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Young people with specific educational support needs suffer double the amount of cyberharassment

Article

How Spanish and Portuguese young people use their mobile phones

Young people from both countries use their mobile phones in similar ways. However, slight differences exist between their profiles.

Article

Attachment Style: emotional bonds condition mobile use among young people and their relational satisfaction

Young people who have established secure affective and emotional connections primarily use their phones to communicate and socialise. But what about those who use them to escape reality?

Article

Young people’s social interactions: prominently face to face, with friends and family members, and involving little use of mobile phones

We seem to have accepted that young people interact via their phones. However, this study shows that two out of three of their social interactions are face-to-face. How and why do young people interact?

Article

Uses, skills and attitude in digital technology fields. Does a gender gap exist?

Boys consider that they are more skilled than girls in digital technology and communication fields, whereas girls feel better prepared in ethical and security-related aspects.

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Dual Vocational Education & labour market insertion in Catalonia

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Dual Vocational Education & labour market insertion in Catalonia


Education

Does Dual Vocational Education and Training favour the labour market incorporation of young people? Dual VET graduates work more days per year and earn more.

Private tuition and economic inequality in Spain

Article

Private tuition and economic inequality in Spain


Education

33% of pupils with lower economic capacity attend private tuition, in contrast with 57% of pupils with a higher profile. Differentials in participation in extracurricular activities in relation to economic capacity are greater in secondary school.

The role of schools in detecting gender violence

Article

The role of schools in detecting gender violence


Education

Sixty-eight per cent of minors who are exposed to gender violence in the home say nothing in the academic setting and teaching staff only perceive it if evident signs of violence exist. How can an effective model for the prevention of sexist violence be drawn up for primary and secondary schools?