<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco Manuel Morales Rodríguez</style></author><author><style face="normal" font="default" size="100%">Maria Victoria Trianes Torres</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ANALYSIS OF VALUES AND ATTITUDES ON MORAL ISSUES IN UNIVERSITY STUDENTS POSTGRADUATE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">basic competence</style></keyword><keyword><style  face="normal" font="default" size="100%">European space of higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">evaluation of values and attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">04/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391942999.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present study aims to provide an analysis of values and attitudes in a sample of post-graduate students and to provide an assessment of the impact and satisfaction that they had been reported in specific educational activities for solidarity. This study is framed by the project of educational innovation &quot;A cross sectional study in education for solidarity in the training of psychologists and educators&quot; (PIE 10-127; 2010-2012). Participants were 226 post-graduate students belonging to various specialities of the MSc in Teaching of Secondary Education and High School, Vocational Training, and Teaching Languages, aged between 22 and 49 years. The data obtained demonstrate that the majority of the interviewes strongly agree with aspects of the situation that can be considered stealing, a violent action or the avoidance of conflict. Most students graduate participants do not collaborate with NGOs; who mention the lack of time, the issue not being raised as well as not being involved in any solidarity activity noting as reasons: lack of information, idleness, not having the opportunity presented and not having the funds to do so. In addition, students have found these educational activities for solidarity very satisfactory, for example, the &quot;discussions, work and reflection on the importance of volunteerism and solidarity in the present world&quot; and “design of a solidarity act”.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">47-58</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco Manuel Morales Rodríguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSMENT OF COPING STRATEGIES AND  PSYCHOLOGICAL ADJUSTMENT IN CHILDREN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">coping strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">maladjustment</style></keyword><keyword><style  face="normal" font="default" size="100%">middle-childhood</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">07/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391945058.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study of coping strategies in children and adolescents is a topic in line with the study of a healthy development, as the very fact of having coping skills serves as a guarantee for a healthy lifestyle and quality of life. The general aim is the prediction of children coping (coping strategies used by students of elementary education, and in relation to four types of stressors known as the school, family, peer interaction and health) in terms of the impact of varying stress, coping, School, clinical and social maladjustment. Participants were 402 students, ranging from 9 to 12 years old. Results show that that the variable coping with the ACS, stress and clinical maladjustment predict, with different impact, coping strategy employed by children. This information attempts to be useful in the applied Educational.        </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">67-75</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Francisco Manuel Morales Rodríguez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCHOOL MOTIVATION AND ACHIEVEMENT OF STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">academic goals</style></keyword><keyword><style  face="normal" font="default" size="100%">academic motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">English as a foreign language</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">11/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391958755.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper aims to analyse the importance of intrinsic motivation factors as determinants of academic achievement in English as a Foreign Language (EFL). The general aim of the present study has been to analyse the existing relationship between students’ academic motivation and performance. This paper explores the importance of motivational variables for school achievement. In particular, the present study suggests that students with a higher intrinsic motivation to learn English will achieve better grades in this subject. Participants were 542 students (male and female) of Secondary Education. Results show that there is a correlation between academic goals and academic results; in particular an association exists between learning goals (intrinsic motivation) and a high academic achievement. With regards to the importance of intrinsic motivational factors, this study concludes that these factors are determinants of academic achievement in English as a Foreign Language (EFL). Therefore, results are useful in view of improving the process of teaching/learning EFL. The relevant conclusion reached here point to the academic goals as being indicator of and decisive factor for academic achievement.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">39-49</style></section></record></records></xml>