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Relación con las matemáticas, emociones y dificultades percibidas en docentes [Dataset](2026) Arana-Cuenca, Ainhoa; Curto Prieto, Marta; Jiménez Hernández, Cristina; Solana Domínguez, IsabelEste conjunto de datos contiene las respuestas de 101 docentes en activo del sistema educativo español a un cuestionario estructurado sobre su relación con las matemáticas, sus emociones y las dificultades percibidas en relación con la disciplina y su enseñanza. La muestra incluye profesorado de educación básica —educación infantil y/o educación primaria— y de educación secundaria —educación secundaria obligatoria, bachillerato y/o formación profesional—. La participación fue voluntaria y anónima, y los datos fueron recogidos mediante un formulario en línea durante los cursos académicos 2023–2024 y 2024–2025. El dataset incluye variables sociodemográficas y profesionales básicas, así como variables relativas a la relación autoinformada con las matemáticas, la competencia matemática percibida en diferentes subcompetencias, las emociones asociadas a las matemáticas, las emociones experimentadas durante su enseñanza y las dificultades percibidas en distintos ámbitos matemáticos y didácticos. Las respuestas combinan escalas tipo Likert, variables categóricas y preguntas de selección múltiple. Los datos pueden utilizarse para explorar asociaciones entre la relación del profesorado con las matemáticas, su perfil emocional, su competencia percibida y las dificultades que identifica en torno a la enseñanza y el aprendizaje de la disciplina. También permiten realizar análisis comparativos según la etapa educativa en la que ejerce el profesorado participante.
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The cortisol awakening response (CAR) of elite athletes is elevated before a competition, but no interaction with sport type(Psychoneuroendocrinology, 2026) Jiménez López, Manuel; Lopez-Lluch, G.; Barón-López, F. J.; Benítez-Porres, J.; Gallardo-Pérez, J.; Rivilla-Arias, I.; Crewther, B. T.; Mehta, P.The cortisol awakening response (CAR) is thought to represent an anticipatory mechanism to prepare for upcoming demands. In sport, competition increases in the CAR have been reported, although findings remain inconsistent. A study on amateur athletes identified a divergent CAR between individual-sport (IS) and team-sport (TS) athletes, thereby highlighting sport type as a confounding factor. Our aim was to determine whether competition-related changes in the CAR are robust in elite athletes and whether sport type moderates this response. Using a within-subject crossover design, 190 elite athletes (58 women) from seven sports (soccer, field hockey, handball, badminton, athletics, swimming, and judo) provided saliva samples upon awakening (T0) and 30 min after awakening (T30) on both a competition day and a rest day. The CAR was quantified as a change score (T30 − T0) based on log-transformed and raw values. Both sets of analyses revealed a significant trial effect (p < 0.001). The CAR was greater on competition days (back-transformed mean = 82.1%, 4.81 ng/mL raw units) than on resting days (mean = 24.7%, 0.99 ng/mL), representing large effect size differences. No significant effect of sport type, nor a trial × sport type interaction, was detected. In conclusion, we observed a robust elevation in CAR on competition mornings in elite athletes, compatible with anticipatory processes and potential training-related influences. In contrast to findings in amateur athletes, the CAR did not differ between IS and TS athletes, suggesting a relatively consistent CAR pattern across sports played at the elite level.- Restringido
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Testing Zipf’s and Gibrat’s laws in the Spanish university system: evidence from a decade of institutional transformation(Studies in Higher Education, 2026) Esteban-Rojo, Francisco; Galiano, Aida; Martín-Álvarez, Juan Manuel; Vázquez-La Hoz, BrendaThis paper examines the empirical validity of Zipf’s and Gibrat’s Laws in the Spanish higher education system using disaggregated program-level data across institutional types, study modalities, and academic fields over the period 2015–2024. The study contributes by using these laws as diagnostic benchmarks to identify structured deviations and to characterize heterogeneity in growth dynamics and size distributions within higher education systems. Results show consistent rejection of both laws. Growth patterns are statistically associated with initial size, and program size distributions do not follow Zipfian expectations. These patterns are persistent over time and display substantial heterogeneity across institutional types, modalities, and academic fields, with more pronounced departures observed in private and online universities and in fields such as Engineering and Health Sciences. Importantly, the analysis is descriptive in nature and does not identify the causal mechanisms underlying these patterns. Instead, the results are interpreted as empirical regularities that constrain the range of plausible explanations of system dynamics. While the observed patterns are discussed in relation to recent regulatory developments, including Royal Decree 905/2025, no causal claims are made regarding their effects. Several regulatory elements—such as transparency, research standards, and faculty qualifications—are broadly consistent with the observed patterns, others, such as annual limits on new degree offerings, may reduce the system’s responsiveness to emerging academic and societal needs. Overall, the paper provides a structured empirical characterization of growth and concentration patterns in higher education and highlights the relevance of benchmark-based approaches for analyzing system-level heterogeneity.
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