Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

Scientific Research in Ecuador: A Bibliometric Analysis

Ecuador has shown a growth in its scientific production since 2011, representing 85% of the total historical production. These investigations are reflected in scientific publications, which address world interest topics and serve as a link for the university, business, and society. This work aims to analyze the scientific production generated by Ecuador in the period of 1920–2020 using bibliometric methods to evaluate its intellectual structure and performance. The methodology applied in this study includes: (i) terms definition and search criteria; (ii) database selection, initial search, and document compilation; (iii) data extraction and software selection; and finally, (iv) analysis of results. The results show that scientific production has been consolidated in 30,205 documents, developed in 27 subject areas, in 13 languages under the contribution of 84 countries. This intellectual structure is in harmony with the global context when presenting research topics related to “Biology and regional climate change”, “Higher education and its various approaches”, “Technology and Computer Science”, “Medicine”, “Energy, food and water”, and ”Development and applications on the Web”. Topics framed in the Sustainable Development Goals (SDGs), sustainability, climate change, and others. This study contributes to the academic community, considering current re-search issues and global concerns, the collaboration between universities and countries that allow establishing future collaboration links.

OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation

A positive school climate can directly influence the relationships and social interactions among students while also contributing to the development of socio-emotional skills. Simultaneously, the school climate depends on these said skills. Despite this close relationship, emotional education and school climate improvement programmes have traditionally been studied separately. This study describes and evaluates the effectiveness of a new programme, OKAPI (Organisation, Cooperation, Positive Environment, Participation and Emotional Intelligence), for the development of socio-emotional skills and the improvement of classroom climate for primary school students using a cooperative learning methodology. The total sample comprised 86 students aged 9–11 years. A quasi-experimental design with pre-test and post-test measures with a control group was used. The results show that the program’s implementation is effective both for the improvement of the classroom climate and the acquisition of training in the field of emotional intelligence, as well as for the development of cooperative competences. Among the fundamental pillars of the OKAPI programme are its simplicity and transversality, so that teachers are responsible for its application and monitoring; thus, the programme becomes an agent of change in their educational practice.

Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school.

The Contribution of Learning and Mental Health Variables in First-Year Students' Profiles

International studies focus on the successful transition into higher education, which is considered crucial for both the students and the educational institution in the context of students' learning and adjustment in higher education. The aim of the current study was to identify student profiles that include cognitive, metacognitive, and motivational aspects of learning, but also aspects of resilience, emotion dysregulation, and anxiety. The sample consists of 316 Greek undergraduate students (18.7% males and 81.3% females). The results showed four different (meta)-cognitive-emotional learner profiles: the emotionally stable and highly adaptive learner; the emotionally dysregulated and at risk learner; the emotionally dysregulated and highly adaptive learner; the emotionally stable and at risk learner. Emotionally dysregulated and at risk learner has a lower GPA than the emotional stable and highly adaptive learner, the emotionally dysregulated and highly adaptive learner and the emotionally stable and at risk learner.

The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

Women’s Participation and Factors Affecting Their Academic Performance in Engineering and Technology Education: A Study of Ethiopia

Academic performance is one of the reasons for gender imbalance in STEM education. This study has two objectives: analyzing women’s participation in STEM education and investigating the factors affecting women’s achievements in Engineering and Technology university majors in Ethiopia. Secondary data have been analyzed to establish women’s involvement in STEM education using enrollment and graduation data and to observe the gender gap. Primary data were collected from 376 women students of engineering and technology. The OLS multiple regression model results reveal that the academic performance of women in engineering and technology education is positively influenced by students’ capabilities to gather information about the institution before joining the university. Interventions followed by institutions for supporting women students, peer learning habits of students, and the accessibility of university infrastructure also positively affect women’s academic performance. In contrast, sexual harassment and the existence of engineering and technology professionals in the family negatively influence the academic performance of women. Hence, educational organizations, governments, and other stakeholders should work to enhance women’s academic performance and reduce the gender gap in STEM education. Engineering colleges must also give attention to students’ psychological, economic, and educational support, try to fulfill infrastructure and learning equipment, and protect students from sexual harassment through strong commitment and regulations.