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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