Marco Hernández-Martínez

Valid assessment of mathematical competencies in secondary education is essential yet insufficiently documented. This systematic review (PRISMA 2020), with protocol procedures documented in Parsifal and deposited in the OSF repository, characterizes and evaluates the psychometric quality of instruments designed, validated, or adapted to measure mathematical competencies in secondary school students. Scopus, Web of Science, and ERIC were searched on 9 December 2025 for studies published between 2015 and 2025. Methodological quality was assessed using 16 criteria adapted from the AERA/APA/NCME Standards (2014) and the COSMIN checklist, applied independently by two reviewers. Given substantial heterogeneity, results were synthesised narratively. Of 833 records identified, 19 studies met the inclusion criteria (N = 13,018 participants; 8 countries). Instruments were predominantly cognitive performance tests (78.9%) grounded in PISA-based or proprietary frameworks. Content validity was universally reported, but convergent validity appeared in only 15.8% of studies, differential item functioning in 10.5%, and measurement invariance in 15.8%. No study achieved high methodological quality; 73.7% were classified as low quality. The evidence base is geographically concentrated (Indonesia, 42.1%) and systematically deficient in external validity and fairness evidence, limiting the cross-contextual applicability of available instruments. Cross-national validation and longitudinal designs are identified as priority directions for future research.

Background/Objectives: Body mass index (BMI) is widely used to assess weight status but does not directly characterize body composition. Lifestyle assessment may provide complementary behavioral information. This study examined BMI–body-fat classification discordance and compared body-composition and lifestyle profiles across operational adiposity phenotypes among sport sciences students at Universidad Técnica del Norte, Ecuador. Methods: An analytical cross-sectional study was conducted in a non-probability convenience sample of 303 students enrolled in two sport sciences degree programs. Body composition was estimated by bioelectrical impedance analysis using the InBody 270, and health-promoting lifestyle behaviors were assessed using a 52-item Spanish-language adaptation of the Health-Promoting Lifestyle Profile II (HPLP-II). Elevated body fat was defined using sex-specific operational criteria (>20% in men and >28% in women). BMI classification performance and differences in body-composition and lifestyle characteristics across phenotypes were analyzed. Results: Elevated body fat was identified in 53.5% of participants, and 19.5% met the operational criterion for hidden adiposity. Among participants with normal BMI, 32.1% had elevated body fat. Relative to the operational BIA-based criterion, BMI showed 63.6% classification agreement for elevated body fat and a 36.4% false-negative rate. Participants with hidden adiposity showed lower muscle-related indicators and lower scores in physical activity, health responsibility, and stress management, although lifestyle-related effect sizes were generally small. Conclusions: Combining BMI with BIA-derived body-composition estimates revealed classification discordance not captured by BMI alone. Selected HPLP-II domains also differed between phenotypes, although effect sizes were small. These findings describe an operational body-composition phenotype and should not be interpreted as evidence of clinical obesity or metabolic disease.

Objective: This study aimed to adapt and validate Levenstein’s Perceived Stress Questionnaire (PSQ) within the Ecuadorian sociocultural context. The PSQ measures perceived stress across two temporal frames: general (past two years) and specific (past month). Methods: The research followed five sequential phases. Study 1: linguistic and cultural adaptation through standardized translation, back-translation, expert review, and a pilot test with 300 participants. Study 2: item refinement with an additional sample of 300 participants. Study 3: Exploratory Factor Analysis (EFA) with 395 participants. Study 4: Confirmatory Factor Analysis (CFA) with 391 participants, complemented by Structural Equation Modeling (SEM) to evaluate factorial structure, internal consistency, and convergent and discriminant validity through correlational analyses. Study 5: multigroup factorial invariance analysis by biological sex. Results: The original questionnaire of 30 items across seven factors was refined for the Ecuadorian context into two versions: a General version with 21 items grouped into three factors, and a Specific version with 23 items distributed across four factors. Both versions demonstrated strong reliability, along with satisfactory convergent and discriminant validity. Conclusions: The findings endorse the PSQ-593 as a reliable and culturally appropriate instrument for assessing perceived stress among Ecuadorian university faculty. Its validation contributes to a deeper understanding of stress as a psychological risk factor for mental health.

Burnout syndrome is a growing concern in higher education, affecting the psychological well-being and performance of university professors. This systematic review presents a narrative synthesis of findings from quantitative studies on sociodemographic and psychosocial determinants of academic burnout. Following PRISMA 2020 guidelines, sixty peer-reviewed articles published between Jan 2019 and May 2024 were selected from Scopus and Web of Science. Inclusion criteria required validated psychometric instruments and exclusive focus on university faculty. Methodological quality was assessed using the Newcastle-Ottawa Scale and CASP checklist. Data from approximately 43,639 academic staff were analyzed. Key risk factors identified include excessive workload, lack of institutional support, and workplace conflict. In contrast, collegial support, participative leadership, and job satisfaction functioned as protective elements. Variables such as age, gender, academic rank, and employment stability significantly influenced burnout vulnerability. While general patterns were observed across studies, differences in design and sampling require caution in generalization. The evidence supports the implementation of integrated strategies encompassing mental health programs, workload regulation, participatory governance, and culturally responsive approaches. These findings inform the development of institutional policies aimed at preventing burnout and fostering academic well-being. Future research should adopt longitudinal and cross-cultural designs to further explore burnout trajectories and support educational reform.

Motivation toward mathematics may vary depending on sociodemographic factors, such as gender, age and ethnicity. This study aims to determine the correlation level between motivation toward mathematics and students’ gender, age and ethnicity in Upper Basic Education. Additionally, it seeks to identify whether there are significant differences in motivation across various groups within these sociodemographic variables. This correlational and descriptive study employed the Astudillo-Villalba et al. test, consisting of 31 indicators distributed across two dimensions: intrinsic and extrinsic motivation. The study population included 25,005 Basic Education students from Imbabura Province (Ecuador), with a probabilistic sample of 2032 students who completed the instrument. Results indicate that motivation toward mathematics is associated with gender and age (p value > 0.05); moreover, there are significant differences in motivation among independent sample groups of gender and age. It is concluded that sociodemographic factors must be considered in motivating students toward studying mathematics to enhance teaching and learning processes.

The objective of this study was to identify the factors that best predict variations in tension, irritability, and fatigue (TIF) among university professors in Ecuador. Using a quantitative approach with a non-experimental, cross-sectional design, data were collected from a probabilistic sample of 364 participants. Psychometric measures were adapted and linguistically validated to assess TIF, and participants completed the Perceived Stress Questionnaire, alongside a sociodemographic questionnaire. Written informed consent was obtained, and participation was entirely voluntary. The results indicated that TIF significantly contribute to perceived stress levels among professors. Specific sociodemographic predictors were identified as statistically significant, providing insight into the multifaceted nature of work-related stress in academic settings and its potential implications for health and job satisfaction. The findings underscore the importance of targeted strategies to reduce stress-related outcomes, addressing factors unique to the academic environment in Ecuador. Additionally, while sociodemographic aspects were associated with variations in stress levels, other stress types also triggered TIF among university professors.

El propósito del estudio fue evaluar la aplicación de supuestos teóricos a los estilos de aprendizaje según un modelo basado en la teoría del ciclo de aprendizaje de Kolb, donde los pasos se siguen linealmente y pueden avanzar al ciclo en diferentes puntos. Algunas personas pueden preferir comenzar con una observación reflexiva, mientras que otras pueden comenzar con una conceptualización abstracta. Además, el ciclo de aprendizaje es continuo y repetitivo porque a través de la experimentación activa se crean nuevas experiencias, lo que inicia un nuevo ciclo de aprendizaje, y la personalidad de los estilos de personalidad cognitiva de Jung se basa en las preferencias cognitivas y los sentimientos de las personas. Su teoría se centra en la comprensión de la personalidad y cómo las personas ven e interactúan con el mundo, y en el análisis del estilo de aprendizaje, una metodología activa que debe considerarse en las aulas. Se utiliza un diseño explicativo, no experimental, transversal. Identifique los estilos predominantes en su salón de clases utilizando herramientas adaptadas del Indicador de estilos y formas de aprendizaje de Herman. La elección de un grupo y el enfoque activo adecuado dependerá de sus objetivos de aprendizaje, la dinámica del grupo y la edad de sus alumnos. Estos enfoques promueven la participación activa, el trabajo en equipo y el desarrollo de habilidades de comunicación que enriquecen las experiencias básicas de aprendizaje en la educación general. The purpose of the study was to evaluate the application of theoretical assumptions to learning styles according to a model based on Kolb's learning cycle theory, where steps are followed linearly and can advance the cycle at different points. Some people may prefer to begin with reflective observation, while others may begin with abstract conceptualization. Furthermore, the learning cycle is continuous and repetitive because through active experimentation new experiences are created, which begins a new learning cycle, and Jung's cognitive personality styles personality is based on cognitive preferences and people's feelings. His theory focuses on understanding personality and how people see and interact with the world, and on the analysis of learning style, an active methodology that should be considered in classrooms. An explanatory, non-experimental, cross-sectional design is used. Identify the predominant styles in your classroom using tools adapted from Herman's Learning Styles and Ways Indicator. Choosing a group and the appropriate active approach will depend on your learning objectives, the dynamics of the group, and the age of your students. These approaches promote active participation, teamwork, and the development of communication skills that enrich basic learning experiences in general education.