The objective of this article is to analyse the potential of ComunicARTE, an innovative Spanish Language teaching/learning program that uses project-based learning to develop dialogic spaces which promote the communicative competence of Spanish students, together with social, emotional and motivational outcomes. Two schools have been observed with this in mind: an experimental one using this program and a control one. This is a longitudinal study with pre-and post-test data which analyses 170 children at the beginning of their fifth year and the end of their sixth year in primary school. Quantitative tests have been used to assess their communicative competence and motivational orientation in the classroom. The results obtained are discussed.

The Teachers Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers¿ gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.

The Teachers' Sense of Efficacy Scale (TSES) has been the most widely used instrument to assess teacher efficacy beliefs. However, no study has been carried out concerning the TSES psychometric properties with teachers in Mexico, the country with the highest number of Spanish-speakers worldwide. The purpose of the present study is to examine the reliability, internal and external validity evidence of the TSES (short form) adapted into Spanish with a sample of 190 primary and secondary Mexican teachers from 25 private schools. Results of construct analysis confirm the three-factor-correlated structure of the original scale. Criterion validity evidence was established between self-efficacy and job satisfaction. Differences in self-efficacy were related to teachers' gender, years of experience and grade level taught. Some limitations are discussed, and future research directions are recommended.

In recent years, collective teacher efficacy has been presented as a promising factor in improving student performance (Donohoo, 2017; Eells, 2011; Hattie, 2016). However, unlike self-efficacy beliefs, collective teacher efficacy has been studied much less. Hence, this systematic literature mapping seeks to deepen the development and study of the collective efficacy beliefs of teachers in the academic field, with the objective of understanding and synthesizing the information of various investigations regarding the subject in question. Through the methodology of systematic mapping, a total of 60 potential studies published between 2000 and 2019 and indexed in the Scopus and Web of Science databases were found. After the application of the inclusion and exclusion criteria, 35 studies were included in the present investigation. The results show the geographical distribution of the studies, the most frequently cited articles, the variables related to collective teacher efficacy, the instruments used to evaluate these beliefs, and the educational levels in which they have been studied. There is a clear interest in the study regarding the impact of collective teacher efficacy on student learning and performance. However, there is a lack of research on this subject in Spanish-speaking countries, as well as research focused on the promotion and development of collective teacher efficacy. This study concludes with a proposal for future lines of research.

Participation in organised Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions¿ in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed.

This study considers the effect of the usage of a social network site (www.grouply.com) for a class related group project on the development of individual abilities and performance in group work. Data were collected from three sections of an intermediate macroeconomic class at a Spanish university and groups were randomly assigned to work (or not) using the social network. Findings suggest that, although students are in general attracted by the idea of using SNS in class-related team work, the introduction of a tool they are not familiar with may hamper their self-perceived level of competence in a number of skills.

There are countless recent studies that have uncovered the penetration of the use of social networks among younger and not-so-young citizens. These media are characterised as having great potential for promote socialisation and a sense of belonging to a community; however, there are research results to the contrary, i.e. that the networks are not influencing the development of greater civic participation in a real way. In this paper, this issue was analysed in the light of the educational challenges presented by social networks as promoters of social participation. According to a study by the Experian Hitwise consultancy, the social network Facebook was the most visited site in the US between 6 and 13 March 2010; previously, this position had usually been occupied by the search engine Google, according to data from Experian Hitwise. Facebook captured 7.07% of Internet traffic, while Google received only 7.03%. This study compared only Facebook.com and Google.com, without taking into account other sites belonging to Google, such as Gmail, Google Maps and YouTube. If these sites were taken into account, traffic to Google would have reached 11.03%. According to Matt Tatham, communications director at Hitwise, these data show that ¿content sharing has become an enormous force on the Internet¿.

This book was completed on 13 June 2020, three months after the University of Navarra was forced to close its classrooms due to the Covid-19 pandemic. Like all other universities, it had to face an extraordinary and unprecedented challenge in its 68 years of life. In just one weekend, from 13 to 15 March, its 1,140 professors and 11,988 students from Degree, Master's Degree and doctorate were confined to their homes in the face of the spread of the disease. With great determination, teachers and students continued their classes remotely thanks to the technology available and exemplary responsibility. These pages are an exercise in report so as not to forget the lessons of a very intense few months, in which almost every day a new challenge had to be faced, concerns had to be resolved, and a course had to be set with previously established priorities. The monograph serves as a tribute to the men and women who, with so much effort and so much success, made the University of Navarra an excellent place to study, even in times of uncertainty.