Examinando por Autor "Balerdi Eizmendi, Eneko"

Mostrando 1 - 5 de 5
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    Ítem
    Análisis de los beneficios de la co-creación de rúbrica durante los procesos de aprendizaje de estudiantes universitarios
    (Dykinson, 2024) Balerdi Eizmendi, Eneko; Martínez Izaguirre, Miryam; Amezua Urrutia, Alaitz
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    Aplicación de una prueba piloto de co-creación de las rúbricas entre profesorado y alumnado en una asignatura de Educación Superior
    (Dykinson, 2024) Amezua Urrutia, Alaitz; Balerdi Eizmendi, Eneko; Martínez Izaguirre, Miryam
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    La co-creación de rúbricas, una estrategia para la mejora de los aprendizajes del alumnado en la Educación Superior: una aproximación teórica
    (Dykinson, 2024) Martínez Izaguirre, Miryam; Amezua Urrutia, Alaitz; Balerdi Eizmendi, Eneko
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    Motivation behind running among older adult runners
    (BioMed Central Ltd, 2021-10-29) León Guereño, Patxi; Galindo Domínguez, Héctor ; Balerdi Eizmendi, Eneko ; Rozmiarek, Mateusz ; Malchrowicz Mośko, Ewa
    Background: Recreational running has greatly increased over the last decade, and different research has tried to understand the motivation that leads these amateur athletes to run. However, most research has focused on adult athletes, while the motivation behind older adult athletes has been overlooked. Methods: The aim of this research was to analyse the motivational aspects of amateur runners aged over 50 years, and to consider the influence that years of practice, type of participation and some socio-demographical variables have on these older adults’ motivation behind running. 244 older adult amateur athletes in total completed an online survey with the 56 items contained in the motivation of marathoners scales (MOMS), 108 of whom were female (44%), and 136 were male runners (56%). Athletes were asked about their years’ running experience (< 1 year, 1–5 years, 6–10 years, > 10 years), their participation in running events (recreationally, half marathon, marathon, ultramarathon) and age (ranges 50–60, more than 60 years), gender (male, female), family life (whether in a relationship or not), and whether they had children (yes, no). Results: The results showed statistical differences in the nine MOMS dimensions in terms of years’ running experience and participation in different running events. Moreover, older adult runners’ gender and age subsequently showed statistical differences with five and six motivational factors respectively, while athletes that did not have children were more likely to run regarding competition and showing recognition. Family life did not show any statistical association with any of the dimensions on the scale in this population, while regression analyses showed that, mainly, years’ running experience and participation were positively predicted, together with most motivational dimensions, while having children was negatively predicted in some of them. Conclusions: This study showed that older adult runners’ reasons for participating differ from those obtained in previous studies, especially regarding training experience and participation in events. Therefore, the older adult population should be specifically addressed.
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    Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19
    (Frontiers Media S.A., 2022-03-28) Panadero, Ernesto; Fraile Ruiz, Juan; Pinedo Castillo, Leire; Rodríguez Hernández, Carlos Felipe; Balerdi Eizmendi, Eneko; Díez Ruiz, Fernando
    This study explores the effects of the shift to emergency remote teaching (ERT) on teachers’ levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: (1) instructional adaptation to ERT; (2) well-being changes and the main challenges in this regard; (3) changes in emotions; and (4) changes in motivation and the main factors. Importantly, we explored a number of teacher characteristics (e.g., gender, age) for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status (SES), in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT.