Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.4
3.2
Journals
EJIHPE
Special Issues
Coexistence, Attention to Diversity, and Education
share announcement

Coexistence, Attention to Diversity, and Education

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: closed (31 July 2021) | Viewed by 17773

Special Issue Editors

Dr. Juan Pedro Martínez-Ramón

E-Mail Website
Guest Editor
Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
Interests: coexistence; attention to diversity; bullying; burnout; coping strategies; stress; social skills; artificial neural networks; educational psychology
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Inmaculada Méndez Mateo

E-Mail Website
Guest Editor
Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
Interests: bullying; cyberbullying; coexistence; education; university; attention to diversity; older adults
Special Issues, Collections and Topics in MDPI journals
Dr. Cecilia Ruiz Esteban

E-Mail Website
Guest Editor
Developmental and Educational Psychology, Faculty of Psychology, 30100 Murcia, Spain
Interests: bullying; cyberbullying; school violence; education; university; attention to diversity
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Coexistence is a key factor in the quality of education, which is a primary objective for sustainable development as stated by the United Nations. At the same time, the educational needs of students are a reality in the classroom. The needs are very diverse and include disorders and learning difficulties, among others. The interaction of the environment and personal characteristics are involved in the development of educational needs. These needs can affect in one way or another the coexistence at school or the relationships that the members of the educational community have with each other. The family, the teaching staff, and the students are three axes that interact to develop the teaching–learning processes of the students. For this reason, it is also important to take into consideration family factors (educational styles, social and family context, etc.), variables that influence the teaching work environment (stress, burnout, etc.), and those aspects directly related to students (previous psychopathologies, skills, motivation, self-esteem, etc.). These factors interact with each other, forming a synergic system that can have an impact on coexistence and on the educational needs themselves. Bullying and cyberbullying arise in unfavorable coexistence situations, and this prevents adequate attention to be paid to the diversity of the student body. Similarly, when the needs of students are not covered or exceed the educational resources, the socialization of students worsens and increases the stress of teachers and families. For all these reasons, this Special Issue aims to compile studies that analyze the attention to student diversity, the problems that the educational community may present, how student socialization is carried out, school coexistence, which are the educational resources to manage it, and the treatment of environmental and individual factors in the attention to diversity in the different educational stages.

Dr. Juan Pedro Martínez Ramón
Dr. Inmaculada Méndez Mateo
Dr. Cecilia Ruiz Esteban
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • coexistence
  • educational needs
  • attention to diversity
  • stress
  • children
  • primary
  • secondary
  • university

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

12 pages, 401 KiB  
Article
Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents
by Adrián Segura-Robles, Antonio-José Moreno-Guerrero, María-Elena Parra-González and Jesús López-Belmonte
Eur. J. Investig. Health Psychol. Educ. 2021, 11(1), 142-153; https://doi.org/10.3390/ejihpe11010012 - 13 Feb 2021
Cited by 5 | Viewed by 3470
Abstract
This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted [...] Read more.
This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted of 307 participants enrolled in compulsory secondary education. Reliability with fit indices were good in model B (proposed) with composite reliability, global reliability index, and Cronbach’s alpha. The original model (A) presented small problems that had to be adjusted when carrying out the translation. We concluded that adaptation and subsequent validation of the MSLQ instrument into a Spanish context was positive. In this sense, adequate adjustment rates have been achieved. However, in its contextual adequacy, the need arises to modify the presentation of the items alluding to intrinsic motivation due to the difficulty of measuring such a construct. Among the implications reached in this study is the possibility of having a validated instrument for the Spanish adolescent context to measure motivation on educational aspects. Furthermore, this tool can serve as the basis for the design of other instruments that measure this construct in other age ranges. Full article
(This article belongs to the Special Issue Coexistence, Attention to Diversity, and Education)
►▼ Show Figures

Figure 1

10 pages, 276 KiB  
Article
Attention to Diversity in Compulsory Secondary Education
by Elia Vázquez Varela, Iago Portela Pino and Víctor Domínguez Rodríguez
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1176-1185; https://doi.org/10.3390/ejihpe10040082 - 20 Dec 2020
Cited by 5 | Viewed by 4608
Abstract
The attention to pupil diversity is still considered one of the main issues to solve in the current educational system. The objective of the study was to establish and analyze the differences between the knowledge and the use of ordinary and extraordinary measures [...] Read more.
The attention to pupil diversity is still considered one of the main issues to solve in the current educational system. The objective of the study was to establish and analyze the differences between the knowledge and the use of ordinary and extraordinary measures in the attention to diversity from the point of view of compulsory secondary education teachers. A descriptive study was performed with a quantitative methodology, making use of a 452-teacher sample (Mean: 47, Standard Deviation: 8.42) using a survey. The results show a better understanding and frequency of use of the ordinary measures compared to the extraordinary ones. Results also maintain that among the most used we found the adequacy of the didactic planning as well as the support of the therapeutic pedagogy and language and auditory specialist. Moreover, the analysis reveals that the CMOEAD (ordinary and extraordinary measures for the attention to diversity) survey possesses psychometric properties which support its use in further studies. In conclusion, a better knowledge and use of ordinary and extraordinary measures in attention to diversity enables a forward leap in the quality and equity for pupils. Full article
(This article belongs to the Special Issue Coexistence, Attention to Diversity, and Education)
18 pages, 1262 KiB  
Article
Students’ Personality Contributes More to Academic Performance than Well-Being and Learning Approach—Implications for Sustainable Development and Education
by Paulo Moreira, Susana Pedras and Paula Pombo
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1132-1149; https://doi.org/10.3390/ejihpe10040079 - 6 Dec 2020
Cited by 7 | Viewed by 4606
Abstract
The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. [...] Read more.
The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development. Full article
(This article belongs to the Special Issue Coexistence, Attention to Diversity, and Education)
►▼ Show Figures

Figure 1

15 pages, 783 KiB  
Article
Educational Response to a Student with Psychosis at the Secondary Level: A Non-Experimental Single-Case Study
by Juan Pedro Martínez-Ramón, Inmaculada Méndez and Cecilia Ruiz Esteban
Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1080-1094; https://doi.org/10.3390/ejihpe10040076 - 24 Nov 2020
Viewed by 3825
Abstract
Students with psychosis in school within the ordinary education system are a reality in the classroom. To study their correct adaptation at school, it is necessary to consider numerous factors such as the personal characteristics of the student, environmental variables, educational measures put [...] Read more.
Students with psychosis in school within the ordinary education system are a reality in the classroom. To study their correct adaptation at school, it is necessary to consider numerous factors such as the personal characteristics of the student, environmental variables, educational measures put in place as well as emotional and cognitive aspects. The aim of this research was to monitor the teaching–learning process of a student diagnosed with psychosis and enrolled in a public school at the secondary level in the ordinary modality with support during an academic year, with the usual resources provided by a guidance department to assess the impact of the educational measures and plans on his emotional and academic fields. This was a single case study in which both qualitative and quantitative information was collected (N = 1). The participant was a student with special needs at the secondary level. An analysis of the results of psychometric tests, plan for diversity, observational analysis, academic file, scholastic history, and multiple interviews were carried out. The findings show how the educational curriculum can be adapted to improve the competences of a student with psychosis by encouraging an increase in social abilities and potential cognitive abilities through the counseling department. The conclusions of this research can provide a guideline for comparison of different educational systems, paying greater attention to the development of emotional aspects, and opting for inclusive measures. In this line, this study shows that students with psychosis can share classrooms and studies with their peers, thus fulfilling the principle of educational inclusion. Full article
(This article belongs to the Special Issue Coexistence, Attention to Diversity, and Education)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop