Initial Motivations for Choosing Teaching as a Career.

The objective of the study is to verify the reliability and validity of the Factors Influencing Teaching Choice, as well as to determine the teaching of Early childhood and Primary education students' motivations and perceptions for the choice of this degree. The sample consisted of 262 student teachers aged between 18 and 27 (83.2% female and 16.8% male). According to degree, 54.2% of the participants were enrolled in Early Childhood Education and 45.8% in Primary Education. The instrument used in the study was the Factors Influencing Teaching Choice, FIT-Choice Scale, adapted to Spanish by Gratacós and López-Jurado. Results evidenced the high reliability and validity of the scale that is similar to the original model, presenting 12 motivational factors and 6 perceptions. The main reasons that lead to choose teaching profession, despite gender differences, are: having influence in the educational children's process, the intrinsic value of the qualification, the fact that this profession contributes socially, or working with children. Also, students consider that teaching is a demanding profession and they are satisfied with the degree choice. The most important factors influencing the choice of education degree are intrinsic motivations and perceptions as the vocation, in contrast to external reasons such as economic incentives or social recognition.

Self-esteem and socialisation in social networks as determinants in adolescents' eating disorders.

Eating disorders are mental health illnesses that are influenced by various individual, family and social factors. The present study aimed to examine the influence of self-esteem and socialisation through social networks on eating disorder behaviours in adolescence. The sample was made up of 721 secondary school students (49.1% girls). The sample age ranged between 12 and 18 years (M = 13.89, SD = 1.37). Participants completed the Eating Attitudes Test-26 (EAT-26) to measure disordered eating attitudes and behaviours, the Rosenberg Self-Esteem Scale and the ESOC-39 scale, which measures socialisation through social networks, in addition to a brief initial sociodemographic survey. Descriptive and multivariate analyses were carried out with MANOVA. Low self-esteem was shown to increase behaviours linked to eating disorders globally. Likewise, high socialisation through social networks was also associated with a general increase in eating disorders during adolescence. The findings of the study provide empirical support for the need to develop prevention strategies that address the improvement in self-esteem and adequate socialisation through social networks during adolescence. The development of effective interventions along these lines could be helpful to treat the behaviours and attitudes that are observed in eating disorders.

Influence of Personal, Academic, Social, and Level of Physical Activity Variables on Emotional Intelligence.

In the diverse and complex society in which we live, the support that an appropriate emotional intelligence can provide to adolescents to achieve a satisfactory, balanced, and peaceful coexistence is increasing. The aim of this research was to determine whether personal, academic, and social variables influenced emotional intelligence in adolescent populations. A descriptive-inferential study was carried out with 964 students of compulsory secondary education (M = 14.18; SD = 1.28), applying the emotional intelligence scale Trait Meta-Mood Scale (TMMS-24). The results show better emotional attention in boys who practice physical exercise and have good social skills; better emotional clarity in girls who practice physical exercise and have good social skills; and better emotional repair in girls under 13 years of age, who practice physical exercise, have a good academic record and good social skills. In conclusion, a solid and specific knowledge of the personal, academic, and social variables that may influence the development of emotional intelligence in the adolescent period allows helping students in the prevention or modification of undesirable aspects they may have in their relationships with society.

Psychometric properties of the Maslach Burnout Inventory - Human Services in Social Work professionals in Spain.

The burnout syndrome has traditionally been identified in the service sector professions, among which is Social Work. In order to determine this syndrome, different measuring instruments have emerged, including the Maslach Burnout Inventory. The main objective of this study was to evaluate the psychometric properties of this instrument and to find evidence of its validity (corroborating the original factorial structure and its convergent validity) and reliability (internal consistency). The Spanish adapted version of the Maslach Burnout Inventory was used. Four hundred social workers participated, randomly divided into two samples of 200 individuals (Sample 1: M = 43.06, SD = 9.04 and Sample 2: M = 40.89, SD = 8.78). We carried out principal components exploratory factor analysis with Varimax rotation. The results identified a factorial structure with four factors (Emotional Exhaustion, Depersonalization, Personal Realization, and Interpersonal Psychological Stress) (χ2 /df = 1.73, CFI = 0.929, NNFI = 0.859, SRMR = 0.069, RMSEA = 0.061), different from that of the original questionnaire, which indicated three dimensions. The data also show a high internal consistency (α = 0.882). The four factors were directly and moderately associated with each other (r between 0.328 and 0.534). In conclusion, this study provides new data of a valid and reliable tool for evaluating professional burnout or exhaustion.

[Influence of personal and family variables on eating disorders.] / Influencia de variables personales y familiares en los trastornos de conducta alimentaria.

OBJECTIVE: Eating disorders (EDs) usually begin during puberty and adolescence, a time when attention should be paid to the factors that influence the development of the disease. The aim of this study was to assess attitudes towards eating and the risk of developing EDs, taking into account personal and family variables in a population of secondary school students. METHODS: A total of 790 Compulsory Secondary School students enrolled in the 2019/2020 academic year in secondary schools in the Autonomous Community of Galicia participated, of whom 410 were male and 380 female (M=13.84; SD=1.37). In this descriptive-cross-sectional study, eating disorders were assessed using Garner's Eating Attitudes Test (EAT-26), adapted to Spanish subjects. The statistical treatment of the data was carried out by means of a multivariate analysis of variance (MANOVA), which took the form of frequency analysis and contingency tables. RESULTS: With regard to the personal variables analysed, no significant differences in eating disorders were found across adolescents' gender (p>0.05), but there were significant differences in age (p<0.001), school year (p<0.001) and use of social networks (p<0.05). Similarly, the data do showed significant differences in eating disorders according to the level of studies of the families (p<0.01) and their family relationship (p<0.001). CONCLUSIONS: The results obtained in this research confirm an influence of personal and family variables in attitudes associated with EDs. Further investigation of these variables may facilitate better intervention, as well as improve the design of preventive strategies.

OBJETIVO: Los trastornos de la conducta alimentaria (TCA) se inician normalmente durante la pubertad y la adolescencia, momento en el que se debe prestar atención a los factores que influyen en el desarrollo de la enfermedad. El objetivo de este trabajo fue evaluar las actitudes hacia la alimentación y el riesgo de padecer TCA, teniendo en cuenta las variables personales y familiares en una población de estudiantes de educación secundaria. METODOS: Participaron un total de 790 estudiantes de Educación Secundaria Obligatoria (ESO) matriculados en el curso 2019/2020 en institutos de la comunidad autónoma de Galicia, de los cuales 410 eran varones y 380 mujeres (M=13,84; DT=1,37). En este estudio descriptivo-transversal los TCA fueron valorados mediante el Eating Attitudes Test (EAT-26) de Garner, en la versión adaptada a sujetos españoles. El tratamiento estadístico de los datos se desarrolló mediante un análisis multivariado de varianza (MANOVA), que se plasmó a través de análisis de frecuencias y tablas de contingencia. RESULTADOS: Atendiendo a las variables personales analizadas, no se encontraron diferencias estadísticamente significativas de los trastornos de conducta alimentaria en el género de los adolescentes (p>0,05), pero sí en la edad (p<0,001), curso escolar (p<0,001) y uso de redes sociales (p<0,05). Del mismo modo, los datos sí presentaron diferencias estadísticamente significativas en los trastornos de conducta alimentaria según el nivel de estudios de las familias (p<0,01) y su relación familiar (p<0,001). CONCLUSIONES: Los resultados obtenidos en la investigación verifican una influencia de las variables personales y familiares sobre las actitudes asociadas a los TCA. Continuar ahondando en estas variables puede facilitar una mejor intervención, así como mejorar el diseño de estrategias preventivas.

Breast cancer, placing drug interactions in the spotlight: is polypharmacy the cause of everything?

Breast cancer is the most prevalent and lethal cancer among women. Forty-one percent of cases occur in people ≥ 70 years, hindering their treatment given its comorbidities and polypharmacy (PP). Potential drug–drug interactions (PDDI) were analyzed in elderly breast cancer patients between daily and oncospecific treatments and their associations with Age, BMI, Mini Nutritional Assessment (MNA), Frailty categorization, PP, and adverse effects. Patients/methods A cohort of 77 patients ≥ 70 years with breast cancer who underwent a Comprehensive Geriatric Assessment (CGA) were included. Clinical characteristics were collected using medical records. PDDI between treatments were analyzed using two databases. Data were assessed using linear regression, Chi-square, Mann–Whitney U, and Kruskal–Wallis tests. Finally, a multivariate logistic regression model was built and tested to predict adverse effects. Results From 719 PDDI, 530 (74%) were moderate (r2 = 0.72) and the median number of drugs during oncospecific treatment (r2 = 0.73) was 9 (range 3–26). Overall, 59 patients (77%) had adverse effects associated with Frailty categorization and MNA (p < 0.05). The distribution of major, moderate, minor, and total PDDI was associated with PP at CGA and during oncospecific treatment (p < 0.05). Moreover, it was verified that Frailty categorization protects from adverse effects given the intervention made at CGA. Conclusions CGA should be applied in oncologic elderly patients to assess clinical outcomes and categorize them according to their frailty but also to analyze PDDI. Furthermore, we encourage the use of the model in clinical practice for predicting the occurrence of adverse effects, improving therapeutic conciliation (AU)

Breast cancer, placing drug interactions in the spotlight: is polypharmacy the cause of everything?

PURPOSE: Breast cancer is the most prevalent and lethal cancer among women. Forty-one percent of cases occur in people ≥ 70 years, hindering their treatment given its comorbidities and polypharmacy (PP). Potential drug-drug interactions (PDDI) were analyzed in elderly breast cancer patients between daily and oncospecific treatments and their associations with Age, BMI, Mini Nutritional Assessment (MNA), Frailty categorization, PP, and adverse effects. PATIENTS/METHODS: A cohort of 77 patients ≥ 70 years with breast cancer who underwent a Comprehensive Geriatric Assessment (CGA) were included. Clinical characteristics were collected using medical records. PDDI between treatments were analyzed using two databases. Data were assessed using linear regression, Chi-square, Mann-Whitney U, and Kruskal-Wallis tests. Finally, a multivariate logistic regression model was built and tested to predict adverse effects. RESULTS: From 719 PDDI, 530 (74%) were moderate (r2 = 0.72) and the median number of drugs during oncospecific treatment (r2 = 0.73) was 9 (range 3-26). Overall, 59 patients (77%) had adverse effects associated with Frailty categorization and MNA (p < 0.05). The distribution of major, moderate, minor, and total PDDI was associated with PP at CGA and during oncospecific treatment (p < 0.05). Moreover, it was verified that Frailty categorization protects from adverse effects given the intervention made at CGA. CONCLUSIONS: CGA should be applied in oncologic elderly patients to assess clinical outcomes and categorize them according to their frailty but also to analyze PDDI. Furthermore, we encourage the use of the model in clinical practice for predicting the occurrence of adverse effects, improving therapeutic conciliation.

Gender Differences in Motivation and Barriers for The Practice of Physical Exercise in Adolescence.

A total of 852 adolescents between 12 and 17 years of age were evaluated (M = 14.86, SD = 1.67), randomly selected among a population of secondary school and Baccalaureate students. We applied an "ad hoc" questionnaire on sociodemographic data and the Self-Report of Reasons for the Practice of Physical Exercise (AMPEF) and Self-Report of Barriers to the Practice of Physical Exercise (ABPEF) questionnaires. The results obtained show a prevalence of competition, social recognition, and challenge as motivational factors, and fatigue or laziness as barriers to physical exercise among adolescents. With respect to gender, boys show a greater presence of motivations towards doing physical exercise, while girls show more barriers. In conclusion, the motivational factors and barriers interact and support each other for a better predisposition towards physical exercise.

[Disturbance of the voice in teachers]. / Perturbación de la voz en docentes.

OBJECTIVE: The voice in the academic context is a determining factor in the life of the teaching staff. The objective of this study was to evaluate the index vocal inability of in-service teachers and check your involvement the occupational conditions. METHODS: For it, a descriptive-inferential study is done of cross-section to 480 teachers (average age: 45.14 ± 9.22), applying the questionnaire of vocal disability index (HIV-30). Using descriptive statistical techniques (mean and standard deviation) and inferential techniques (ANOVA). Statistical analysis was performed using SPSS v.23.0. RESULTS: When applying the Voice Handicap Index (VHI-30) evidenced that teachers present a moderate vocal disability (41.2 rating), with increased risk in physical ability and own vocal function. Moreover, it was found that gender, educational stage, teaching load, antique, daily and weekly hours, student ratio and level of noise in the classroom, significantly affect the disturbance of the voice. It also shows more presence of dysphonia in teachers who perceive a progressive worsening of her voice throughout the day or week, and is absent in the work due to disorders of the voice. CONCLUSIONS: In conclusion, teachers attributed their laryngeal discomfort mainly to factors of the teaching context.

OBJETIVO: La voz en el contexto académico es un factor determinante para el profesorado. El objetivo de este estudio fue evaluar el índice de incapacidad vocal de los docentes en ejercicio y comprobar su afectación según sus condiciones personales y ocupacionales. METODOS: Para ello se realiza un estudió descriptivo-inferencial de corte transversal a 480 docentes (media de edad: 45,14 ± 9.22), aplicando el cuestionario de índice de incapacidad vocal (VHI-30). Se emplearon técnicas estadísticas descriptivas (media y desviación típica) e inferenciales (ANOVA). El análisis estadístico se realizó con el software SPSS v.23.0. RESULTADOS: Al aplicar el Voice Handicap Index (VHI-30) se evidencio que los docentes presentan una incapacidad vocal moderada (puntuación 41,2), con mayor riesgo en su capacidad física y la propia función vocal. Además, se encontró que el sexo, la etapa educativa, la carga docente, la antigüedad, las horas lectivas semanales y diarias, el ratio del alumnado y el nivel de ruido en el aula, repercuten significativamente en la perturbación de la voz. También se manifestó una mayor presencia de disfonía en los docentes que percibían un empeoramiento progresivo de su voz a lo largo del día o semana y se habían ausentado en el trabajo debido a afecciones de la voz. CONCLUSIONES: El profesorado atribuye sus molestias laríngeas fundamentalmente a factores del contexto docente.

Perturbación de la voz en docentes / Disturbance of the voice in teachers

OBJETIVO: La voz en el contexto académico es un factor determinante para el profesorado. El objetivo de este estudio fue evaluar el índice de incapacidad vocal de los docentes en ejercicio y comprobar su afectación según sus condiciones personales y ocupacionales. MÉTODOS: Para ello se realiza un estudió descriptivo-inferencial de corte transversal a 480 docentes (media de edad: 45,14 +/- 9.22), aplicando el cuestionario de índice de incapacidad vocal (VHI-30). Se emplearon técnicas estadísticas descriptivas (media y desviación típica) e inferenciales (ANOVA). El análisis estadístico se realizó con el software SPSS V.23.0. RESULTADOS: Al aplicar el Voice Handicap Index (VHI-30) se evidencio que los docentes presentan una incapacidad vocal moderada (puntuación 41,2), con mayor riesgo en su capacidad física y la propia función vocal. Además, se encontró que el sexo, la etapa educativa, la carga docente, la antigüedad, las horas lectivas semanales y diarias, el ratio del alumnado y el nivel de ruido en el aula, repercuten significativamente en la perturbación de la voz. También se manifestó una mayor presencia de disfonía en los docentes que percibían un empeoramiento progresivo de su voz a lo largo del día o semana y se habían ausentado en el trabajo debido a afecciones de la voz. CONCLUSIONES: El profesorado atribuye sus molestias laríngeas fundamentalmente a factores del contexto docente

OBJECTIVE: The voice in the academic context is a determining factor in the life of the teaching staff. The objective of this study was to evaluate the index vocal inability of in-service teachers and check your involvement the occupational conditions. METHODS: For it, a descriptive-inferential study is done of cross-section to 480 teachers (average age: 45.14 +/- 9.22), applying the questionnaire of vocal disability index (HIV-30). Using descriptive statistical techniques (mean and standard deviation) and inferential techniques (ANOVA). Statistical analysis was performed using SPSS V.23.0. RESULTS: When applying the Voice Handicap Index (VHI-30) evidenced that teachers present a moderate vocal disability (41.2 rating), with increased risk in physical ability and own vocal function. Moreover, it was found that gender, educational stage, teaching load, antique, daily and weekly hours, student ratio and level of noise in the classroom, significantly affect the disturbance of the voice. It also shows more presence of dysphonia in teachers who perceive a progressive worsening of her voice throughout the day or week, and is absent in the work due to disorders of the voice. CONCLUSIONS: In conclusion, teachers attributed their laryngeal discomfort mainly to factors of the teaching context

Expressions of school violence in adolescence / Manifestaciones de violencia escolar en la adolescencia

BACKGROUND: Research on school violence, which disserves the quality of the process of teaching and learning in schools, has increased in recent decades. The aims of this study were to identify the most prevalent types of school violence in Compulsory Secondary Education (CSE) according to the opinion of students, and to analyse differences in gender, school year, and the academic performance of the student informants. METHOD: The CUVE3-CSE questionnaire was applied to 4,943 CSE students (average age: 14.04; SD: 1.38) who are studying at 33 public and private schools. RESULTS: showed the predominance of classroom disruption and student-to-student verbal violence, as well as differences in the level of perceived violence according to the variables analysed (gender, school year and academic performance). CONCLUSIONS: The study underscores the wide-ranging typology of violence at schools, and its everyday occurrence in classrooms, which highlight the need for improving our understanding in order to enhance the efficacy of prevention and intervention programs

ANTECEDENTES: en las últimas décadas se han incrementado las investigaciones sobre violencia escolar, la cual perjudica la calidad del proceso de enseñanza-aprendizaje en los centros educativos. Esta investigación tiene como objetivos identificar los tipos de violencia escolar más habituales en la Educación Secundaria Obligatoria (ESO) y analizar las diferencias por género, curso escolar y rendimiento académico del alumnado respecto a los tipos de violencia. MÉTODO: se aplicó el cuestionario CUVE3-ESO a 4.943 estudiantes (media de edad: 14,04; DT: 1,38) que cursan ESO en 33 centros públicos y concertados. RESULTADOS: muestran un predominio de la disrupción en el aula y la violencia verbal entre el alumnado, así como diferencias en el nivel percibido de violencia en función de las variables analizadas (género, expediente académico y curso escolar). CONCLUSIONES: el estudio deja entrever cómo la violencia en contextos escolares presenta una tipología amplia y variada, ejercida de forma cotidiana en las aulas, por lo cual se debe seguir profundizando en su conocimiento para acrecentar la eficacia de las medidas de prevención e intervención

Expressions of school violence in adolescence.

BACKGROUND: Research on school violence, which disserves the quality of the process of teaching and learning in schools, has increased in recent decades. The aims of this study were to identify the most prevalent types of school violence in Compulsory Secondary Education (CSE) according to the opinion of students, and to analyse differences in gender, school year, and the academic performance of the student informants. METHOD: The CUVE3-CSE questionnaire was applied to 4,943 CSE students (average age: 14.04; SD: 1.38) who are studying at 33 public and private schools. RESULTS: showed the predominance of classroom disruption and student-to-student verbal violence, as well as differences in the level of perceived violence according to the variables analysed (gender, school year and academic performance). CONCLUSIONS: The study underscores the wide-ranging typology of violence at schools, and its everyday occurrence in classrooms, which highlight the need for improving our understanding in order to enhance the efficacy of prevention and intervention programs.

Prevalence of Burnout Syndrome in staff of juvenile facilities: Differences according to their socio-labour context / Prevalência da síndrome de Burnout em pessoal de centros de menores: diferenças segundo seu contexto socioprofissional / Prevalência del síndrome de Burnout en personal de centros de menores: diferencias según su contexto sociolaboral

Abstract This study is aimed at determining the prevalence of burnout and its three components (emotional exhaustion, depersonalisation and lack of self-fulfilment) in the staff of juvenile facilities in Spain, and to analyze the predictive capacity of various epidemiological and occupational factors regarding the likelihood of suffering the aforementioned syndrome. For this end, a quantitative cross-sectional research was carried out with a sample of 160 professionals by means of an ad hoc questionnaire and the Maslach Burnout Inventory. The burnout results in juvenile facilities show an average impact of emotional exhaustion (40%) and self-fulfilment (41.2%) and a low depersonalisation (55.6%). Likewise, it is confirmed that the location and the age of the centre are significant sources of variation in emotional exhaustion, as well as gender is in depersonalisation, and profession in self-fulfilment. In conclusion, the greatest predisposition to suffer Burnout occurs in unmarried women aged between 34 and 43, with little work experience, permanent contract and working as social educators or social workers in alternate shifts (morning or afternoon) in urban centres.

Resumo O objetivo deste estudo foi determinar a prevalência da síndrome de burnout e de seus três componentes (esgotamento emocional, despersonalização e falta de realização pessoal) no pessoal de alguns centros de menores na Espanha e analisar a capacidade preditiva de diversos fatores epidemiológicos e profissionais sobre a probabilidade de padecer dessa síndrome. Para isso, realizou-se uma pesquisa quantitativa de corte transversal numa amostra de 160 profissionais mediante a aplicação de um questionário elaborado ad hoc e do Maslach Burnout Inventory. Os resultados obtidos mostram uma incidência média em esgotamento emocional (40%) e realização pessoal (41,2%), e uma baixa despersonalização (55,6%) no burnout de profissionais de centros de menores. Além disso, confirma-se que a localização do centro e a antiguidade são fontes significativas de variação no esgotamento emocional, bem como o sexo na despersonalização, e a profissão na realização pessoal. Em conclusão, a maior pré-disposição a sofrer burnout é produzida em mulheres solteiras, com idade entre 34 e 43 anos, com pouca experiência profissional, contrato fixo e que trabalham como educadoras ou trabalhadoras sociais em períodos alternados (manhã ou tarde) dos centros localizados em centros urbanos.

Resumen El objetivo del estudio fue determinar la prevalencia del síndrome de burnout y de sus tres componentes (agotamiento emocional, despersonalización y falta de realización personal) en el personal de algunos centros de menores en España y analizar la capacidad predictiva de diversos factores epidemiológicos y laborales sobre la probabilidad de padecer dicho síndrome. Para ello, se llevó a cabo una investigación cuantitativa de corte transversal en una muestra de 160 profesionales mediante la aplicación de un cuestionario elaborado ad hoc y el Maslach Burnout Inventory. Los resultados obtenidos muestran una incidencia media en agotamiento emocional (40 %) y realización personal (41.2 %), y una baja despersonalización (55.6 %) en el burnout de profesionales de centros de menores. Asimismo, se confirma que la ubicación del centro y la antigüedad son fuentes significativas de variación en el agotamiento emocional, así como el sexo en la despersonalización, y la profesión en la realización personal. En conclusión, la mayor predisposición a sufrir burnout se produce en mujeres solteras y con edades entre los 34 y 43 años, con poca experiencia laboral, contrato fijo, y que trabajan como educadoras o trabajadoras sociales en turnos alternos (mañana o tarde) de los centros ubicados en cascos urbanos.

Diseño y propiedades psicométricas de un cuestionario de opinión sobre la atención a la diversidad (CUADIVER) / Design and psychometric properties of an opinion questionnaire about attention given to diversity (CUADIVER)

El presente artículo muestra el proceso seguido para diseñar e identificar las propiedades psicométricas de un cuestionario para evaluar la atención a la diversidad en centros educativos de primaria (CUADIVER), construido a partir de una metodología mixta. La primera fase de corte cualitativo (grupos focales) revela en su discurso (Aquad 5.0) un predominio de aspectos desfavorables (63.8%) frente a los favorables (36.2%) en la atención al alumnado diverso. En la fase cuantitativa, participaron 140 jefes de los departamentos de orientación de educación primaria, lo que representa un 61,14% de la población total (N = 229). Para su fiabilidad se calculó el Alfa de Cronbach obteniendo un índice muy aceptable .92 y el Método de las dos Mitades que presenta una correlación de .91 (ítems pares) y .82 (ítems impares). La solución factorial reprodujo la distribución de los ítems del cuestionario en el marco teórico, práctico y valorativo. Los resultados legitiman el CUADIVER como un instrumento de prestaciones psicométricas muy satisfactorias, que unido a sus propiedades de comprensibilidad y aceptación, lo convierten en una herramienta eficaz en la exploración y valoración de la atención a la diversidad en los centros educativos.(AU)

This article shows the process taken to design and identify the psychometric properties of a questionnaire (CUADIVER) developed from a mixed methodology to evaluate the situation of the attention given to diversity in primary education centers. In the first phase of the qualitative research the focal group shows us in its speech (Aquad 5.0) the predominance of unfavorable aspects (63.8%) against favorable ones (36.2%) in the attention given to diverse students. In the quantitative phase, 140 heads of orientation departments of primary education participated in the study, representing 61.14% of the total population (N = 229). Cronbach Alpha was calculated for its reliability obtaining a very acceptable index (.92). The Method of Two Halves was also applied and presented a correlation of .91 (even items) and .82 (odd items). The factorial solution reproduced the distribution of the items in theoretical, practical and assessment frameworks. The results legitimize CUADIVER as an instrument of very satisfactory psychometric benefits that joined to its properties of understandability and acceptance turns it into an effective tool in the development and assessment of attention given to diversity in education centers and schools.(AU)

Diseño y propiedades psicométricas de un cuestionario de opinión sobre la atención a la diversidad (CUADIVER) / Design and psychometric properties of an opinion questionnaire about attention given to diversity (CUADIVER)

El presente artículo muestra el proceso seguido para diseñar e identificar las propiedades psicométricas de un cuestionario para evaluar la atención a la diversidad en centros educativos de primaria (CUADIVER), construido a partir de una metodología mixta. La primera fase de corte cualitativo (grupos focales) revela en su discurso (Aquad 5.0) un predominio de aspectos desfavorables (63.8%) frente a los favorables (36.2%) en la atención al alumnado diverso. En la fase cuantitativa, participaron 140 jefes de los departamentos de orientación de educación primaria, lo que representa un 61,14% de la población total (N = 229). Para su fiabilidad se calculó el Alfa de Cronbach obteniendo un índice muy aceptable .92 y el Método de las dos Mitades que presenta una correlación de .91 (ítems pares) y .82 (ítems impares). La solución factorial reprodujo la distribución de los ítems del cuestionario en el marco teórico, práctico y valorativo. Los resultados legitiman el CUADIVER como un instrumento de prestaciones psicométricas muy satisfactorias, que unido a sus propiedades de comprensibilidad y aceptación, lo convierten en una herramienta eficaz en la exploración y valoración de la atención a la diversidad en los centros educativos...

This article shows the process taken to design and identify the psychometric properties of a questionnaire (CUADIVER) developed from a mixed methodology to evaluate the situation of the attention given to diversity in primary education centers. In the first phase of the qualitative research the focal group shows us in its speech (Aquad 5.0) the predominance of unfavorable aspects (63.8%) against favorable ones (36.2%) in the attention given to diverse students. In the quantitative phase, 140 heads of orientation departments of primary education participated in the study, representing 61.14% of the total population (N = 229). Cronbach Alpha was calculated for its reliability obtaining a very acceptable index (.92). The Method of Two Halves was also applied and presented a correlation of .91 (even items) and .82 (odd items). The factorial solution reproduced the distribution of the items in theoretical, practical and assessment frameworks. The results legitimize CUADIVER as an instrument of very satisfactory psychometric benefits that joined to its properties of understandability and acceptance turns it into an effective tool in the development and assessment of attention given to diversity in education centers and schools...

School violence: evaluation and proposal of teaching staff.

The aim of this work was to evaluate the frequency of violent behaviors in educational centers, according to self-report of the teaching staff. To that end, a questionnaire about school violence was administered to a sample of 616 teachers working in primary and secondary schools in Galicia, Spain. Disruptive and antisocial behaviors in the student population were reported to affect the teaching effort negatively. The compiled data indicate verbal aggression is the most common form of violence used by the student population and reveal the dissatisfaction of teaching staff not prepared for this challenge. Teachers felt the need to devise new effective responses to promote concord in educational communities.