences affected the other factors analyzed. Statistically significant differences were not found according to age and gender. These findings have important implications for promoting successful psychological and social interventions.

A Systematic Review of the Effectiveness of Intergenerational Programs.

Purpose of the study: The objective of the present review study is to identify the determinant elements of the effectiveness of empirically based interventions (EBI) in the field of intergenerational work, contrasting face-to-face and combined (face-to-face and virtual) intervention modalities against variables relating to this field according to EBI indicators. Design and Methods: An extensive literature search returned a total of 553 studies. Of these, just 50 studies met the inclusion criteria of being an empirical investigation of the effectiveness of intergenerational programs that contain appropriate elaboration on theoretical constructs and methods. Results: The descriptive and multivariate analysis conducted demonstrates that programs with a greater number of EBI controls have the greatest effectiveness, regardless of the intervention mode employed, and that this effectiveness is also modulated by other variables such as the participants' disabilities, their literacy level, or their membership of an organization. Conclusions: We examined the implications of these findings, noting the need to increase the number of virtual interventions that could improve the efficiency of the activities undertaken, and at the same time ensuring that EBI indicators are also fulfilled.

The orchestration of processes in relation to the product, and the role of psychological variables in written composition / La orquestación de procesos en relación con el producto, y papel de las variables psicológicas en la composición escrita

We studied the timing of writing processes using a direct retrospective online technique, and differences in the textual product from the earliest school years where such a study is feasible to the final years of compulsory education. We also analysed a range of psychological variables to determine their modulating effect on writing. Participants comprised a highly purified sample of 348 students aged between 9 and 16 years old who presented standard development and average levels of curricular and writing competence. Our results reveal complex patterns in the development of the writing process and its orchestration, compared with the textual product, and no direct relationship was observed between development of the writing process and its timing, and improvement in the textual product. Among the youngest students, all this was mediated by psychological variables related to the existence of inaccurate perceptions of self-efficacy as regards the deployment and use of writing processes and causal attributions to external factors. The implications, limitations and future perspectives are discussed

Se investiga la distribución temporal de los procesos de escritura, mediante una técnica on-line de retrospección directa, y diferencias en el producto textual, desde los cursos más inferiores donde es posible atender a su estudio hasta últimos cursos de la enseñanza obligatoria. Además, se atiende al análisis de diversas variables psicológicas para analizar su incidencia moduladora en la escritura. Se utilizó una muestra muy depurada de 348 alumnos, con edades comprendidas entre los 9 y 16 años, con un desarrollo normalizado y unos niveles de competencia curricular y escritora dentro de la media. Los resultados indican patrones complejos de evolución del proceso de escritura y su orquestación, en comparación con el producto escrito, constatando que no existe una traducción directa entre la evolución del proceso de escritura y su distribución temporal, y la mejoría del producto escrito; todo ello mediado por variables psicológicas relacionadas con la presencia de creencias de autoeficacia hacia el despliegue y uso de procesos escritores no calibradas de forma adecuada y la realización de atribuciones causales a factores externos, en los niveles educativos más inferiores. Se discuten las implicaciones, limitaciones y perspectivas futuras

Un análisis de los modelos teóricos actuales de escritura y su relación con el Trastorno por Déficit de Atención e Hiperactividad (TDAH) / No disponible

Entendiendo la escritura como un proceso recursivo, se presenta un estudio que pretende explorar, de forma general, los principales modelos de escritura. Intentando a su vez, explicitar elementos y conceptos relevantes de los mismos en relación con el Trastorno por Déficit de Atención e Hiperactividad (TDAH). Con ello, de una forma reflexiva se pretende realizar una primera conexión entre la escrituray los problemas del TDAH debido a la escasez de literatura al respecto. A su vez, se pretenden relacionar teóricamente, los aspectos destacados de estos modelos, con los modelos actuales y más usados del TDAH. Dentro de estos modelos generales de escritura,y teniendo en cuenta que la revisión textual es uno de los procesos cognitivos esenciales, se dedica mayor atención a dos modelos concretos de escritura referidos a este proceso, con el fin de ampliar la visión teórica, y ejemplificar las dificultades del niño con TDAH en un proceso concreto (AU)

Understanding writing as a recursive tool, we pretends explore theoretical base of the principal different models of writing, and alsohow these models are related to Attention Deficit and Hyperactivity Disorder (ADHD). We hope to establish a thoughtful connection between writing and the difficulties of ADHD, due to the scarcity of literature on this subject. Also, we establish a theoretical relationship between the theory of writing and the current theory of ADHD models. Within these models, and taking into account that is a textual review of the key cognitive processes in writing. We will emphasize two concrete models referring to the process of revising, with the aim of extending the theoretical vision and exemplify the difficulties of children with ADHD in a concret process of writing (AU)

Implicaciones educativas de los modelos teóricos del proceso de revisión textual / No disponible

Actualmente, se considera la escritura como una actividad compleja que implica tres grandes procesos: planificar, editar y revisar; así, se considera la revisión como uno de los componentes centrales e importantes de la composición escrita, afectando al conocimiento del escritor e incidiendo en la calidad de los textos producidos, tal y como de forma consensuada indican los diferentes modelos generales de la escritura y enfoques psicológicos. El objetivo de este trabajo, es revisar las bondades, limitaciones, aplicaciones e implicaciones del procedimiento CDO de revisión textual, dada su importancia y complejidad, al ser considerado como un proceso recursivo a lo largo de todo el proceso de escritura; así como el hecho de que los estudiantes no revisan de forma espontánea, afectando esto a su rendimiento y éxito escolar, entre otros ámbitos, del mismo modo que inciden otros factores y variables personales como la motivación y la autorregulación

Nowadays writing is considered a complex activity that consists of three processes: planning, translating and reviewing. Revision is considered an important component of writing. According to several writing frameworks, revision is a recursive process along the writing process, it affects to textual quality and writer’s knowledge. In general, novice writers or students with learning disabilities do not spontaneously revise their composition, and which has repercussions on their school yield. Aim of this paper is to know the importance, advantages, limitations and implications of CDO procedure about textual revision

Influencia del intervalo de registro y del organizador gráfico en el proceso-producto de la escritura y en otras variables psicológicas / Influence of the recording interval and a graphic organizer on the writing process/product and on other psychological variables

Se presenta un estudio experimental sobre la influencia del intervalo de registro y la utilización de un organizador gráfico en los procesos implicados en la composición escrita y su producto final. Con una muestra de 326 alumnos, comprendidos entre los 10 y los 16 años de edad y mediante un diseño anidado, se comparan dos grupos, uno ayudado en el proceso de composición escrita de un organizador gráfico y el otro sin ninguna ayuda, cada uno de ellos se divide en otros dos grupos, uno con una media de intervalo de registro de 45 segundos y el otro de 90 en un diario de escritura (writing log). Los resultados mostraron que los grupos ayudados del organizador gráfico obtuvieron mejores resultados en procesos y productividad y que los grupos evaluados con una media de intervalo de 45 segundos presentan peores resultados. Se discuten las implicaciones en la práctica educativa, se comentan las limitaciones y las perspectivas futuras

An experimental study of the influence of the recording interval and a graphic organizer on the processes of writing composition and on the final product is presented. We studied 326 participants, age 10 to 16 years old, by means of a nested design. Two groups were compared: one group was aided in the writing process with a graphic organizer and the other was not. Each group was subdivided into two further groups: one with a mean recording interval of 45 seconds and the other with approximately 90 seconds recording interval in a writing log. The results showed that the group aided by a graphic organizer obtained better results both in processes and writing product, and that the groups assessed with an average interval of 45 seconds obtained worse results. Implications for educational practice are discussed, and limitations and future perspectives are commented on