Journal articles

Sáinz, Milagros, José Luís Martínez, and Julio Meneses. "Gendered patterns of coping responses to academic sexism in a group of Spanish secondary students." (Submitted). Abstract

This study analyzes predictors of secondary students’ coping responses to academic sexism. 954 students (mean age = 17, SD = 90, 57% girls) enrolled in the first course of post-compulsory secondary school participated. The results indicate that boys were more likely to use avoidance responses to academic sexism, whereas girls were more likely to deploy confronting and help-seeking responses. Likewise, hierarchical regression analyses suggest that girls and students from parents with a high educational level, and who did not hold sexist attitudes about women’s higher level of competence in biology and languages, were more likely to develop confronting responses. Similarly, girls and students who did not embrace either of the stereotypes that boys are better at science and technology subjects and that girls are better at biology and languages were more likely to seek help. Furthermore, boys and students who believed that girls are better at biology and languages were more likely to develop avoidance responses. Interaction between gender and parental educational level shows that boys whose parents had attained secondary or university studies were more likely to deploy avoidance responses. Intervention measures should teach young people how to adopt positive coping responses in the face of sexist attitudes.

Aranda, Daniel, Jordi Sánchez-Navarro, Juan Francisco Martínez-Cerdà, and Julio Meneses. "The impact of digital practices on the perception of risks and benefits of digital gaming." Catalan Journal of Communication & Cultural Studies 10, no. 2 (2018): 247-264. Abstractaranda_sanchez_martinez_meneses_cjcs_pre-print.pdfWebsite

This study introduces a new multivariate framework around a set of digital practices such as entertainment-oriented uses, information-oriented uses, social-connection uses and e-commerce uses, and shows that these digital practices are, in fact, important predictors of the positive and negative perceptions of digital gaming. We developed two multiple regression models on a representative sample of the Spanish population. After controlling for socio-demographic factors (age, gender and level of education), our models reveal that gaming-related perceptions of benefits and risks are associated with people’s concrete personal experiences with digital games and, interestingly, to the greater or lesser development of their digital practices. We show that the perceptions of benefits with regard to video games are related to more developed digital practices. Conversely, the perceptions of risk are higher in the case of individuals who lack exposure and experiences regarding digital practices.

Badia, Antoni, Consuelo García, and Julio Meneses. "Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university." Innovations in Education and Teaching International (2018). AbstractWebsite

The aim of this paper is to understand the emotions associated with the experience of teaching online in an online university and the factors that influence these emotions. Nine hundred and sixty-five (965) online teachers at the Universitat Oberta de Catalunya (www.uoc.edu) were surveyed. Three emotions linked to teaching online were identified: satisfaction, relief and pleasure. Multiple regression analyses were used to make inferential judgments and test the effects of the teachers’ demographic and professional variables. Findings suggest that satisfaction is associated with the instructional design and learning support roles and with the knowledge building approach; relief is inversely related to the content acquisition approach; and pleasure is linked to variables such as academic background and amount of online teaching hours, as well as the knowledge building approach. The practical implications of these results are discussed.

Fàbregues, Sergi, Marie-Hélène Paré, and Julio Meneses. "Operationalizing and conceptualizing quality in Mixed Methods Research: A multiple case study of the disciplines of Education, Nursing, Psychology, and Sociology." Journal of Mixed Methods Research (2018). AbstractWebsite

The purpose of this qualitative multiple case study was to describe and compare how researchers in the education, nursing, psychology, and sociology disciplines operationalize and conceptualize the quality of mixed methods research (MMR). An international sample of 44 MMR researchers representing these four disciplines were interviewed by Skype and telephone. The study findings point to: (a) two perspectives from which the quality of MMR is understood, one contingent and flexible and the other universal and fixed; (b) a link between these two perspectives and the participant’s own discipline; and (c) an equal prevalence of the criteria most mentioned by the participants across disciplines. Implications of the findings for the field of MMR are discussed.

Rodríguez-Gómez, David, Diego Castro, and Julio Meneses. "Problematic uses of ICT among young people in their personal and school life." Comunicar 26, no. 56 (2018): 91-100. Abstract10.3916_c56-2018-09-english.pdf10.3916_c56-2018-09-spanish.pdfWebsite

Studies on ICT use in education usually focus on ICT’s contribution to training processes. However, scarce research has concentrated on the problematic use of ICT among young people in the school context, and most of it approaches the problem from a psychopathological perspective. The purpose of this paper, in contrast, is to analyse problematic ICT use among young people in their personal and school setting. The methodology involved applying a questionnaire to a sample of 1,052 youths aged between 12 and 18 years old. The study starts with a univariate and bivariate descriptive analysis. Subsequently, three Poisson regression models were developed to evaluate the contribution of several predictor variables to the three types of problematic uses identified in their sphere, learning processes and classroom relationships. Results show a relationship between problematic ICT use in personal and school settings, with older youths who use smartphones (the) most likely to engage in this type of behaviour. The use of mobile technology largely explains the problematic behaviour in the use of ICT among young people in personal and school contexts, which justifies the need to promote actions contributing to more responsible use of this type of technology in all areas of their personal, school and social life.

Sáinz, Milagros, and Julio Meneses. "Brecha y sesgos de género en la elección de estudios y profesiones en la educación secundaria." Panorama Social 27 (2018): 23-31. Abstractpanorama_social_sainz_meneses_2018.pdfWebsite

En los últimos años se ha puesto de manifiesto la persistencia de una segregación vocacional por género, que se traduce en diferencias significativas entre mujeres y hombres en las diferentes disciplinas a través de las que se organizan los estudios superiores y la posterior trayectoria profesional. En este artículo revisamos la problemática centrándonos en la etapa de educación secundaria. Se analizan los factores que, vinculados al proceso de socialización en la familia y la escuela, explican la falta de vocaciones científicas y tecnológicas de algunas chicas, así como de vocaciones humanísticas y sociales de algunos chicos.

Questa-Torterolo, Mariela Esther, David Rodríguez-Gómez, and Julio Meneses. "Colaboración y uso de las TIC como factores del desarrollo profesional docente en el contexto educativo uruguayo. Protocolo de análisis para un estudio de casos múltiple." Cuadernos de Investigación Educativa 9, no. 1 (2018): 13-34. Abstract2818-11137-2-pb.pdfWebsite

La colaboración entre docentes, con o sin uso de las tecnologías de la información y la comunicación (TIC), constituye un factor determinante en su desarrollo profesional y, en consecuencia, un elemento clave para el buen funcionamiento de los centros educativos y la calidad del sistema escolar. Por este motivo, y dada la escasez de investigaciones sobre el tema en Uruguay fueron exploradas las formas que adopta la colaboración con fines profesionales y los usos de las TIC con estos fines. El diseño del estudio siguió la estrategia de estudio de caso múltiple para el que se seleccionaron cuatro escuelas primarias y cuatro centros de enseñanza secundaria en el departamento de Colonia. En cada centro se aplicó una entrevista en profundidad al director y a dos docentes identificados por sus actitudes hacia la colaboración a partir de un grupo de discusión realizado entre docentes. Asimismo se recolectaron datos del contexto y se realizaron observaciones no participantes de la infraestructura y del ambiente escolar. Los datos fueron procesados según un protocolo de análisis por capas mediante el que se describieron dos casos en detalle. Luego se buscaron patrones entre dichos casos y temas transversales. Por último se organizaron los hallazgos en una meta-matriz para mostrar los vínculos entre qué se identifica como colaboración docente, cuáles son las formas más usuales de colaboración y cuál es el rol de las TIC en el trabajo colaborativo teniendo en cuenta el contexto particular de los casos descriptos. Las principales conclusiones están asociadas al uso de los espacios de socialización y reflexión sobre las prácticas en los centros estudiados y a la manera en que los docentes y la dirección pueden aprovechar esas instancias para el intercambio sobre aspectos ligados a lo pedagógico.

Rodríguez-Gómez, David, Carme Armengol, and Julio Meneses. "La adquisición de las competencias profesionales a través de las prácticas curriculares de la formación inicial de maestros." Revista de Educación 376 (2017): 229-243. Abstractrodriguez_armengol_meneses_2017.pdfWebsite

Las prácticas profesionales constituyen un elemento esencial en los planes de formación inicial de maestros, contribuyendo no sólo al desarrollo de competencias, sino también a su orientación profesional y posterior inserción laboral. No obstante, son escasas las evidencias empíricas sobre los factores que propician una mejor adquisición de competencias durante el periodo de prácticas curriculares, así como de las condiciones que se precisan para que estos periodos de formación se den con las máximas garantías. El propósito del estudio que aquí se presenta es identificar los factores que contribuyen a una mejor adquisición de competencias durante el periodo de prácticas curriculares en los Grados de Maestro de Educación Infantil y Maestro de Educación Primaria. Los factores considerados son las características sociodemográficas del alumnado, titularidad de la escuela de prácticas, características básicas del programa de prácticas, satisfacción del alumnado y la percepción de impacto de las prácticas. La metodología utilizada ha consistido en la aplicación de un cuestionario a una muestra de 567 estudiantes de magisterio en educación primaria (n= 276) y educación infantil (n=291) de cuatro universidades catalanas (dos públicas y dos privadas). La primera aproximación a los datos disponibles se inicia con un análisis descriptivo univariante y bivariante y, a continuación, se desarrollan tres modelos de regresión múltiple para determinar la relación entre los tres tipos de competencia identificados (i.e., relaciones y formas de trabajo, gestión del aula y aplicación de conocimientos en la práctica) y cada variable independiente. Los resultados obtenidos confirman no sólo la percepción de impacto positivo de las prácticas sobre el desarrollo profesional de los futuros maestros, sino también que, más allá de la modalidad y situación del practicum en los estudios de grado, la identificación de “centros formadores” adecuados y la consolidación de estructuras de cooperación escuela-universidad eficaces, constituyen elementos claves.

Rodríguez-Gómez, David, Julio Meneses, and Carme Armengol. "Claus per a l’èxit de la formació pràctica de mestres." UAB Divulga Setembre (2017): 1-2. Abstractuabdivulga_a2017m9a5.pdfWebsite

L'Equip de Desenvolupament Organitzacional de la UAB ha analitzat quins factors afavoreixen que els professors d'infantil i primària en formació adquireixin unes òptimes competències professionals durant les pràctiques curriculars. L'estudi assenyala algunes de les principals claus per a l'èxit, al temps que considera imprescindible generar nous espais i models de col·laboració i formació entre la universitat i les escoles on practiquen els mestres del futur.

Badia, Antoni, Consuelo García, and Julio Meneses. "Approaches to teaching online: Exploring factors influencing teachers in a fully online university." British Journal of Educational Technology 48, no. 6 (2017): 1193-1207. AbstractWebsite

In recent years there has been widespread interest in the implementation of online courses in universities. While most studies about online learning environments primarily focus on technology-related issues or instructional methods, little attention has been given to online instructors and their teaching approaches. The aim of this paper is to develop and test a model of the factors affecting individual instructors' approaches to teaching online, particularly in a fully online university. Nine hundred sixty-five (965) online instructors belonging to the Universitat Oberta de Catalunya (www.uoc.edu) were surveyed. The dependent variables include three approaches to teaching online: the Content Acquisition Approach, the Collaborative Learning Approach, and the Knowledge-Building Approach. The explanatory variables are socio-demographics, academic background, online teaching experience, studies taught, online teaching dedication, and teachers' roles in teaching online. Multiple regression analyses are used to make inferential judgements and test the effects of the independent variables. Findings suggest that age, academic background, online teaching dedication and, especially, teachers' roles in teaching online are important predictors of the adoption of a particular approach to teaching online.

Sáinz, Milagros, Julio Meneses, Sergi Fàbregues, and Beatriz López. "Adolescents' gendered portrayals of information and communication technologies occupations." International Journal of Gender, Science and Technology 8, no. 2 (2016): 181-201. Abstractgender_science_and_technology_2016.pdfWebsite

This study tackled secondary students’ gender-stereotyped portrayals of ICT occupations, together with the use of gender references associated with these occupations. Likewise, the existence of gender differences was also examined. 443 boys and 457 girls (mean age 15 years; S.D.= 0.65) from Catalonia (Spain) participated in the study. A content analysis of responses to one open ended question on ICT occupations was performed that suggested that there were gender differences in students' perceptions of ICT occupations. Contrary to expectations, non-masculine references about ICT occupations were more highly reported than masculine references. However, young females were more likely to offer non-masculine references to occupations where ICT is the tool rather than the object of their work. In contrast, young males were more likely to offer masculine references to occupations involving the design and production of ICT products and services. The theoretical and practical implications of the findings were discussed.

Rodríguez-Gómez, David, Julio Meneses, Joaquín Gairín, Mònica Feixas, and José Luís Muñoz. "They have gone, and now what? Understanding re-enrolment patterns in the Catalan public higher education system." Higher Education Research & Development 35, no. 4 (2016): 815-828. AbstractWebsite

Studies of student re-enrolment patterns in Higher Education constitute, along with traditional studies of persistence and dropout, a key element for improving the quality of Higher Education Institutions. However, these studies tend to be limited as they are centred on a single institution, due to the lack of national-scale datasets for monitoring students between different institutions.

Using a longitudinal population-based dataset provided by the Catalan University Assurance Agency (AQU), which includes information records on 21,473 undergraduate students, this paper aims to develop and test an exploratory model of student re-enrolment, specifically, in the Catalan public university system. We are not only interested in student re-enrolment, but also in whether they do so during the first year after dropout or in the same area of knowledge.

Results from logistic regression analysis revealed that although most students return to the university system in the first year after dropout, many of these change to a different area of knowledge, which is clear evidence of dysfunctional and inefficient guidance systems and university entrance. Findings provide a more accurate and complete picture of student re-enrolment behaviour and suggest the need to develop targeted policies to improve the efficiency and effectiveness of our university systems.

Casado, Carlos, Julio Meneses, and Teresa Sancho. "¿Cómo ven los alumnos de primaria la profesión informática? Influencia del género y la percepción de su capacidad." Píxel-Bit, Revista de Medios y Educación 49 (2016): 149-161. Abstractcasado_meneses_sancho_2016.pdfWebsite

Este artículo analiza la opinión que tiene sobre la profesión de informática el alumnado del último ciclo de educación primaria. Se encuestaron 300 alumnos de 12 escuelas y se observó que la opinión de las niñas era sensiblemente peor que la de los niños además de que ellas se consideran menos capaces de realizar un programa informático. A partir del análisis de los datos se sugiere que se inicie a los alumnos de primaria en la programación y especialmente a las niñas para que mejoren su percepción de sus capacidades en este ámbito.

Rodríguez-Gómez, David, Julio Meneses, and Carme Armengol. "El reingrés dels estudiants al sistema universitari públic català." UAB Divulga Maig (2016): 1-2. AbstractUABDivulga_2016.pdfWebsite

Aquest estudi, desenvolupat a partir d’informació d’estudiants universitaris catalans, ha detectat diversos perfils d’alumnes que abandonen els estudis i hi tornen més endavant. Els resultats apunten, entre altres, a la necessitat d’establir plans per a la transició a la universitat, l’acollida i l’acompanyament dels estudiants universitaris per evitar l’abandonament i el posterior canvi d’estudis. Cal, doncs, millorar el sistema d’orientació i accés a la universitat per tal de millorar el rendiment dels estudiants i la qualitat del sistema universitari.

Sáinz, Milagros, Julio Meneses, Beatriz López, and Sergi Fàbregues. "Gender stereotypes and attitudes towards information and communication technology professionals in a sample of Spanish secondary students." Sex Roles 74, no. 3 (2016): 154-168. AbstractWebsite

This study examined Spanish young people’s gender-stereotyped beliefs and attitudes about people working in the field of information and communications technology (ICT). For this purpose, their positive, negative, and neutral perceptions of the associated characteristics of these workers were also analyzed. Likewise, the use of masculine, feminine, or neutral expressions to describe these professionals was explored. The existence of gender differences in these aspects was also investigated. 900 students from Catalonia (51 % girls) enrolled in the last course of junior secondary education (mean of age=15 years old; S.D. = 1.73) participated in a survey with close and open-ended questions. Content analysis of responses to an open-ended question indicated that the boys and girls held several stereotypical beliefs about ICT professionals (a highly male-dominated field), but they also reported counter-stereotypical beliefs about them. As expected, these stereotypical beliefs described a masculine portrayal of ICT workers. Contrary to expectations, most of the students’ portrayals of people working in ICT were either positive or neutral, not negative. Likewise and opposite to predictions, young males did not show more positive attitudes towards ICT professionals than girls. In fact, both girls and boys evaluated more positively than negatively the different descriptive aspects associated with ICT professionals. In support of expectations, most boys and girls referred to masculine role models working in ICT. No gender differences were observed in the type of characteristics associated with ICT professionals. However, young females were more likely to offer feminine references about professions where ICT is the tool rather than the object of their work. The theoretical and practical implications of these findings within the context of Spain are discussed.