- ItemEmbargoParental involvement in secondary education in Belgium, France and Luxembourg: Associations with family and school characteristics(John Wiley & Sons, 2023-11-10) Poncelet, Débora; Macià Bordalba, Mònica; Dierendonck, ChristopheAlthough evidence generally suggests that parental involvement is beneficial for the academic success of students, much less is known about the determinants of this involvement. The study examined the associations between parental characteristics, beliefs and two types of parental involvement (school-based and home-based) in secondary education in three countries in Europe. Data from 1757 parents from nineteen public secondary schools in three European countries (six in Luxembourg, six in France and seven in Belgium) were analysed using multiple regression analyses. Models predicted overall significant but relatively low portions of variance in the home- and school-based involvement of parents. Different patterns of results emerged from the three very different samples. When controlling for family background and school environment, parental self-efficacy—associated for example with the role of parents at school—appeared to be central indicators of parental involvement. Results are discussed in terms of research on parental involvement and family-school communication, as well as in relation to school practices involving parents.
- ItemEmbargoPredicting language use in Catalonia (Spain): the role of implicit and explicit language attitudes(Taylor and Francis Group, 2023-01-27) Ianos, Maria Adelina; Hinostroza Castillo, Úrsula; Senar, Fernando; Petreñas, CristinaThis study examines the relationship between language attitudes and language use from a social cognition perspective in the context of Catalonia, a culturally and linguistically diverse Spanish Autonomous Community that has been implementing social and educational measures to promote the use of its own language, Catalan. We examined how implicit and explicit measures of attitudes towards Catalan and Spanish predict self-reported language use and spontaneous language choice. Participants (N = 98) completed an Implicit Association Test (IAT), self-reports of language attitudes and use, and a spontaneous language choice. Although both implicit and explicit measures correlated with the behavioural measures, the results showed that the IAT had predictive and incremental validity. Moreover, a partial dissociation pattern of prediction was identified, underscoring the importance of including implicit measures of language attitudes, as they predict variance in behaviour above and beyond what is predicted by explicit measures.
- ItemOpen AccessBoard game-based intervention to improve executive functions and academic skills in rural schools: A randomized controlled trial(Elsevier, 2023) Vita Barrull, Núria; Estrada Plana, Verónica; March Llanes, Jaume; Guzmán, Núria; Fernández Muñoz, Carlos; Ayesa, Rosa; Moya Higueras, JorgeIntroduction This research intends to increase the knowledge about the use of board games in the classroom to train executive functions and academic skills. 99 children from rural schools were assessed in executive functions and academic skills. Methods Through a randomized controlled trial, they were assigned to a playing group (n = 51) and an active control group (regular classes without games, n = 48). Play program consisted of 12 sessions for 6 weeks with eight commercial board games. Results In flexibility, the playing group was significantly faster after the program (p= = .01, d = 0.76), but not the control group (p = .23; d = 0.35). Both groups improved in the academic tasks, but the significance in calculus was greater in the playing group (p = .00; d = 2.19) than in the control group (p = .01; d = 0.97). Discusion The use of board games during school hours could be as good or better methodology for cognitive training and learning academic skills than regular classes.
- ItemOpen AccessCognitive teleintervention with board games during the pandemic lockdown in school-age children: a pilot randomized controlled trial(Lusófona University, 2023-09-01) Vita Barrull, Núria; Estrada Plana, Verónica; March Llanes, Jaume; Guzmán, Núria; Mayoral, María; Moya Higueras, JorgeBackground. Playing modern board games has been linked to cognitive enhancement in children when playing face-to-face. How- ever, because of the SARS-CoV-2, playing in an analog way was difficult. Objective. To test the efficacy of a cognitive intervention program with board games in school-age children (25 Spaniards; 5-12 years) delivered remotely through web conferencing. Methods. We performed a randomized controlled trial with a wait-list control group (n=10) and pre-post testing (updating, inhi- bition, flexibility, and verbal fluency). The study was preregistered on clinicaltrials.gov (NCT04823338). The experimental group (n=15) played commercialized board games adapted to an online format during 12 sessions. Results and Conclusions. We found higher flexibility and verbal fluency improvements in the experimental than in the control group. We also saw improvements in visuospatial updating solely in the passive control group. Board games played remotely could entail some cognitive benefits, though we found paradigmatic results too. Board games may benefit the most when played face to face.
- ItemOpen AccessTendencias de investigación sobre las TIC en el sector educativo colombiano: un estado del arte (2000-2021)(Editorial Neogranadina, 2022) Vanegas Niño, Luz Karime; Sanvicén, PaquitaEs evidente cómo la tecnología en los últimos años ha venido evolucionando a un ritmo cada vez mayor, impactando diferentes ámbitos de la sociedad, entre ellas, la educación. Para reconocer cuál ha sido la incidencia de las Tecnologías de la Información y las Comunicaciones (tic) en la escuela colombiana, resulta valioso identificar las tendencias de investigación en el siglo xxi (2000-2021), que abordan este campo. De esta manera, en el presente estado del arte, resultado de una investigación doctoral, se realiza una búsqueda de artículos académicos en diferentes bases de datos, que abordan la relación tic-escuela básica y media en Colombia. Posteriormente, se realiza un análisis cualitativo y documental desde la perspectiva de la Teoría Fundamentada en tres momentos de codificación: abierta, axial y selectiva. Finalmente, resultado del análisis del corpus documental, compuesto por cuarentaiséis documentos, se vislumbran seis tendencias de investigación: aproximaciones históricas sobre las tic en la escuela; formación docente en tic; brecha digital; reconfiguraciones de la escuela; subjetividad juvenil y del maestro y factores de aprovechamiento de las tic en la escuela.