Do concept maps prompt long-term memory in CLIL schoolchildren?

To address the learning disadvantages that students might face in a foreign language (L2) environment, this research explores the impact of concept mapping on enhancing long-term memory retention among Content and Language Integrated Learning (CLIL) pupils. The research design is quasi-experimental and involves sixty Spanish primary education students non-randomly assigned from a Spanish-English semi-public bilingual school. The main hypothesis investigated is that concept maps serve as effective teaching instruments for enhancing long-term memory.

Lifestyles of Spanish elders from supervened SARS-CoV-2 variant onwards: A correlational research on life satisfaction and social-relational praxes.

Objective: This study aimed to analyze the influence and measurement of the relationship and interaction between the elderly lifestyles after the appearance of the SARS-CoV-2 variant and the factors analyzed comprised life satisfaction levels, social relationships, and daily-life activities.

Methods: The study population was ≥ 65 in Castile-La Mancha ( = 390,221). The research design was quantitative and arose from primary data collected via an ad hoc survey carried out through the Computer Assisted Telephone Interview system by randomly stratified sampling.

The Development of Emotional Programmes in Education Settings during the Last Decade.

Within the psychological domain of emotional intelligence, experimentation on emotional education programmes in school contexts constitutes one of the most compelling research lines in recent years. On this basis, this study presents a review of forty-one programmes implemented in educational settings. The results obtained from the primary and secondary scrutinised sources show the need to integrate families into programme interventions and the importance of teacher training in socio-emotional competencies.