DeustoTeka Examinando por Autor "Solabarrieta, Josu"

Examinando por Autor "Solabarrieta, Josu"

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Assessing peer teamwork competence: adapting and validating the comprehensive assessment of team member effectiveness–short in university students
(Frontiers Media SA, 2024) Garalde Gorostola, Alain; Solabarrieta, Josu; Urquijo Cela, Itziar; Ortiz de Anda Martín, Irati
Introduction: The Bologna Plan has promoted competency-based training in European higher education, which requires developing accurate, appropriate assessment tools for its measurement and evaluation. Method: This study adapted and validated the Comprehensive Assessment of Team Member Effectiveness questionnaire on teamwork competence in a university population in the Basque Country, Spain. The questionnaire was first back-translated and adapted by two experts in educational research and then completed by 642 students pursuing baccalaureate degrees in primary education and physical activity and sport sciences at the University of Deusto [215 women, 426 men; ages: 17–25 years (M = 21.5; SD = 1.3)]. Results and discussion: A confirmatory factor analysis yielded adequate goodness-of-fit indices, confirming the validity of the instrument’s measurement model and indicating that it may be an appropriate tool for assessing teamwork competence among peers for university students in the Basque Country.
The digital transformation of the talent management process: a Spanish business case
(MDPI AG, 2021-02-19) Martínez Morán, Pedro César ; Fernández Rico Urgoiti, José María; Díez Ruiz, Fernando ; Solabarrieta, Josu
The digital transformation means that companies are redefining the process of talent management. Previous models involved functions, practices and processes that ensured a correct flow of employees towards key positions or a generic talent management view. The digital breakthrough, together with the growing panorama of competition for talent in the market, requires a different focus to enable well-grounded and agile decision-making processes in a sustainable world. The current research considers the functions that applied research has established as the limits of talent management, and that are the key topics in an employee life cycle, namely, talent attraction and acquisition, training, evaluation, and development. In addition, new tools such as employee advocacy and/or brand ambassadors have been added towards to draw conclusions about the future trends of talent management. This article examines the employee life cycle of talent attraction, and acquisition, training, evaluation, and development in the study of the main digital tools utilized in the Spanish market, by both national and multinational corporations. The results indicate that future investments are needed to correlate the digital tools and take advantage of a better employee life cycle management. The main results show a rapid increase in the number and variety of tools used in the talent acquisition process, an expanded use of social networks to enhance the scope of those processes, and conversely, a minor use of digital tools for both talent development and talent retention processes
Effects of a physical exercise intervention on pain in workplaces: a case study
(MDPI, 2022-01-25) Río de Frutos, Xabier; Sáez Gómez de Cadiñanos, Iker ; González Bravo, Javier; Besga Otxoa, Angel ; Santano Morentin, Eneko; Ruiz de Alegría, Natxo; Solabarrieta, Josu; Coca Núñez, Aitor
Interventions that promote physical activity and healthy habits in workplaces have proven to be effective in reducing risk factors associated with numerous pathologies. This study examines the effects of an individualized physical exercise program that lasts five minutes for 30 working days on the perceived pain of workers, as well as analyzing adherence to it within workplaces. Data were collected through a visual analog scale of 1–10 of the perception of pain by anatomical areas, and, thus, we could observe variations in the perceived pain of workers through a program of five individualized exercises for one minute each based on the analysis of the worker and the job position. Significant differences were observed in three of the four centers analyzed (1: p = 0.006; 2: p = 0.009; 3: p = 0.000; 4: p = 0.791). A five-minute exercise program in the work environment appears to be an effective tool in terms of time and an improvement in workers’ perception of pain.
Equity and social exclusion measures in EU lifelong learning policies
(Routledge, 2020-01-02) Tuparevska, Elena; Santibáñez Gruber, Rosa; Solabarrieta, Josu
The aim of this article is to examine how EU lifelong learning policies are trying to reach the vulnerable by looking at what measures against social exclusion they offer and how equitable these measures are. It is a qualitative study that focuses on policy documents that form the European Union’s legal and political frameworks of reference in the lifelong learning area since 1992. The document analysis has been complemented by semi-structured interviews with EU lifelong learning experts. The findings show that early school leavers and migrants are the main target groups in the policies, leaving many other groups at risk of being excluded from learning opportunities. There is not enough attention to measures addressing wider social phenomena. There is also an overemphasis on basic skills which are understood in a very narrow way as literacy and numeracy when referring to the vulnerable. We argue that a greater variety of measures as well as better targeted measures are needed to address the multiple and complex needs of the vulnerable. Such measures would allow a broader understanding of lifelong learning where those that are hardest to reach are offered learning opportunities independent of their personal and social circumstances.
Factores de riesgo y protección familiares en el uso de los videojuegos por parte de adolescentes y jóvenes vascos de 12 a 22 años
(Octaedro, 2024) González Álvarez, Sara; Ruiz Narezo, Marta; Solabarrieta, Josu
Health benefits and participation barriers of different level horseback riders age-wise
(Frontiers Media S.A., 2022-04-28) Sáez Gómez de Cadiñanos, Iker; León Guereño, Patxi ; Malchrowicz Mośko, Ewa; Balerdi Eizmendi, Eneko; Río de Frutos, Xabier ; Lavin Monteserin, Beñat; Solabarrieta, Josu
Although horseback riding is not specifically mentioned in the recommendations for different age groups regarding the level of physical activity necessary for good health, its practice continues to grow in popularity throughout the world. Despite being a minority discipline, it has some characteristics that make it an opportunity for its participants to be active people, so it is important to understand what are the perceived health benefits and barriers to participation. The aim of the study is to describe and analyze the perceived health benefits and barriers in horseback riding among riders categorized by level and age, in order to promote physical activity through these benefits and to overcome the barriers. An online version of the EBBS (Exercise Benefits/Barriers Scale) was used to analyze benefits and barriers. The sample consisted of 2,651 participants (95.9% women and 4.1% men) in an equestrian event, distributed in four age groups (79.4% up to 25 years, 11.5% between 26 and 35, 7.9% between 36 and 50, and 1.2 older than 50 years). Perceived benefits and participation barriers to horseback riding were analyzed. The factor analysis identified and confirmed five benefit factors and four barrier factors. Benefit factors were significantly correlated among them but barriers were less interrelated. Higher ages were associated to larger benefits and less barrier effects. Benefit and barrier differences were larger between amateur and professional riders, compared to gender differences.
A healthy bond: relationship between dog ownership, physical activity levels, motivation, physical self-concept and well-being in adolescents
(Federación Española de Asociaciones de Docentes de Educación Física (FEADEF), 2025-07-06) González Santamaría, Xabier; Solabarrieta, Josu; Fuentes García, Miguel Ángel; Borrajo, Erika
Introduction: physical inactivity, especially among adolescents, is linked to serious health problems, with girls being particularly affected. Given the increasing prevalence of dog ownership, dog-assisted physical activity programs could offer new strategies to counteract this issue. Objective: this study examines the relationship between dog ownership and various aspects of adolescent health, including physical activity levels, motivation, physical self-concept, and well-being, while also considering the moderating effect of gender. Methodology: a descriptive, comparative, and correlational study was conducted with 610 adolescents (301 males and 309 females) with a mean age of 15 years (SD = 1.3 years) of whom 34.9% lived with a dog. Results: girls engaged in more physical activity during school and leisure time, while boys were more active in sports. Dog owners had higher physical activity levels, especially during school. Boys showed greater intrinsic motivation, integrated motivation, and physical self-concept, while girls had higher academic efficacy. Significant interactions were found between gender and dog ownership, with a greater impact on boys’ sports participation. Discussion: gender differences were observed in physical activity, motivation, and well-being, with boys benefiting more from sports participation and physical self-concept, while girls were more academically confident. Dog ownership was positively associated with increased physical activity, particularly in boys. Future studies should consider individual and social factors and employ longitudinal designs to further examine these relationships Conclusions: dog-assisted interventions could promote adolescent physical activity and well-being, offering new opportunities for professionals in Physical Activity and Sports Sciences.
The impact of family involvement on students’ social-emotional development: the mediational role of school engagement
(Springer Science and Business Media B.V., 2024-12) Martínez Yarza, Nerea; Solabarrieta, Josu; Santibáñez Gruber, Rosa
Family involvement has been identified as a mechanism that explains the differences in academic performance and well-being between students from different socioeconomic backgrounds. The implications of family involvement in students' non-academic outcomes have often been overshadowed by a focus on the academic domain. This study focuses on one type of non-academic attributes which is currently most critical to navigate in school and beyond: social-emotional development. In addition to that, the potential mediating role of school engagement in the association between family involvement and students' social-emotional development remains to be explored. This study aimed to investigate whether family involvement was associated with students' school engagement and social-emotional development and to clarify the underlying mechanism in the relationship. The sample consisted of 170 students from 8 to 17 years old and their parents who live in economically vulnerable situations and experience social exclusion. The analyses were performed using Jamovi statistical software and a GLM Mediation Model module. To address the research objectives, a series of mediation analysis were performed to fit the hypothesized relations among the study variables. The mediational analysis suggested that home-based family involvement could not predict students' social-emotional development, and that the effect of home-based family involvement on students' social-emotional development was fully mediated by school engagement, a variable not included in previous research. The results suggest that families who are actively engaged in their child's education at home positively influence students' level of participation in school, which, in turn, promotes the development of students' social-emotional competences.
Indicadores de uso abusivo de videojuegos en adolescentes de 12 a 14 años: valoración de un panel de personas expertas
(Elsevier Espana S.L.U, 2025-10) González Álvarez, Sara; Solabarrieta, Josu; Ruiz Narezo, Marta
Objetivo: Identificar los indicadores más relevantes en el abuso de videojuegos por parte de adolescentes de entre 12 y 14 años mediante un panel de personas expertas en la materia. Diseño: Estudio Delphi en 2 rondas a partir de un cuestionario inicial de 86 indicadores (distribuidos en 3 áreas y 12 dimensiones). Las personas expertas debían indicar el valor predictivo positivo (VPP) de los indicadores; una tasa ≥ 60% se consideró consenso. En la segunda ronda debían valorar si la posición de esos indicadores en el ranking basado en el VPP era correcta o incorrecta. Emplazamiento: Proyecto intersectorial y multidisciplinar. La recogida de datos se diseñó y realizó como un cuestionario en línea. Participantes: El panel incluyó personas expertas (n = 45) en el ámbito sociosanitario (n = 16), asociativo (n = 9), investigación en videojuegos (n = 14) y educativo (n = 5). Método: Se diseñaron los indicadores mediante la revisión de la literatura, se realizó una prueba piloto y se inició la recogida de datos, realizada en rondas entre septiembre y noviembre de 2024. Los resultados fueron analizados con el programa IBM SPSS Statistics 28.0.0.0. Resultados: En la primera fase se identificaron 60 indicadores que contaban con un VPP ≥ 60%. En la segunda ronda se alcanzó un consenso sobre el orden de dichos indicadores. Conclusiones: Se han identificado indicadores clave de abuso de videojuegos en adolescentes de 12 a 14 años. Estos indicadores pueden ser usados para la detección temprana del problema, la implementación de estrategias preventivas y para promover un uso saludable.
“KorriCan”: propuesta didáctica para la promoción de la salud a través del canicross
(Federación Española de Asociaciones de Docentes de Educación Física (FEADEF), 2024-05-01) González Santamaría, Xabier; Borrajo, Erika; Solabarrieta, Josu; Urquijo Cela, Itziar
El presente trabajo recoge la experiencia piloto de una propuesta didáctica basada en la práctica del canicross. El programa educativo llamado “KorriCan”, llevado a cabo a través de una formación específica y la práctica de este deporte en clases de educación física, tiene como objetivo fomentar el canicross entre la población escolar aunando los beneficios de su práctica deportiva, los entornos naturales donde se realiza y la interacción con los animales. En conclusión, “KorriCan” parte como una propuesta educativa innovadora para fomentar la actividad física a través del canicross y concienciar al alumnado sobre su importancia en la salud promoviendo a su vez la adquisición de valores de respeto, responsabilidad y empatía hacia los animales.
Motivation for physical activity in university students and its relation with gender, amount of activities, and sport satisfaction
(MDPI AG, 2021-03-14) Sáez Gómez de Cadiñanos, Iker ; Solabarrieta, Josu ; Rubio Florido, Isabel
Background: Motivation can be considered a critical factor in encouraging and maintaining physical activity. Despite the many health benefits offered by physical activity, a significant percentage of university students do not meet recommendations. University years are a critical time for promoting and maintaining an active lifestyle. This study aimed to analyze motivations for engaging in physical activity among university students and their relationship with gender, amount of sports activity, and satisfaction with sports activity. Methods: The sample consisted of 1099 Vizcaya university students (45.3% men and 54.7% women), aged between 18 and 29 years old (M = 20.4; SD = 1.7 years). Sports motivation, the number of weekly hours of physical activity, and the level of satisfaction with sports were analyzed. (3) Results: Significant differences were found in intrinsic (d = 0.36, p = 0.000) and external regulation (d = 0.19, p = 0.002), men having a higher motivation level compared to women in these dimensions, but not in participants’ level of satisfaction. The effect of gender on the amount of physical activity was mainly direct, but motivation was significantly mediating. In addition, there was not a significant effect of gender on level of satisfaction, but analyzing its limited effect in the sample, the mediation of intrinsic regulation was significant. (4) Conclusions: To understand the variance of the amount of physical activity and satisfaction in university students, the direct effect of gender must be considered as well as the mediating role of some dimensions of motivation.
Physical self-concept, gender, and physical condition of Bizkaia university students
(MDPI AG, 2020-07-17) Sáez Gómez de Cadiñanos, Iker; Solabarrieta, Josu; Rubio Florido, Isabel
(1) Background: Despite the benefits of physical activity being well documented in university students, some do not follow the international recommendations. This period of life is a vital stage in adhering to healthy habits in adult life. The objective of the study was to analyze university students’ scores of their physical self-concept and its relationship with gender, physical condition, and level of self-perceived competence. (2) Methods: The sample comprised of 1289 Bizkaia University students (42.12% men and 57.87% women), between 18 and 46.5 years old (M = 20.4; SD = 2.2 years). Physical self-concept, physical condition, number of hours per week of physical activity, and perceived fitness level were analyzed. (3) Results: We found significant differences between women and men in their physical self-concept, but it seemed to be mainly an indirect effect through the mediation of hours of exercise and physical condition. (4) Conclusions: To understand the variance of the level of physical self-concept between genders in university students, the effect of certain variables (physical condition, number of hours per week, and perceived fitness level) must be considered, as well as the mediating role of some of these variables.
Reasons for sports-based physical activity dropouts in university students
(MDPI AG, 2021-05-26) Sáez Gómez de Cadiñanos, Iker ; Solabarrieta, Josu; Rubio Florido, Isabel
Despite extensive evidence reporting the numerous health benefits of physical activity, recent studies show that many people (60%) do not follow the recommendations to meet the accepted minimums of physical activity. Some of the main problems in today’s society are the high dropout rates (35%) and low adherence to the conditions for achieving the physical activity recommendations. The aim of the study is to analyze the reasons for dropout from sports that the participants particularly liked, to design a new scale of reasons as to why they dropped out based on several previously existing scales, and to study the dropout differences based on different variables. The sample consisted of 813 Vizcaya university students (61.6% women and 38.4% men), aged between 18 and 29 (M = 20.5; SD = 1.8). Frequency distributions, univariate descriptive analyses, and bivariate statistical analyses, such as t-test, analysis of variance, and correlations, were analyzed. The construct validity of the dropout reasons questionnaire was analyzed by combining an Exploratory Factor Analysis (n = 406) and a Confirmatory Factor Analysis (n = 407). The five-factor measurement model was appropriate and allowed to identify the factor rankings and its relation to some key variables. Lack of time (or dedication to other activities unrelated to physical activity) and fatigue seem to be the main factors for dropping out. The life changes produced at the time of entry and during university life seem to guide students to value other activities.
School well-being and drug use in adolescence
(Frontiers Media S.A., 2020-07-31) Santibáñez Gruber, Rosa; Solabarrieta, Josu; Ruiz Narezo, Marta
This research is part of the last study Drugs and School IX developed in the Basque Country (Spain) by the Instituto Deusto de Drogodependencias (Deusto Institute of Drug Addiction) of the University of Deusto (The study had the support of the Public Health and Addictions Directorate of the Deputy Health Ministry from the Health Department of the Basque Country.) and the data gathered by means of cluster sampling in two stages. The sample is made up of N = 6,007 girls and boys ranging from 12 to 22 years of age in secondary education, and the aims, on the basis of those parameters, are as follows: (1) describe the reality of drug consumption and some psychosocial variables in this sample, as well as analyze several relations between variables; (2) analyze the role of school well-being (SWB), self-esteem, and self-concept regarding consumption; (3) take a close look at the moderating role of age and gender on the relationship of school well-being, self-concept, and self-esteem with consumption; and (4) understand the existing interaction between all these variables, by studying the moderating role of self-esteem and self-concept in the influence of school well-being on consumption. With the use of a correlation, hierarchical regression, and mediation analysis with SPSS (v. 26) and Amos (v. 26) applications, three main conclusions were reached. Firstly, educational and academic well-being, academic self-concept, and self-esteem seem to play the role of protecting factors in adolescence, whereas assertiveness is linked to a higher consumption level. Secondly, academic self-concept has a mediating effect between well-being and consumption. Some of these relations are moderated by the variables of gender and age. Thirdly, age and gender are very relevant sociodemographic variables that must be taken into account in order to understand this phenomenon. Age has shown its covariant effect, which is especially relevant in the influence of academic well-being measured as being held back years. It has also proved to be important in order to understand its experiential or experimental and transitory character. Moreover, significant differences in consumptions have been found based on gender.
Self-assessment of teamwork in higher education: adaptation and aalidation of the CATME-S to Spanish version
(Hipatia Editorial, 2025-02-24) Garalde Gorostola, Alain; Urquijo Cela, Itziar; Rubio Florido, Isabel; Solabarrieta, Josu
Teamwork is one of the transversal skills to be acquired for an integral performance in life. Thus, higher education must address it effectively, but one of the great challenges of competence-based learning in higher education is the measurement of their acquisition. For this reason, to ensure an adequate competence acquisition, reliable instruments adapted to the particular context are needed. In this sense, one of the most used instruments to measure said competence is not translated or validated in Spanish. This study aimed to adapt and validate the Comprehensive Assessment of Team Member Effectiveness–Short (CATME-S) questionnaire on teamwork competence in a self-assessment version in a university population in the Basque Country. This research began with the questionnaire’s back-translation and adaptation by two experts in educational research. The study involved 949 students pursuing bachelor’s degrees in physical activity and sports sciences and primary education at a university in the Basque Country, Spain (381 women and 568 men aged 17–24 years: M = 20.5; SD = 1.5). A confirmatory factor analysis returned adequate goodness-of-fit indices, confirming the validity of the CATME-S scale measurement model. Therefore, it may be concluded that it represents a suitable tool for self-assessing teamwork competence in university students in the Basque Country.
Un sistema de autoevaluación para el profesorado de Educación Secundaria Obligatoria
(Universidad de Deusto, 1994-03-02) Solabarrieta, Josu; Villa Sánchez, Aurelio; Facultad de Filosofía y Ciencias de la Educación
La investigación que se presenta fue concebida con la intención de hacer una aportación en el campo de la mejora de la calidad de la enseñanza y el aprendizaje de los alumnos de la educación secundaria. Hace ya varios años que tomamos la decisión de diseñar y probar un instrumento en este terreno cuyo elemento central fuera la autoevaluación del profesorado. Diversas razones de carácter teórico y práctico nos animaron a concretar la propuesta contenida en las siguientes páginas. La calidad del sistema educativo es un buen indicador del grado de desarrollo que ha alcanzado una sociedad. La nuestra está inviniendo una ingente cantidad de recursos humanos y materiales en este quehacer. Existe un consenso claro en cuanto a la necesidad de tal inversión; pero al mismo tiempo se tiene claro que la calidad del servicio que prestan las instituciones educativas no responde plenamente al contexto, las necesidades y las expectativas que se desarrollan y crecen a un ritmo acelerado. En todos los países desarrollados la mejora de la enseñanza es un objetivo declarado por multitud de instancias y con distintos enfoques. Algunas autoridades han optado por reforzar las estrategias control y de rendición de cuentas. Otras promueven políticas basadas en el estímulo de la capacidad de los propios profesionales de la enseñanza para protagonizar procesos de cambio y mejora. En el caso español y en el vasco las directrices oficiales se decantan por un modelo abierto de desarrollo curricular, subrayando el carácter profesional y autónomo de los profesores. Las autoridades educativas se muestran partidarias de recurrir a los equipos docentes como protagonistas y controladores de sus procesos de diseño, desarrollo y evaluación curricular. Explícita e implícitamente la autoevaluación es una propuesta y un valor presente en el modelo de sistema educativo que se quiere poner en marcha. Tal autoevaluación estaría protagonizada por los propios centros, claustros, profesores e, incluso, alumnos. Por otro lado, el profesorado parece reacio a cualquier política de control y rendición de cuentas de tipo externo, al mismo tiempo que asumen mejor un tipo de responsabilidad más personal con respecto a la calidad de su trabajo ante los alumnos. Una irrupción repentina de la evaluación del profesorado en este ámbito probablemente produciría muchas reacciones desfavorables, y tendría que superar este importante escollo. La autoevaluación puede ser útil para favorecer el surgimiento de una 'cultura de Ia evaluación'; ya que el carácter más o menos positivo de las experiencias iniciales condiciona en buena medida la acogida y la eficacia de experiencias posteriores de evaluación docente. En este contexto, la autoevaluación es una opción atractiva y valiosa en los procesos de mejora y desarrollo profesional docentes. Sin embargo, no ha tenido un desarrollo extensivo ni continuado en el ámbito educativo. Tanto la literatura anglosajona como la española nos encontramos con que no existe una línea de investigación con cierta entidad y continuidad a este respecto. También apreciamos la falta de programas e instrumentos de autoevaluación docente que se adecúen a nuestro contexto educativo y al momento que vive. Considerando estas y otras circunstancias, nuestro objetivo es el de fundamentar y presentar un sistema de autoevaluación para el profesorado de educación secundaria; así como el análisis posterior de los datos surgidos de la misma, para conocer qué relaciones se establecen entre las distintas variables recogidas en el cuestionario de autoevaluación. Se trata de una herramienta de mejora de la enseñanza en cuya elaboración hemos tenido en cuenta el perfil previsto para la nueva Educación Secundaria Obligatoria.
Social exclusion in EU lifelong learning policies: prevalence and definitions
(Routledge, 2020-02-19) Tuparevska, Elena; Santibáñez Gruber, Rosa; Solabarrieta, Josu
The aim of the article is to analyse the concept of social exclusion in EU lifelong learning policies: how the concept has evolved from the 1990s in terms of meaning, definitions and closely connected concepts, what are the implications of this evolution, and whether there is coherence between the conceptual evolution and lifelong learning policy. Using a qualitative methodology, this article focuses on policy documents that form the European Union’s legal and political framework of reference in the lifelong learning area in the last two and a half decades. A total of 59 documents issued between 1992 and 2017 have been analysed using content analysis. The analysis of the documents has been complemented by 6 semi-structured interviews with EU lifelong learning experts. The results show that the concept is narrowly defined in terms of specific groups at risk of being socially excluded and in terms of employability, thus individualising the problem of exclusion and distracting attention from structural factors.
A systematic review of instruments measuring social and emotional skills in school-aged children and adolescents
(Springer Science and Business Media B.V., 2023-04-19) Martínez Yarza, Nerea ; Santibáñez Gruber, Rosa; Solabarrieta, Josu
Strengthening social and emotional skills can be particularly relevant concerning the emerging skills need as it yields benefits for individuals’ successful development. A growing body of research suggests that social and emotional competences are associated with well-being and positive life and academic outcomes. Despite the notable benefits of social and emotional skills, assessment tools are still scarce or target specific risk and problematic behaviours. This systematic review seeks to address this gap and identify instruments measuring social and emotional skills for students in elementary through secondary education. This review also aims to describe the study characteristics and key features of the identified instruments and to assess the extent to which the instruments comprehensively evaluate the five Collaborative for Academic, Social, and Emotional Learning (CASEL) areas of competence. A systematic search of the literature was carried out in Scopus, Web of Science and ERIC databases. This review resulted in the identification of 25 unique assessments over a 20-year period, reported on the basis of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Our results suggest a rapid growth and notable advancements of social and emotional skills assessment systems and demonstrate the direct influence of the CASEL framework. Our results also show that a combination of multi-method and multi-informant assessment should be employed to effectively assess social and emotional skills. Thus, this paper contributes to support school-based practitioners and psychologists in their efforts to lead social and emotional skills instruction and assessment in routine educational practice.
Talent management digitalization and company size as a catalyst
(Multidisciplinary Digital Publishing Institute (MDPI), 2024-05) Martínez Morán, Pedro César; Díez Ruiz, Fernando; Solabarrieta, Josu; Fernández Rico Urgoiti, José María; Igoa Iraola, Elene
As companies increasingly undergo digital transformation, the role of talent management processes becomes pivotal in enhancing overall organizational performance. The objective of this research is to assess the extent to which greater digitalization in the talent management process is linked to company size. The research has addressed four research questions in order to explore the significance of talent management in corporate digital transformation, examining whether variations in the digitalization of these processes can be attributed to company size. A qualitative approach was employed, utilizing a questionnaire, and collecting responses from 202 organizations across diverse sectors. The findings reveal disparities in digitalization throughout the talent management process, with pronounced presence in the attracting, selecting, and rewarding phases, but diminishing in deployment and development, and further declining in planning. A positive correlation between company size and the adoption of specific digital platforms was observed. Larger enterprises exhibit greater utilization of digital platforms in talent deployment and development. Moreover, corporate communication tools are consistently utilized in the rewarding phase, irrespective of company size. These findings offer practical insights for organizations aiming to optimize their digitalization strategies based on their scale, thereby contributing to more effective and tailored digitalization endeavours. The uniqueness of this research lies in its exploration of the influence of company size on the digitalization of talent management processes and its potential to explain variations across different stages of these processes.
Uso y abuso de videojuegos en jóvenes y adolescentes del País Vasco: relación con variables sociodemográficas e interpersonales
(Universidad Simón Bolívar Colombia, 2024-12-01) González Álvarez, Sara; Solabarrieta, Josu; Ruiz Narezo, Marta
Objetivo: Analizar variables sociodemográficas e interpersonales y la relación que estas tienen con el uso y abuso de videojuegos. Método: Se han analizado los datos de la encuesta Drogas y Escuela X, realizada por el Instituto Deusto de Drogodependencias y financiada por el Gobierno Vasco. La muestra está compuesta por 6209 jóvenes, de 12 a 22 años, que cursan enseñanzas secundarias en País Vasco, siendo un 52,6 % hombres. La media de edad de la muestra es de 15,1 años (DE=2,8). La muestra ha sido seleccionada por un muestreo por conglomerados bietápico. Se han medido las horas diarias de uso (durante la semana y los fines de semana) de videojuegos y juegos online. Para medir las variables predictoras se han utilizado varias preguntas, estas variables incluyen la relación con los y las iguales, la participación social y el ocio, el tiempo libre y la vivencia escolar. Resultados: Se han encontrado diferencias en el uso diario de videojuegos y juegos online, así como diferencias significativas en función del sexo y la edad. También se han hallado correlaciones entre el uso de videojuegos y juegos online con ciertas variables interpersonales. Conclusiones: Las personas jóvenes que no están correctamente integradas en su entorno social offline, con sus iguales y en la escuela pueden desarrollar conductas problemáticas, como un uso abusivo de los videojuegos. Un correcto abordaje puede influir en la relación que las personas jóvenes tienen con la tecnología, pudiendo evitar el desarrollo de conductas problemáticas.

Examinando por Autor "Solabarrieta, Josu"

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