Fátima Llamas-Salguero’s research while affiliated with University of Extremadura and other places

Smartphone addiction is very prevalent among university students and can negatively impact both their physical and mental health. This study aimed to translate the smartphone application-based addiction scale (SABAS) into Spanish and evaluate its psychometric properties among Spanish university students. A total of 297 university students (222 women and 75 men) participated in this study (M age = 20.88, SD = 4.58) by completing a sociodemographic questionnaire, the smartphone addiction scale-short version, the depression, anxiety, and stress scale-21, the fear of missing out scale, and the SABAS. The SABAS was translated into Spanish using the forward-backward method. The factor structure was analyzed using confirmatory factor analysis, while reliability was assessed with Cronbach’s alpha and McDonald’s omega coefficients. The SABAS showed acceptable reliability (α = 0.72; ω = 0.73), and all of its items were kept. Factor analysis revealed that the Spanish version of the SABAS was unifactorial and demonstrated excellent validity (χ² = 10.285; p = 0.246; RMSEA = 0.034; CFI = 0.991; SRMR = 0.030). Significant associations were also observed between the SABAS score and the number of hours of smartphone use, fear of missing out, and psychological distress. Despite its brevity, the Spanish version of the SABAS provides good validity and reliability. Therefore, it can be used as a tool for screening smartphone addiction in Spanish university students.

El uso de las Tecnologías de la Información y de la Comunicación (TIC) se ha incrementado exponencialmente provocando cambios vertiginosos en la sociedad, ha cambiado nuestra manera de comunicarnos, socializarnos, buscar información o incluso divertirnos, sin embargo, su utilización incontrolada, conocida como uso problemático del smartphone (UPS) se ha asociado a numerosas consecuencias negativas. Por ello, el objetivo general de este trabajo es calcular la prevalencia del UPS en una muestra de estudiantes universitarios hondureños y examinar los potenciales correlatos sociodemográficos y de personalidad. La muestra del presente estudio tiene un total de 791 estudiantes de la Universidad Pedagógica Nacional Francisco Morazán de Honduras (77.2% de mujeres) con una edad media de 26.29 años. Se llevaron a cabo análisis descriptivos, correlacionales y comparativos con el programa SPSS 28.0. Los resultados muestran una prevalencia del UPS del 19.97% y que tanto los factores de personalidad de los Cinco Grandes como la autoestima se asocian con esta conducta. En conclusión, el presente estudio es el primero en establecer la prevalencia del UPS en estudiantes universitarios hondureños. Estos resultados pueden tener implicaciones significativas a la hora de desarrollar políticas para reducir el uso excesivo de nuevas tecnologías en este grupo de riesgo.

Introducción: Niveles altos de estrés pueden provocar el burnout con efectos negativos para la persona, siendo más acusado y frecuente en ámbitos laborales como el docente. Asimismo, la inteligencia emocional y el estilo de humor se relacionan con su aparición, duración e intensidad. Objetivo: Analizar este síndrome en docentes, así como el grado de predicción que la inteligencia emocional y los estilos de humor tienen en él. Método: Se utilizará un diseño de tipo predictivo transversal. La muestra se compone de 196 docentes. Resultados: Se encontró una relación entre aspectos de la inteligencia emocional y los estilos de humor con el burnout. El análisis de regresión mostró que la regulación emocional predice en parte el burnout profesional y que la evaluación de las propias emociones y el humor afiliativo explican parte del burnout relacionado con el alumnado. Discusión: La inteligencia emocional, especialmente la relacionada con el uso y la regulación de las emociones, y el estilo de humor adaptativo se relacionan de forma negativa y predicen un menor burnout en los docentes, por lo que estos podrían beneficiarse de la capacitación en inteligencia emocional como parte de las estrategias de prevención y tratamiento.

Academic procrastination, a prevalent issue in higher education, has been associated with various adverse outcomes. This study aims to discern and compare the degrees of academic procrastination among university students in Honduras and Spain while also investigating the relationship between academic procrastination and the Big Five personality factors alongside self-esteem. The sample comprised 457 university students, encompassing 237 Hondurans and 220 Spaniards. The research employed descriptive, comparative, correlational, and regression analyses. Honduran university students exhibited a significantly lower level of academic procrastination. Correlational analyses revealed that self-esteem and all Big Five personality factors, except for neuroticism in the Spanish cohort, displayed noteworthy associations with academic procrastination. Further regression analyses demonstrated that conscientiousness emerged as a significant predictor of procrastination in both samples. This study's findings can be pivotal in identifying students at risk of procrastination at an early stage. Additionally, the results can inform the development of intervention programs designed to mitigate procrastination tendencies among university students.

Currently, Internet use is widespread among young people. Although properly regulated use of the Internet can have positive consequences in various areas, excessive and uncontrolled use has been associated with numerous negative outcomes. This study examines the prevalence of problematic Internet use (PIU) among Honduran university students and identifies the sociodemographic and personality variables associated with it. The sample comprised 791 university students, and descriptive, correlation, and comparative analyses were performed. Results show high rates of PIU among university students, particularly women, and reveal that PIU is associated with a high degree of neuroticism and low levels of extraversion, agreeableness, conscientiousness, openness to experience, and self-esteem. This study provides insights into PIU-related factors that may increase the chances of early detection and intervention.

Como introducción, este artículo desarrolla que un reto esencial de la educación actual es la capacidad de los alumnos de solucionar de manera creativa las situaciones a las que se enfrentan a lo largo de su vida. En este sentido, el texto busca describir la creatividad y el rendimiento académico en estudiantes de España y Colombia, valorando la relación entre ambas poblaciones en las dos variables, con el fin de poder adaptar la enseñanza al contexto y estudiantes concretos. Como método, se utilizó un diseño cuasi-experimental y descriptivo-correlacional-comparativo. La muestra estuvo formada por 343 alumnos con una edad media de 13.63 años; el 45.5% de los participantes eran hombres y el 54.5% mujeres. Se empleó la prueba crea para evaluar la creatividad y para el rendimiento se tomó la media obtenida en todas las asignaturas. Frente a los hallazgos se evidencia, a nivel descriptivo, que los estudiantes obtienen resultados medios y medio-bajos en ambas variables y, a nivel correlacional, que existe relación entre ambas variables en la muestra colombiana pero no en la española, pues no se encontraron diferencias entre ambos países en la variable de rendimiento ni creatividad. Finalmente, estos resultados apuntan hacia la importancia del contexto y de estimular la creatividad en las aulas incorporándola en mayor medida en el currículo educativa dándole mayor peso en la evaluación del alumnado. Se sugieren algunas propuestas basadas en las Tecnologías de la Información y Comunicación (tic).

The process of integration of Information and Communication Technologies (ICT) in the Educational System is a dynamic process influenced by multiple interdependent factors. The most relevant studies published to date have highlighted the following as systemic levels of ICT integration: teachers, schools, and educational policy. The general objective of this work is to carry out a Systematic Literature Review (SLR) on the strategic planning of technology in primary and secondary schools from 2010 to 2021. This study is supported by a qualitative methodology based on a SLR, guided by the PRISMA protocol. For this purpose, a keyword-based document search was carried out in three databases: Eric, Scopus, and WOS. For the collection of information, the criteria applied for the inclusion of papers was by date (last 12 years) and type of document (journal articles). A total of 6,187 scientific journal articles were initially included in the CADIMA platform, where finally, after screening, 42 articles were selected that met the established criteria: studies with teachers and students in the educational stages of Primary and Secondary Education, excluding Higher Education. Empirical studies with quantitative and/or qualitative methods are also included, discarding theoretical studies. Research on digital technologies from a general perspective is also considered relevant, excluding studies on specific technologies. This SLR concludes by providing an explanatory theoretical model, defining the integration of ICT in educational centres as a complex, systemic and ecological process, where legislative and organisational structures, such as leadership, strategic planning, and collaboration among professionals, are essential elements. Therefore, the incorporation of technology in the classroom requires a redefinition of the organisational culture of schools. Systematic Review Registration: [zenodo.org], identifier [6343639].

The education sector is undergoing significant challenges in the process of transforming learning models in order to face the new requirements of our hyper-connected society. Teaching students how to adequately interact as active and committed citizens in our knowmadic global society is the most challenging task facing educators nowadays. Moreover, the university must consider a student’s knowledge of digital technologies to be able to design new educational models that respond to their current needs. The aim of our research is to assess that knowledge and the use of digital technologies among college students and the relationship this has with their prior academic experience. Data collection included a validated ad-hoc questionnaire divided into 16 categories applied to 757 students of both sexes between 20 and 57 years of age. The results show that, irrespective of gender and age, those students who have used Information and Communication Technologies (ICT) in their secondary education have a better knowledge of how to use them to their advantage throughout their university learning process. In conclusion, students need to undergo a training in digital skills before entering university, so as to equip them with a higher level of digital competence.