This systematic review offers an overview of the results of research from the last 10 years con-cerning the teacher-student relationship and its connection with other attachment theory con-structs and child development variables. An exhaustive search of Web of Science, SCOPUS, and PsycINFO was performed, finding a total of 24 studies that met the established eligibility criteria. The evidence accumulated between 2010 and 2020 suggests that: 1) early care experiences have an effect on the formation of new relationships at primary school, although it is possible that children will construct new mental representations based on interactions in day to day life, 2) at the level of the teacher's characteristics, attachment style and the availability towards children's needs seem to be associated with school adjustment and problematic behavior in children, and 3) the quality of the teacher-student relationship is significantly associated with externalizing and internalizing behavior, school liking, peer acceptance, academic performance, self-concept and emotional regulation in children. For its part, when evaluating the quality of the teacher-student relationship, STRS continues to be widely used to study the teacher's perspective. However, in recent years other measurement instruments have become available that explore the perspective of the student, most notably CARTS and SPARTS. Advances in the study of the teacher-student relationship as a bond with important implications for the development of children in the pri-mary education stage are discussed.

Background There is certain empirical evidence of, on the one hand, a positive correlation between executive functions (EFs) and intelligence in people with intellectual disability (ID) and, on the other hand, a slower rate of development of EFs in these people relative to people without ID. This evidence is not, however, unequivocal, and further studies are required. Methods We analysed the relationship between development of EFs and both age and intellectual capacity, in a sample of 106 students with either ID or borderline intellectual functioning (BIF) at a special education centre [63 boys and 43 girls, 11-18 years old, mean total intelligence quotient (TIQ) of 59.6]. We applied nine instruments to evaluate both neuropsychological development (working memory, inhibitory control, cognitive flexibility, planning, planning, processing speed and verbal fluency) and behavioural development [teachers' perceptions of the EFs of their students by Behavior Rating Inventory of Executive Function - Second Edition (BRIEF-2) School]. ID and BIF groups were statistically compared in terms of mean performance measures in EF tests. We looked at the correlation between EFs and age, and correlations between EFs and intelligence: TIQ, fluid intelligence [measured by the perceptual reasoning (PR) sub-index of Wechsler Intelligence Scale for Children-IV (WISC-IV)] and crystallised intelligence (measured by the verbal comprehension (VC) sub-index of WISC-IV). Regression models were built for variables with strong correlation. Results In most of the tests used to evaluate EFs, the ID subgroup performed significantly worse than the subgroup with BIF. In general, teachers' thought that participants had 'medium-low' levels of EFs. TIQ, by WISC-IV scale, correlated significantly with scores in all tests for all EFs. The PR sub-index correlated significantly with 14 of the tests for EFs; 35% of the variation in PR can be explained by variation in performance in Picture Span (working memory) and Mazes (planning). The VC sub-index correlated weakly with seven of the EF tests. We found significant correlations in the ID group between age and scores in all tests of working memory and inhibitory control. Age - considering all participants - did not correlate with any of the variables of teachers' perception except for working memory, and this correlation was not strong. Conclusions The results of our study are consistent with descriptions of the typical population: (1) fluid intelligence is more related to EFs than crystallised intelligence is; and (2) working memory capacity is the EF most strongly related with general, fluid and crystallised forms of intelligence. The results suggest that as children and adolescents with ID/BIF get older, their capacities for working memory and inhibitory control increase; development of the other EFs studied was less evident. Teachers' perceptions of the EFs of children with ID or BIF were independent of intellectual capacity and age. More research is needed to delve further into the development of EFs in people with ID/BIF.

Recent studies in museum education focus on the quality of visitor experience to help engagement. To understand how it occurs when it comes to dealing with young visitors to modern art museums, the researchers studied the esthetic experience of Mark Rothko's masterpiece Untitled (1969) with 678 primary and 335 secondary students. Four dimensions-sensory, emotional, cognitive, and spiritual, are taken into consideration for the development and preliminary validation of a specific instrument to evaluate the so-called "Rothko experience." Based on quantitative data analysis, results suggest that school visitors can experience Mark Rothko's modern art intensely by perceiving changes in its color and other sensory features while making self-references to time and space vanish. Besides, cultural background makes a difference in intensely experiencing Rothko's modern art. Suggestions are made for the development of pedagogical strategies that engage young audience in museum experience of modern art.

Positive family functioning during adolescence is usually studied analysing parents¿ competences and children¿s relationship abilities. We present an instrument for the assessment of parental competence, which encompasses both educational style and transmission of values. The objective of the study was to analyze its factor structure and to assess its value in predicting adolescent outcomes. We recruited 2,459 high school students, aged 12-15, in 40 schools from Spain, Peru, Mexico, and Chile. They responded to the instrument and to other questions regarding lifestyles. Exploratory and confirmatory factor analyses were carried out in order to assess the internal structure of the instrument, and internal consistency of the resulting dimensions was calculated. Finally, regression analyses were performed to establish associations between the parenting dimensions and adolescent outcomes. Factor analyses showed a consistent structure, with good fit indices in the four countries. The final four factors include parenting styles (Warmth and Demandingness) and education in values (Fortitude and Privacy). Regression analyses showed associations with adolescent outcomes. For example, adolescents¿ life satisfaction was best predicted by Warmth and Education in fortitude. Practical implications are suggested.

This study aimed to determine the associations between parental monitoring and affection and three adolescent lifestyle aspects: constructive leisure, non-constructive leisure and substance use. A cross-sectional study was conducted in four countries (Chile, Mexico, Spain and Peru). Adolescents aged 12-15 self-completed a multi-purpose questionnaire. Multiple logistic regressions were performed to analyse the association between the parental monitoring and affection variables and the outcomes in terms of the children's lifestyles. The results indicate that parental monitoring is conducive to more constructive leisure and less non-constructive leisure and seems to be conducive to the prevention of substance use. Furthermore, parental affection is conducive to constructive leisure and the prevention of substance use. The discussion focuses on the fact that the family can be a protective resource associated with positive adolescent development.

Background: Due to MOOC high attrition rates, this study aims to assess differences in self-regulated learning strategies and other variables related to MOOC retention (perceived effectiveness, MOOC interaction, motivation and partner-demographic characteristics) between course completers and non-completers. This work also aims to translate into Spanish and validate an instrument for the assessment of self-regulated learning (SRL) behaviours in MOOCs. Materials and methods: 582 participants answered the translated SRL questionnaire and other questions related to MOOC retention. The comparison between MOOC completers and non-completers was carried out in a subgroup of 176 undergraduate students. Results: Completer students were more capable of self-regulating their learning and showed significantly higher levels of perceived effectiveness and of engagement with MOOC contents than non-completers. In addition,a logistic regression analysis indicated that the variables with greatest predictive value to discriminate between completers and non-completers were goal-setting, task interest and the academic discipline of studies of MOOC participants. The percentage of cases correctly predicted by the model was over 84%. The Spanish version of the instrument replicated the original factor structure of the SRL questionnaire and showed high internal consistency (alpha = 0.948).

Recent studies have shown different results in identifying which parenting style is the most beneficial for children, which has encouraged certain authors to wonder whether parental control is still needed for optimal parenting. As such investigations have been conducted with different measuring instruments, it is necessary to check whether the use of different instruments leads to different results. In order to figure this out, a systematic review of the recent literature (Web of Science and Scopus, 2000¿2017) was carried out. This review found that, using certain instruments, parental control is associated with better outcomes in children, while using certain others, control is associated with worse outcomes. The difference seems to be in the way of measuring parental control.

The study we present focuses on the social and civic dimension of Education higher education; it aims to measure the civic engagement index of students. We present a quasi-experimental field study on a sample of 1,250 students from different Schools of a university in the north of Spain, in the context of the training in competences. Thus, the main variable to be analysed was civic skill . For its assessment an instrument created for this purpose was applied, consisting of: a test of knowledge about Education civic, a scale of civic engagement attitudes and a questionnaire of social participation skills. The reliability of the 39-item attitude scale was .78. Among other hypotheses tested, we assumed that attitudes were the central element of the civic engagement index and found that its mean values were indeed the highest. However, we found that knowledge (r=.76, p=.000), followed by participation skills (r=.66) and thirdly by attitudes (r=.54) correlated most strongly with the civic engagement index. Among other conclusions, we suggest that it would be advisable for the university Education to focus transversally on students' civic training .

The goal of the present work is to carry out a comparative study of some aspects of family participation in schools, from the perspective of teachers, head teachers and families themselves. Specifically, a comparative analysis is presented in relation to families' communication with the school; to their partnership in school activities and in the project educational ; to their satisfaction and sense of belonging to the school; and to parents' expectations of their children's performance. The work shown in this article, is based on the database from the study carried out by the committee school Del estaDo, on the participation of families in the educational school system in Spain (MECD, 2014). A sample of 14,295 families, 758 tutors and 193 school principals from all over Spain were used. Some of the main results indicate that both families, tutors and school heads consider that there is good communication between families and the school, although at the Education Secondary stage, as expected, tutors believe that families do not attend the class meetings very often. As far as training activities for parents are concerned, the results show a low level of family participation. On this point, it is the head teachers who hold the worst view of parental participation. On the other hand, tutors state that parental involvement is neither "always sufficient" nor "always constructive" and only a small percentage of tutors, 21 %, state that parents "almost always" support them. The principal aim of this paper is a comparative study of some aspects of parental involvement in school, from the perspective of parents, teachers and school heads. Specifically, we present a comparative analysis about: families school's communication; partnership in the center's activities and in the educational project; satisfaction and sense of belonging; parental expectations with children performance. The work presented in this article, it is made on a database from the study conducted by the committee esColar del estado, on the involvement of families in the school education system in Spain (MECD, 2014). To do this, a sample of 14,295 families, 758 tutors and 193 school heads from Spain was used. Some of the main results indicate that families, tutors and directors consider that there is good communication between families and schools, although in high school, as expected, the tutors feel that parents do not participate in class meetings. As regards educational activities for parents, the results tell us little involvement of families. Here are the directors who hold the worst vision of parent involvement. On the other hand, tutors report that parental involvement is not "always enough" nor is it "always constructive" and only a small percentage of tutors, 21 % said that parents "usually" support them.

work promoted and coordinated by the committee Escolar del Estado, through the board de Participación de los Consejos Escolares Autonómicos, which aims to contribute to the advancement of knowledge in subject of parental involvement in Education. A set of recommendations for educational administrations, for schools and for families themselves are derived from it.