Confirmatory Validation of an Evaluation Instrument for Interventions Based on the Healthy Habits App Healthy Jeart with Adolescents.

Mobile devices are widely used among young people, and their use for health promotion is in-creasing. Healthy Jeart is a mobile application aimed at promoting healthy life habits among people aged 8-16 years. The aim of this study was to develop and validate an instrument that allows evaluating the healthy knowledge, habits and attitudes learned by adolescents aged 12-16 years through the Healthy Jeart application. Attending to the content of Healthy Jeart, a first version of the evaluation instrument was generated. It was subjected to expert judgement. The second version was administered to 429 adolescents from six educational centres of Andalusia to carry out the validation of the construct through exploratory and confirmatory factor analyses. After exploration, a six-factor model was confirmed, with a very adequate level of fit and good internal consistency. The six factors were: (1) knowledge about eating and physical activity, (2) habits about eating and physical activity, (3) emotional health, (4) consumption of alcohol and drugs, (5) social relationships and (6) sexual activities and use of technologies. There are at least four instruments that could be used to measure health-promoting behaviours. However, this new instrument was created ad hoc. It measures exactly the results that can be expected. Healthy Jeart will now have a valid and reliable evaluation instrument: Ev-HealthyJRT v.1.0. Young people, teachers and other professionals who carry out health-promotion interventions based on Healthy Jeart with adolescents will have at their disposal an instrument integrated in this app that allows verifying the learning results. However, the validated instrument can be used for evaluation in other interventions, as long as the multiple and essential aspects of a healthy living are addressed as in Healthy Jeart.

Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic.

This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.