20172017
10TH INTERNATIONAL CONFERENCE OFEDUCATION,RESEARCH ANDINNOVATION
10TH INTERNATIONAL CONFERENCE OFEDUCATION,RESEARCH ANDINNOVATION
SEVILLE (SPAIN)16-18 NOVEMBER 2017SEVILLE (SPAIN)16-18 NOVEMBER 2017
CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS
2017
10TH INTERNATIONAL CONFERENCE OFEDUCATION,RESEARCH ANDINNOVATION
SEVILLE (SPAIN)16-18 NOVEMBER 2017SEVILLE (SPAIN)16-18 NOVEMBER 2017
CONFERENCEPROCEEDINGSCONFERENCEPROCEEDINGS
ii
Published by IATED Academy iated.org ICERI2017 Proceedings 10th International Conference of Education, Research and Innovation November 16th-18th, 2017 — Seville, Spain Edited by L. Gómez Chova, A. López Martínez, I. Candel Torres IATED Academy ISBN: 978-84-697-6957-7 ISSN: 2340-1095 Depósito Legal: V- 2851-2017 Book cover designed by J.L. Bernat All rights reserved. Copyright © 2017, IATED The papers published in these proceedings reflect the views only of the authors. The publisher cannot be held responsible for the validity or use of the information therein contained.
ICERI2017 10th International Conference of Education, Research and Innovation
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ICERI2017 COMMITTEE AND ADVISORY BOARD
Aaron Doering UNITED STATES Jose Luis Bernat SPAIN Agustín López SPAIN Kaye Price AUSTRALIA Alexander Sobolev RUSSIAN FEDERATION Liliana Milevicich ARGENTINA Ali Merç TURKEY Lorena López SPAIN Amir Dirin FINLAND Louis Babineau CANADA Amparo Girós SPAIN Luis Gómez Chova SPAIN Ana Tomás SPAIN Mª Jesús Suesta SPAIN Angela Piu ITALY Margus Pedaste ESTONIA Anne Omori NIGERIA Maria Porcel SPAIN Antonio García SPAIN Martin Gellerstedt SWEDEN Balamuralithara Balakrishnan MALAYSIA Melania Tera ROMANIA Belmiro Gil Cabrito PORTUGAL Michelle Ellwood UNITED KINGDOM Bernard Etlicher FRANCE Minna Maunula FINLAND Boris Alexander Becker GERMANY Mira Alameddine LEBANON Bryan Eldridge UNITED STATES Nadja Soldatic SERBIA Carol Ing CANADA Naseer Ahmed UNITED ARAB EMIRATES Chelo González SPAIN Nigel Atkinson UNITED KINGDOM Christos Rodosthenous CYPRUS Norma Barrachina SPAIN Cristina Lozano SPAIN Nuraihan Mat Daud MALAYSIA Dana Kubickova CZECH REPUBLIC Olga Teruel SPAIN David Bolton UNITED STATES Pablo Opazo CHILE David Martí SPAIN Pamela Parker UNITED KINGDOM David Scaradozzi ITALY Paulus Insap Santosa INDONESIA Deborah Azaryad Shechter ISRAEL Pavel Brebera CZECH REPUBLIC Eladio Duque SPAIN Peter Haber AUSTRIA Emmi Pakkala UGANDA Pierre Mora FRANCE Fumito Yoshikawa JAPAN Rachel Welton UNITED KINGDOM Giles Pepler UNITED KINGDOM Rebecca Ferriday UNITED KINGDOM Harvey Oueijan LEBANON Rebekka Eckhaus JAPAN Hen Friman ISRAEL Sergio Pérez SPAIN Ignacio Ballester SPAIN Sharon Judge UNITED STATES Ignacio Candel SPAIN Svetlana Bekareva RUSSIAN FEDERATION Ioana Carmen Paraschiv ROMANIA Vanja Bevanda CROATIA Ira Raveh ISRAEL Victor Fester NEW ZEALAND Iván Martínez SPAIN Wendy Gorton UNITED STATES Jana Mazancova CZECH REPUBLIC William Heintz UNITED ARAB EMIRATES Janis Prince UNITED STATES William Muirhead CANADA Javier Domenech SPAIN Willy Castro Guzman DENMARK Javier Martí SPAIN Xavier Lefranc FRANCE Jean-Paul Becar FRANCE Xing Liu CANADA Joanna Lees FRANCE Yoshihiro Okada JAPAN Jose F. Cabeza SPAIN Zuzana Palkova SLOVAKIA
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CONFERENCE SESSIONS
ORAL SESSIONS, 16th November 2017
Design Thinking & Creativity Teaching International Collaboration in Higher Education eAssessment Accreditation and Quality in Education 21st Century Skills Professional Development of Teachers (1) Experiences and Trends in Health Sciences Education (1) New Technologies in Foreign Language Learning Flipped Learning Study Abroad Experiences & Exchange Programmes e-Portfolios and Assessment Tools Quality in Higher Education Learning Management Systems School Placement & Practicum Experiences in Teacher Education Soft Skills Development & Experiential Learning Experiences and Trends in Health Sciences Education (2) Flipped and Blended Learning in Foreign Languages e-Learning and Blended Learning Experiences Early Childhood Experiences and Trends Evaluation and Assessment (1) University-Industry Collaboration Technology in Teaching and Learning (2) New Challenges for the Higher Education Area Internship Programs and Experiences Research and Innovation in Companies New Experiences in Language Learning Technology in Teaching and Learning (1) Experiences in Primary and Secondary Education (1) e-Content Management and Development Research and Education Management Digital Skills in Higher Education New Experiences in Curriculum Design Employability Issues and Challenges (1) New Trends and Experiences in Business Education Organizational and Financial Issues in Higher Education
POSTER SESSIONS, 16th November 2017 Emerging Technologies in Teaching and Learning Innovations and Experiences in Education
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ORAL SESSIONS, 17th November 2017
Web 2.0 and Social Networking Soft Skills in Higher Education Pedagogical and Collaborative Methods Public vs. Private Schools Digital Literacy Professional Development of Teachers (2) Maths Teaching and Learning (1) Experiences in Architecture Education Special Education Experiences (1) MOOCs: Massive Open Online Courses Employability Issues and Challenges (2) Collaborative and Project Based Learning Experiences Educational Management and Leadership (1) Student Support in Education Professional Development of Teachers (3) Maths Teaching and Learning (2) Problem and Project Based Learning Special Education Experiences (2) Open Educational Resources Entrepreneurship Education Informal Learning Experiences Ethical Issues in Education Evaluation and Assessment (2) ICT Skills and Competencies among Teachers Experiences in Primary and Secondary Education (2) Coding & Programming Experiences Special Education Professionals Development Virtual Reality & Simulation Labs Service Learning & Community Engagement New Pedagogies and Experiences in Higher Education Adult Education Gamification Pre-service and In-service Teacher Experiences (1) STEM in Primary and Secondary Education Pedagogical Innovations in Language Learning: EFL & ESP Inclusive Learning (1) Learning Apps for Smartphones and Tablets Gender Issues in Education Tutoring & Mentoring Educational Management and Leadership (2) Games for Learning Pre-service and In-service Teacher Experiences (2) STEM in Higher Education Pedagogical Methods and Innovations Inclusive Learning (2)
POSTER SESSIONS, 17th November 2017 Global Issues in Education and Research Education Practice, Trends and Issues
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VIRTUAL SESSIONS Academic Research Projects Accreditation and Quality in Education Adult education Advanced classroom applications and technologies Assessment of student learning Barriers to Learning Blended Learning and Flipped Classroom Collaborative and Problem-based Learning Cultural Diversity and Inclusive Learning Curriculum Design E-content Management and Development e-learning experiences e-Tutoring and e-Mentoring Education practice trends and issues Education, Research and Globalization Educational/Serious Games and Software Emerging Technologies in Education Employability issues and trends Experiences in Post-graduate education Experiences in Primary and Secondary education Experiences in Undergraduate education Game-based learning and Gamification Global Issues in Education and Research ICT Skills In-service training and Professional development of teachers International Projects Language Learning Innovations Learning and Teaching Innovations Learning Management Systems (LMS) Learning space design: Next generation classroom Life-long learning Links between Education and Research m-Learning: mobile applications and technologies Massive Open Online Courses (MOOC) New Challenges for the Higher Education Area Online/Virtual Laboratories Pedagogical Methods and Innovations Pre-service teacher experiences Research on Technology in Education Special education STEM Education Experiences Student Support in Education Teacher Training. ICT skills and training Technology in Teaching and Learning University-Industry Cooperation Virtual and Augmented Reality Virtual Learning Environments (VLE) Vocational training Web 2.0 and Social Networking Women and minorities in science and technology
Improvement of academic performance and individual growth
in students in University Education on the basis of knowledge
and development of strengths and the attainment of their own
objectives
Abstract
This action research project aims to support the university student, through six personalised
individual coaching sessions, in the development of strengths and competencies relating to
personal leadership and entrepreneurship, and to analyse the importance of these factors in
attaining the objectives that students set themselves at the beginning of the process, and to verify
in what way these actions lead to an improvement in their academic performance.
This study was carried out at the University of Alicante with a sample of 30 students from different
degree courses and with different academic levels. The age of the students is varied, ranging
from 17 to 51 years of age. The methodology employed consists of the use of various tools, which
include the VIA-IS (Peterson & Seligman, 2004), a model of twenty-four strengths that will allow
us to identify which of these strengths predominate in the students and which need to be
reinforced.
In addition to the strengths, emotional intelligence training is also considered to be crucial for the
achievement of individual goals, which is why we performed the Trait Meta-Mood Scale (TMMS-
24) test (Salovey, Mayer, 1995) before beginning the process of establishing the starting point,
and again afterwards, in order to check if there has been a tangible improvement in the items
analysed.
We consider that the management of emotional intelligence is a determinant for self-knowledge,
and that it correlates directly with the perception of general well-being, as well as with the
identification of individual aims and the commitment towards concrete objectives that allow the
personal and professional development of students in university education. In addition, the two
students participating in this team have designed and conducted an evaluation survey to establish
whether participants in the project have achieved the initial objectives and if the coaching process
has proved useful.
1. INTRODUCTION
1.1 Study outline
As a result of the programme of individual coaching sessions provided to students at the
University of Alicante from the 2013/2014 academic year until 2016/2017, we were able to
observe that a large majority of individuals need support in order to develop their potential and
improve their ability to manage their emotions more efficiently; and above all, to manage their
lives through better decision making and the ability to set more realistic targets that allow them to
achieve their objectives.
The results obtained during these coaching programmes indicate the existence of a common
factor that repeatedly appears with the majority of the participating students, regardless of their
qualifications and their academic performance; namely, a lack of self-confidence and self-esteem.
With this in mind, we propose a research strategy based on positive psychology and the
development of strengths and positive emotions. This study aims to identify and reinforce the
strengths of each individual participant in order to increase self-confidence and self-esteem, and
improve management of students’ emotions and abilities in such a way as to contribute to
personal well-being, and thus facilitate the achievement of their objectives and higher academic
and professional performance.
1.2 Objectives
The objective of this research project is the analysis of specific support, orientation and
strengthening actions for students, implemented on entering university, and extended to more
advanced stages of their university education. It seeks to identify, explore and apply the individual
strengths of each student as qualities that can be trained and developed. This research-action
project aims to develop competencies linked to both entrepreneurial potential and personal
leadership, allowing mindful and responsible decision making that leads to improved performance
in the university context and better integration into society. The study also aims to establish the
variation in emotion-based indicators measuring the beliefs and expectations of each student at
the beginning and end of the process, and the impact this has on a student’s Emotional
Intelligence.
2. METHOD
This research is an initiative promoted by the Prevention Service and the Department of Sociology
of the University of Alicante, and was carried out by technical staff of the Prevention Service with
the technical support of external collaborators (coaches). The sample consists of 30 students
from the University of Alicante studying different courses. However, 4 of these students did not
complete the process, so the total number of students analysed is 26.
The students were selected through a public call from the University Observatory of Labour
Insertion at the University of Alicante, in the 2nd Edition of the Development Factor Process. The
process consists of six individual sessions with the coaches, in which the student identifies and
explores their strengths so as to subsequently define development strategies, and to work on
each of these personal strengths in such a way as to allow the student to achieve the objectives
established at the beginning of the process.
We used various tools to help the student to attain an awareness of their initial situation, and from
this basis, to make their own decisions to achieve the proposed objectives. The VIA-IS model of
twenty-four strengths (Peterson & Seligman, 2004) was used to identify the individual strengths
of each student. In addition, once the strengths were identified and developed with a variety of
personalised actions, each participant worked on the practical application of competencies related
to personal leadership and entrepreneurial potential through decision-making and the
implementation of concrete actions aimed at improving each student’s confidence, performance
and commitment to learning.
We used Report 03/2015 on Professional Competencies and Employability from the Economic
and Social Council of Spain to select the competencies. This research also used the Trait Meta-
Mood Scale (TMMS - 24 Salovey, Mayer, Goldman, Turvey and Palfai, 1995, translated into
Spanish by Fernández Berrocal, 1998 and reviewed by N. Extremera, P. Fernández-Berrocal,
and N. Ramos, 2004) at the beginning and end of the process to measure the extent to which
Emotional Intelligence (EI) had been affected by what the students had learned. This tool obtains
a rating of beliefs and expectations on an emotional level.
The students were asked to complete a questionnaire on completing the process, in which they
could evaluate both the process and the acquired competencies. This enabled us to measure the
degree of satisfaction and the subjective perception of its usefulness. The questionnaire, which
we prepared ourselves, was given to each participant that had completed the process. Regarding
each student’s perception of the performance of their competencies on completing the process,
it should be noted that the meaning of each competency was explained during the interview with
each participant to complete the questionnaire, in order that each respondent better understood
the meaning of each competency, and thus obtain reliable answers.
3. RESULTS
The initial sample consisted of 30 students, but only 26 completed the process. The students who
did not complete the process were excluded from the final analysis. Of these 26 students, 57.7%
are men and 42.3% are women. Students of Economic and Business Sciences, Social and Legal
Sciences, and Engineering and Architecture make up the largest number of participants, and
represent 69.2% of the total. The smallest group of participants are those studying Sciences, who
represent 3.8% of the total sample.
Students doing a postgraduate course represent 34.6% of the total, equal to the percentage of
students in the first part of their graduate degree course, defined as those who have not yet
obtained 50% of their credits. Graduate students outnumber postgraduate students, given that
they represent 76.9% of the sample.
As students ranged from undergraduate to doctorate, we find participants of varying ages. Those
aged 18 to 25 make up the largest group, and represent 57.7% of the total sample. Students aged
26 to 33 comprise 30.7% of the sample. And finally, students over 34 years of age represent
11.5% of the total.
3.1 TMMS - 24 Initial and final (Emotional Intelligence Test)
As we can see in Table 1, the initial and final results relating to attention indicate that this has
improved by the end of the process. We can highlight the 11.6% decrease in the "must improve
their attention" section, and the 11.5% increase in the "adequate attention" section. These results
show us that the process succeeds in enabling participants to pay positive attention to their
emotions.
Table 1: Results for ATTENTION
I am capable of feeling and expressing emotions in an appropriate way
Results: ATTENTION Initial Final Difference
Must improve attention: pays little attention 30.8 19.2 Decrease of 11.6
Adequate attention 57.7 69.2 Increase of 11.5
Must improve attention: pays too much attention 11.5 7.7 Decrease of 3.8
Source: own material
Regarding Clarity, we can see in Table 2 that only 15.4% of the total sample had "excellent clarity"
at the beginning of the process. This percentage increases to 20% at the end of the process.
However, at the end of the process, the percentage with "Adequate Clarity" improved from 46.2%
to 68%, while "must improve Clarity " decreased from the initial 38.5% to 12%, demonstrating that
there had been a positive impact on Clarity by the end of the process.
Table 2: Results for CLARITY
I understand my emotional states well
Results CLARITY Initial Final Difference
Must improve clarity 38.5 12.0 Decrease of 26.5
Adequate clarity 46.2 68.0 Increase of 21.8
Excellent clarity 15.4 20.0 Increase of 4.6
Source: own material
With regards to Emotion Management, we can see in Table 3 that there was considerable
improvement. The category 'Excellent emotion management' sees an increase of almost 30%
over the initial score. The decrease in the 'adequate emotion management' results is due to the
fact that the participants are included in the 'excellent emotional management' category, and also
to the decrease from 26.9% to 8% in the 'must improve their emotion management' category. In
view of the results obtained, we can state that the process carried out had a direct impact on
improved Emotional Intelligence (EI) among the participants.
Table 3: Results for EMOTION MANAGEMENT
I am capable of controlling emotional states correctly
Results EMOTION MANAGEMENT Initial Final Difference
Must improve emotion
management
26.9 8.0 Decrease of 18.9
Adequate emotion management 69.2 60.0 Decrease of 9.2
Excellent emotion management 3.8 32.0 Increase of 28. 2
Source: own material
3.2 Individual strengths
We used the VIA-IS twenty-four strengths questionnaire (Peterson & Seligman, 2004), to make
each participant aware of their individual strengths and to work on improving them. Individual
strengths were measured at the beginning of the process, and it was observed that self-control
and leadership were the least developed strengths in most cases, and participants generally
needed to work to achieve the objectives set by the students at the beginning of the process.
Chart 1 lists all the strengths that appeared in the process and were generated by the students.
The strengths questionnaire enabled us to observe how the most prevalent strengths among the
participants are: sense of humour, gratitude, perspective, integrity and generosity; whereas the
opportunities that most frequently appear are: prudence, self-control, leadership, forgiveness and
courage
Chart 1: most prevalent strengths and opportunities for improvement among the participants
Most developed strengths Least developed strengths
Sense of humour (Transcendent Virtue) Prudence (Virtue Temperance)
Gratitude (Transcendent Virtue) Self-control (Virtue Temperance)
Perspective (Virtue Wisdom and Knowledge) Leadership (Virtue Fairness)
Integrity (Virtue Bravery/Courage) Forgiveness (Transcendent Virtue)
Generosity (Virtue Humanity) Courage (Virtue Bravery/Courage)
Source: own material
3.3 Competencies
As we can observe in Table 4, we find that the process had the greatest impact on the
competencies of "Self-awareness" and "Self-confidence", which are the competencies the
students most wish to reinforce. The competencies that improved the least were "Curiosity" and
"Commitment".
Table 4: competencies. Students’ perceived improvement on completing the process
Competencies
Leadership and Entrepreneurial potential
Results
L. Assertiveness Increase from 5.76 to 7.38 out of 10. Positive difference of 1.65
L. Self-esteem Increase from 5.35 to 7.90 out of 10. Positive difference of 2.35
L. Self-awareness Increase from 5.52 to 8.10 out of 10. Positive difference of 2.58
L. Self-control Increase from 6.30 to 7.70 out of 10. Positive difference of 1.4
L. Commitment Increase from 7.35 to 8.35 out of 10. Positive difference of 1
E. and L Self-confidence Increase from 5.70 to 8.1 out of 10. Positive difference of 2.4
L. Communication (worked on in graduate
degrees)
Increase from 6.15 to 7.80 out of 10. Positive difference of 1.65
L. Conflict management Increase from 6.0 to 7.70 out of 10. Positive difference of 1.7
L. Integrity Increase from 7.15 to 8.25 out of 10. Positive difference of 1.1
E. and L. Perseverance, determination Increase from 6.25 to 7.45 out of 10. Positive difference of 1.2
L. Decision making Increase from 6.05 to 8.25 out of 10. Positive difference of 2.2
L. Acquisition of study habits Increase from 5.85 to 6.89 out of 10. Positive difference of 1.04
L. Time management (worked on in graduate
degrees)
Increase from 5.16 to 7.32 out of 10. Positive difference of 2.16
L. Improved academic performance Increase from 6.11 to 7.42 out of 10. Positive difference of 1.31
E. Leadership (worked on in graduate degrees) Increase from 5.83 to 7.22 out of 10. Positive difference of 1.39
E. Proactivity Increase from 6.40 to 7.60 out of 10. Positive difference of 1.2
E. Curiosity Increase from 7.79 to 8.42 out of 10. Positive difference of 0.63
E. Resilience Increase from 5.52 to 7.19 out of 10. Positive difference of 1.67
E. Risk taking ability Increase from 5.78 to 7.0 out of 10. Positive difference of 1.22
E. Strategic vision Increase from 5.89 to 7.63 out of 10. Positive difference of 1.74
E. Determination to succeed Increase from 6.80 to 8.55 out of 10. Positive difference of 1.75
Source: own material
As can be seen in the table above, we have marked competencies that correspond to
leadership with an L, and those associated with entrepreneurial potential with an E, in line with
Report 03/2015 on Professional Competencies and Employability from the Economic and Social
Council of Spain. We have also highlighted the competencies that improved the most after the
individual process in green, and those that increased the least in blue.
3.4 Results of the evaluation questionnaire
In general, the students rated the experience very positively, and describe it as necessary,
recommendable, satisfactory and genuinely useful for self-knowledge. When it comes to
recommending this experience to others, 84% said they were very likely to recommend it, stating
that they would recommend it to everyone, but especially to those who wish to improve through
self-knowledge. It should be noted that some of the participants would recommend the process
to their bosses, as this would help them to acquire effective management skills.
The coaches received an average score of 9.5. This assessment is fundamentally due to their
professionalism, and the degree to which participants were satisfied and felt comfortable with their
coaches. The participants' level of satisfaction with the process was 4.6 out of 5, and in addition,
81% indicated that the coaching process had had a major or considerable influence on the way
they work.
CONCLUSIONS
It can be observed that the students have a positive perception of the experience of individual
coaching, as the coaches offer confidence and professionalism when guiding participants towards
the achievement of their objectives. Regarding strengths, the students confirm that there was a
positive effect on their strengths that was decisive and necessary for the achievement of their
goals. Establishing the strengths of each individual, and making each student aware of these
strengths, is decisive when it comes to using these strengths to achieve a specific objective.
In addition, we note that students perceive a general improvement in all their competencies.
Regarding the competency of academic performance, the students perceive an improvement in
their performance. However, this has not been quantitatively proven, since we have not had
access to the students’ academic results.
Taking into account the information obtained in the evaluation questionnaires, we can observe
that the students are satisfied with the programme, and would possibly repeat the process and
recommend the sessions. They would also extend it to other courses. In addition, we were able
to verify that the objectives set usually led to positive results across the whole range of students
and disciplines, with a positive impact on a personal level and in a variety of academic areas, and
improvements in the way students work and/or study.
It can be concluded that Emotional Intelligence and the discovery and development of a student's
strengths has a direct effect on the achievement of their objectives. In addition, work on self-
esteem and self-confidence has a direct influence on achieving their personal and academic
goals, and allows them to set new targets with greater optimism, confidence and general well-
being.
Lastly, we believe that work on leadership and entrepreneurial potential competencies should
continue in the later stages of university education, given the need to influence competencies like
curiosity, commitment, acquisition of study habits, integrity, perseverance or proactivity. Although
the results perceived by the students indicate an improvement, they could be further developed
in later stages of university education in order to facilitate students’ academic success and better
integration into society as professionals.
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