Extractos y versiones parciales de tesis

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https://hdl.handle.net/20.500.14454/12

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Examinando Extractos y versiones parciales de tesis por Materia "Ciencias Económicas"

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  • Miniatura
    Ítem
    Advancing the understanding and development of social-emotional skills in socioeconomically disadvantaged student communities: a path to equity and growth
    (Universidad de Deusto, 2025-03-03) Martínez Yarza, Nerea; Solabarrieta Eizaguirre, Josu; Santibáñez Gruber, Rosa; Facultad de Educación y Deporte
    Social-emotional skills, encompassing abilities such as self-awareness, self-management, social awareness, relationship skills and responsible decision-making, are critical for personal well-being, positive social interactions, and academic success. This thesis explores various aspects of social-emotional skill assessment and development among primary and secondary students, focusing on socioeconomically disadvantaged student populations. It highlights the significant impact of financial hardship during childhood and adolescence on an individual's current well-being, future opportunities and broader societal development. Study 1 presents a systematic review of 25 instruments designed to measure social-emotional skills in students, emphasizing the rapid growth in assessment tools over recent decades and the need for comprehensive, multi-method approaches. Study 2 validates the Social-Emotional and Character Development Scale (SECDS) in a Spanish student sample, confirming its reliability, multi-dimensional structure, and suitability for assessing social-emotional skills in students aged 8 to 17. Study 3 investigates how family involvement influences social-emotional skills of students from economically vulnerable backgrounds, revealing that while family involvement does not directly affect social-emotional skills, it significantly enhances student engagement, which in turn promotes social-emotional growth. Study 4 examines the effect of student academic expectations on student engagement, finding that gender moderates this relationship, with female students showing a stronger positive connection between academic expectations and engagement compared to male students. The thesis combines secondary data analysis and primary data collection, using quantitative methods such as psychometric validation, mediation, and moderation analysis. Together, these studies offer a multi-faceted understanding of social-emotional skill development, emphasizing the importance of students' socioeconomic background and offering insights for interventions aimed at fostering these essential skills in diverse educational contexts.
  • Miniatura
    Ítem
    Social exclusion in European lifelong learning: analysing the European Union and Spanish lifelong learning policies
    (Universidad de Deusto, 2021-11-12) Tuparevska, Elena; Solabarrieta Eizaguirre, Josu; Facultad de Psicología y Educación
    This study aims to examine the conceptualisation of social exclusion in EU and Spanish lifelong learning policy from the 1990s to 2018, identifying its meaning, definitions, prevalence, related terminology, measures, as well as the prioritised and missing vulnerable groups and their social construction. The study examines three different levels of lifelong learning policy: the EU level, the national (Spanish) level, and the funding scheme level i.e. the implementation level, as well as the level of convergence and divergence between the different levels. The study also examines the history of the concept of lifelong learning in Spain. The study uses a mixed methods research which involves: content analysis of the EU and Spanish policy documents, interviews, and secondary data on the drafting of lifelong learning policies; quantitative analysis of ESF data; and an analysis of Massive Digital Libraries data. The results show that the concept has undergone a considerable shift with social exclusion increasingly defined in terms of specific vulnerable groups and in terms of employability, many vulnerable groups are left out, and measures to tackle exclusion are often missing. The results show that the EU has played an important role in introducing the concept in the Spanish policies, and there has been an increased convergence of Spanish policies with EU policies due to different factors ranging from aspiration for legitimacy, lack of awareness of EU requirements, to similar domestic pressures giving rise to similar policy responses. Furthermore, the emergence of the ESF as the main funding instrument of lifelong learning has serious implications for national and regional policy as it promotes its narrow understanding of social exclusion. As Spanish ESF programmes are adopting EU-provided indicators and definitions, this is influencing the choice of target groups and having an especially negative impact on the most vulnerable. Moreover, the analysis revealed the lack of political power of vulnerable groups in policy-making with very little attempt to involve them. Finally, different measures are put forward ranging from ensuring quality of participation to organising learner festivals to improve the representation of vulnerable people.