Resultados de investigación

[EN]These data are from the four experiments (Experiments 1, 2, 3a, & 3b) reported in this paper: Jiménez-González, A., Masip, J., Blandón-Gitlin, I., & Herrero, C. (2023). "It wasn't me, check the cameras!" Suspects' apparent verifiable responses might not indicate innocence. Behavioral Sciences and the Law. https://doi.org/10.1002/bsl.2639. The data were collected at the University of Salamanca, Spain, in October 2020 (Experiment 1), January 2021 (Experiment 2), June 2022 (Experiment 3a), and September-October 2022 (Experiment 3b)., The dataset includes data from the four experiments (Experiments 1, 2, 3a, & 3b) reported in this paper: Jiménez-González, A., Masip, J., Blandón-Gitlin, I., & Herrero, C. (2023). "It wasn't me, check the cameras!" Suspects' apparent verifiable responses might not indicate innocence. Behavioral Sciences and the Law. https://doi.org/10.1002/bsl.2639

[EN]Online ratings constitute an element of electronic word of mouth (eWOM) that tourists consider when making their hotel booking decisions. Using a sample of negative online textual reviews of hotels, this study examines the impact of negative sentiment and review length on reviewers’ hotel ratings, as well as the functions of the COVID-19 pandemic and hotel quality as moderators of the relationships between negative sentiment and ratings and review length and ratings. The sample covers a two-year period (2019 and 2021) and comprises a total of 19,441 online textual reviews of Spanish people lodged in 121 4-star hotels located in the Canary Islands. Analyses were undertaken using NVivo 14 and SPSS 28. The results confirm that both negative sentiment and review length negatively affect hotel ratings. The COVID-19 pandemic increased the effect of sentiment on ratings, and hotel quality reduces the negative effects of both sentiment and review length., Ministry of Science and Innovation, Spain

[EN]Research tools and research data obtained by the Psychocannabis grant funded by La Caixa, La Caixa Research, 1- Psychocannabis Data Figures December 2024.xlsx 2- Psychocannabis Data Proteomics December 2024.xlsx 3- Psychocannabis repository file names.xlsx 4- Psychocannabis Resources Tools Figures December 2024.pptx 5- Pyschocannabis Research Data Figures December 2024.pptx 6- Psychocannabis RT and RD report december 2024.docx

METHODOLOGICAL INFORMATION 1. Description of methods used for collection-generation of data: Instrument We used the PALMS instrument, originally developed by Morris and Rogers (2004) [32]. 1. Description of the PALMS. It consists of 40 items, which measure the motives for doing PA and the questions are equally distributed among its 8 factors. The responses are 5-point Likert-type, where 1 corresponds to “strongly disagree” and 5 to “strongly agree”; 2. Factors according to the distribution of the PALMS items. Ego (items 6, 17, 27, 29, and 39), appearance (items 11, 23, 32, 36, and 40), other’s expectations (items 1, 7, 18, 21, and 26), affiliation (items 4, 8, 20, 30, and 38), physical condition (items 10, 12, 15, 28, and 33), psychological condition (items 2, 9, 14, 22, and 35), mastery (items 5, 16, 19, 24, and 31), and fun (items 3, 13, 25, 34, and 37); 3. Reliability of the PALMS. Validations of this scale in adult populations, such as that of Molanorouzi et al. (2014) [37], showed good internal consistency, with a Cronbach’s alpha of 0.82. The same was seen with an earlier version by Zach et al. (2012) [36], which was applied, on this occasion, to a population between 9 and 69 years of age (values between 0.63 and 0.96 for the subscales). Procedure. The process was divided into the following three parts: in the first, the PALMS scale was translated and adapted (n = 14); in the second, the adapted scale was applied to a larger population group (n = 198); and in the third, the validity and reliability of the PALMS scale adapted into Spanish was tested (n = 867), resulting in a proposal for a reduced version of this scale. The translation–adaptation stage was conducted using 14 school students aged between 13 and 16 (8 males, 6 females). The instrument was adapted according to the process of Mungía-izquierdo, Legaz-Arrese and Mannerkorpi (2011) [45], through what is known as a translation back-translation [46,47]. Once the instrument had been translated and culturally adapted by an expert, to confirm the reliability of the test for the selected population, a test–retest was administered to 198 subjects, with a mean age of 14 ± 1.09 years, ranging from 12 to 16 years of age, 56.1% (n = 111) of whom were male. The final questionnaires (n = 867) were administered by the same researcher, within a single 15-min session during the students’ timetabled physical education classes. In all the studies, we had the authorisation of the school and teachers, as well as the written consent of the parents or guardians of the minors involved. Brief instructions were provided and the participants were assured of the confidentiality of their responses. Participation was entirely voluntary. The respondents received no academic or monetary compensation for their contribution. No student refused to participate. The research was performed according to the ethical guidelines of the current Declaration of Helsinki (Brazil, 2013), complying at all times with the highest standards of safety and professional ethics for this type of work. Data Analysis. An exploratory factor analysis (EFA) was run to study the construct validity of the research. Next, since the results did not replicate the factorial structure, the information function was studied using item response theory (IRT) and various reliability indices to assess the quality and relevance of the items in the different dimensions. Finally, once the problematic items had been eliminated, a confirmatory factor analysis (CFA) was performed to check the goodness of fit of the final data to the theoretical model proposed by the authors. Analyses were performed using Jamovi software, version 1.6.15., [EN]The aim of this study was to translate and adapt the physical activity and leisure motivation scale (PALMS) into Spanish, and to analyse its validity and reliability. The sample comprised 867 adolescents, with a mean age of 14.04 ± 1.19 years, 53.9% of whom were male. During the translation process, some of the items in the instrument were modified slightly, improving its comprehensibility. On the other hand, the exploratory factor analysis did not present an adequate factor structure, so a more in-depth analysis was carried out, using item response theory and confirmatory factor analysis; the conclusion was that it would be appropriate to eliminate several items from the scale. From this, a final shortened version, consisting of 25 items, was produced, with adequate fit indices—CFI = 0.933, TLI = 0.918, SRMR = 0.042, RMSEA = 0.052 (90% CI 0.048; 0.056)—and good reliability for each of the dimensions, ranging from 0.625 to 0.835. It can be concluded that the abbreviated version of the PALMS instrument, adapted for Spanish adolescents (PALMS-e), is a valid and reliable instrument for assessing their motives for doing physical activity

[EN]Data set an educational experience in which more than 130 students from five undergraduate degrees in engineering and architecture at the Higher Polytechnic School of Zamora (HPSZ) of the University of Salamanca actively participated. To carry out the project, an online course was designed to train all participating students on general aspects of the 2030 Agenda, and research works were proposed in the ten involved degree subjects. The assessment of students' prior knowledge and learning regarding the 2030 Agenda was conducted through an objective multiple-choice pre-test and post-test. Additionally, their satisfaction with this educational experience was assessed through a questionnaire. The results revealed a considerable improvement in the students′ knowledge of the general contents of sustainable development, especially after participating in classroom debate sessions., Proyectos de Innovación y Mejora Docente de la Universidad de Salamanca (ID2021/14), 1.- Dataser Pretest-postest 2.- Dataset Cuestionario de satisfacción

Conjunto de datos preest y postest y cuestionario de satisfacción generados en el Proyecto de investigación, convocatoria 2013 - Realidad aumentada aplicada a la seguridad en el laboratorio” (FS/13- 2013) . Fundación Samuel Solórzano Barruso. Aplicado en la EPSZ y el Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Fundación Samuel Solórzano Barruso. Convocatoria de proyectos de inevestigación 2013 - FS/13-2013

[ES]Este conjunto de datos proporciona información sobre las iniciativas en materia de alfabetización en datos propuestas por las bibliotecas universitarias-CRAI en España, durante el curso académnico 2020-2021 y facilita la url de acceso a los portales de alfabetización informacional de dichas bibliotecas.

Conjunto de datos preest y postest y cuestionario de satisfacción generados en el Proyecto de proyecto de innovación y mejora docente “Egresados en el aula" (ID2019/017). Aplicado en la EPSZ y el Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas, Universidad de Salamanca

[ES]Los trabajos que usan la sentencia como fuente de datos de análisis cuantitativo y empírico son numerosos en el ámbito internacional y limitados en España, especialmente los estudios de sentencing, pese a su potencial para comprender el funcionamiento de los tribunales. Es por ello que el objetivo principal de la investigación es analizar las posibilidades, dificultades y usos del estudio del sentencing en España. La metodología utilizada es la revisión sistemática y los documentos analizados 46. De los resultados obtenidos se propone una clasificación de los estudios empíricos que toman como objeto de análisis la sentencia: estudios a partir de sentencias y estudios de sentencias o sentencing, cuyo auge es notorio en los últimos tres años. Frente a la tendencia predominante de estudiar la disparidad judicial en el ámbito internacional, en España son muchos más los que se ocupan de aspectos distintos, observándose una diversidad temática notable y coautoría frecuentemente. La revisión sistemática de sentencias es la metodología más utilizada, un paso previo característico del sistema español que, junto a la ausencia de ciertos datos considerados relevantes en las sentencias, ha dificultado su producción. Ahora bien, consideramos que la irrupción de la ciencia abierta podría favorecer el crecimiento de estos estudios, así como de alcanzar una imagen más ajustada sobre la aplicación de la justicia penal por parte de los tribunales españoles., Parte del proyecto de I+D+i PID2021-125730OB-I00, financiado por MICIU/AEI/10.13039/501100011033 y por FEDER Una manera de hacer Europa

Asociada a la publicación: Martín Vegas, R. A. (en revisión). El conocimiento de la gramática y su impacto en la escritura. Estudio exploratorio sobre la corrección del uso de la coma en futuros docentes de Educación Primaria. Bellaterra., [ES]Esta investigación analiza cómo se relaciona el conocimiento de la sintaxis con el uso adecuado de la coma en textos escritos, con el fin de mejorar la enseñanza de la escritura. Para ello, se llevó a cabo un estudio empírico con 63 estudiantes de Magisterio, evaluando tanto la relación entre el reconocimiento de sintagmas y la puntuación, como el impacto de una enseñanza metalingüística centrada en estructuras sintácticas. Se realizaron cuatro tareas, cuyos resultados fueron analizados mediante tres modelos estadísticos en R: un modelo lineal generalizado mixto para los errores, el coeficiente de correlación de Spearman para las relaciones entre tareas, y un modelo lineal mixto para analizar las correcciones. Los datos revelan que dominar la sintaxis no asegura el uso correcto de la coma. Las variaciones en los resultados evidencian distintos niveles de dificultad, y los efectos positivos tras la intervención metodológica apoyan la necesidad de aplicar estrategias didácticas diferenciadas., Los datos corresponden a un estudio llevado a cabo con 63 participantes, estudiantes del grado en Maestro en Educación Primaria, que han realizado dos tareas. La T1 es un test que consiste en reconocer sintagmas, modificadores oracionales y proposiciones. La T2 es un texto de unas 300 palabras en el que están omitidas las comas y la tarea consiste en ponerlas donde se crea necesario. Los datos que se recogen miden en valores de 1/0 (acierto/error) el reconocimiento y la puntuación de las 13 variables en el test y en el texto respectivamente.