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Gender, football and futsal influence subjective decision-making style(Revista Latinoamericana de Psicología, 2026) Álvarez-Kurogi, Leandro; García-Coll, María Virginia; González-García, Higinio; Gómez-Martín, Mario; Tejero Claver, BlancaIntroduction: Although research on decision-making in sport has grown, decisional style has been insufficiently addressed in football and futsal and could be relevant to psychological well-being and technical–tactical performance. Aim: This study aimed to analyse the decisional style of football and futsal players and to compare the results according to the players’ sport and gender. Method: The design was descriptive, cross-sectional, comparative, and non-experimental, using the Decision-Making Style Questionnaire in Sport (DSQS). The sample comprised of 280 players from La Rioja region, Spain (207 males and 73 females, aged 10 years or older), 202 were football players (171 men and 31 women) and 78 were futsal players (36 men and 42 women). Results: The comparison of the multivariate effect of gender on the DSQS scales showed that women scored higher in Decision-Related Anxiety and Stress (DRAS), whereas men scored higher in Perceived Decision-Making Competence (PDC). Besides, there are differences according sport modality, since the value of PDC and Engagement in Learning Decisional (ELD) scales are higher in football, and the AAD value is higher in futsal. Conclusions: The player’s sport and gender seem to influence the decision-making style, with practical implications highlighted, such as cognitive-behavioural strategies, cognitive-motor training, emotional and autonomy support, and guided feedback. The results open future research lines on both modalities and their comparison by gender.
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What do teachers expect from immigration? Acculturation expectations among compulsory education teachers in Spain(Educational Studies, 2026) Argüello-Gutiérrez, Catalina; Montánchez-Torres, María Luisa; Smith-Castro, VanessaPrevious research highlights that teachers’ beliefs, attitudes, and expectations regarding cultural diversity and immigration significantly influence students’ psychosocial and sociocultural adaptation. However, evidence from Spain on teachers’ acculturation expectations remains limited. This study analysed such expectations among 320 compulsory education teachers in Spain, examining the role of demographic and psychosocial variables. An online survey assessed support for cultural preservation, assimilation, and separation, alongside pro-diversity beliefs, intercultural sensitivity, and negative stereotypes. Results indicated stronger support for cultural preservation compared to assimilation or separation. Female teachers showed higher endorsement of cultural preservation, while male teachers supported assimilation more. Younger teachers more strongly rejected assimilation and separation than older counterparts. Cultural preservation correlated positively with intercultural sensitivity and pro-diversity beliefs, whereas assimilation and separation were linked to negative stereotypes and lower intercultural sensitivity. These findings underline the need to strengthen intercultural training, critical reflection, and inclusive pedagogical practices in teacher education.- Acceso Abierto
Item type: Trabajo fin de Máster o TFM , Agregar a mi lista
Competencia comunicativa en ELE en secundaria china: propuesta didáctica frente al Gaokao(2025-07-16) Cañibano-Bianchetti, María VictoriaEste Trabajo de Fin de Máster presenta una propuesta de intervención didáctica para fomentar el desarrollo de la competencia comunicativa en la enseñanza del español como lengua extranjera —ELE— en la educación secundaria china. Partiendo de una revisión crítica del sistema educativo actual y del impacto que ejerce el examen de acceso a la universidad Gaokao sobre las metodologías de enseñanza, se plantea la necesidad de incorporar enfoques más centrados en el uso real del lenguaje. El marco teórico describe el contexto sociocultural chino, el perfil del alumnado y las principales características de la enseñanza de ELE en el país, así como los fundamentos del enfoque comunicativo y del enfoque por tareas. La propuesta está dirigida a estudiantes chinos de entre 16 y 17 años, y busca equilibrar las demandas del sistema educativo tradicional con estrategias pedagógicas que favorezcan la participación activa, la autonomía y el desarrollo de competencias funcionales en la lengua meta. Mediante actividades contextualizadas, significativas y progresivas, se pretende transformar el aula en un espacio donde el español sea una herramienta de comunicación real y no solo un objeto de estudio. Esta intervención parte de la experiencia personal de la autora como docente en China y se fundamenta en un enfoque didáctico viable y adaptable, alineado con el Marco Común Europeo de Referencia para las Lenguas.
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