International and Multidisciplinary Journal of Social Sciences

Together, but Alone: A Thematic Analysis of the Athletes’ and Their Partners’ Experience of Physical Separation in Romantic Relationships

Thu, 28 Mar 2024 00:00:00 +0100

Athletes and their romantic partners may experience physical separation as a result of the frequent athletes’ training camps. Little is known about how such couples experience this separation. To fill this gap, the current interview-based research examined how three pairs of Polish athletes aged 22-30 (M = 23.50, SD = 25.17) experience separation in their relationships. The thematic analysis identified four themes: 1) Perception of separation as an element of the relationship; 2) Emotions during separation; 3) Maintaining contact during separation; and 4) Coping with separation. The findings revealed that athletes and their partners perceived separation as a stage, opportunity, necessity, and natural part of their relationships. Emotions related to separation ranged from negative through mixed to positive. Partners maintained regular contact, which provided closeness and continuity in their relationships despite the distance. Finally, partners coped with separation by accepting its necessity, enhanced by the awareness of the realities of sport life. They also coped with separation through mutual support, self-realization, distraction and being among other people and seeking support from them. This study suggests that physical separation in romantic relationships may be an essential and multifaceted part of the participants’ experiences in the romantic functioning and sports careers.

Analysis of the Relational Integration Process of Migrants in Spain: The Ethnic Factor

Thu, 28 Mar 2024 00:00:00 +0100

This research will analyse the role of social networks in the process of relational integration of the immigrant population in Spain. This study will examine how the ethnic factor of the network conditions its process of incorporation into the primary groups of the host society. To do this, an indicator is developed that allows us to identify the ethnic concentration of the network, distinguishing between ethnic, mixed, and native networks. Applying a correspondence analysis, we then identify those variables that influence the relational evolution of social networks. The main conclusions point to the fact that immigrant networks do not evolve naturally towards assimilated networks, but that what takes place is a process of network enlargement. Thus, mixed networks are the most common way of developing links with natives. Moreover, in this case, the passage of time in the host country or generation does not seem to determine access to native networks, but rather the possession of or membership in these networks seems to be explained by structural factors such as educational level and professional occupation.

Platforming Public Education: Addressing Socio-Digital Inequalities and Strengthening the Role of Public Administration in Catalonia

Judith Jacovkis, Pablo Rivera-Vargas, Ellen Johanna Helsper — Thu, 28 Mar 2024 00:00:00 +0100

Socio-digital inequalities manifest in a variety of ways. Research in this field has demonstrated that different social groups use and learn through digital technologies informally by mimicking the behaviours and practices they observe in their immediate social contexts. At the same time, the development, and distribution of digital technologies often stem from deterministic perspectives, which can limit reflection on their potential uses and drawbacks. This paper delves into socio-digital inequalities that arise from the process of platformising public education in Catalonia. Our analysis draws on mixed-methods research conducted throughout 2022, which included in-depth interviews with experts, interviews with school and institute directors, focus groups with teachers, focus groups with students, and a questionnaire survey of families with children in compulsory education. Our findings highlight several aspects that could impede equitable implementation of digital platforms in education, and inform recommendations to strengthen the role of public administration in this process.

Optimal Methodology for Addressing the Social Impact Component within Project Proposals and Curriculum Vitae

Thu, 28 Mar 2024 00:00:00 +0100

The scientific and grey literature have highlighted the increasing relevance of the social impact of research. More and more, funding and evaluation agencies are using social impact as a required criterion when assessing the excellence of research proposals and researchers’ CV. However, research has identified elemental confusions about what social impact is in most research proposals, CVs and consulting companies. Based on the communicative methodology which co-led the creation and elaboration of the priorities of social impact and co-creation, the study presented in this paper includes the knowledge co-created along years of dialogues with scientists and citizens and a documentary analysis of four official documents on social impact and researcher evaluation. Results identify the first scientific six guidelines to date on how to include researchers’ actual or potential social impact in the research proposals and CVs1) To avoid confusing social impact with dissemination or transference; 2) To identify the concrete social impact of the specific scientific knowledge created by the authors; 3) To precise the concrete indicators of each social impact; 4) To specify the concrete sources; 5) To identify the interactive social impact; 6) To include the potential social impact.

Digital Teaching Competence among Future Teachers of the University of Burgos

Thu, 28 Mar 2024 00:00:00 +0100

The changes that technology has brought about in society are reflected in the educational field and require changes in teacher training, so that teachers are able to cope with these new realities. To try to determine the competence level of digital competence of future teachers studying at the University of Burgos, a descriptive study was designed, with the participation of one hundred and twenty future teachers, obtaining their data through a non-probabilistic sampling, by adapting the DigCompEdu Check-In questionnaire for future teachers. The results show an average level of competence and a positive perception of their knowledge, although this does not fully correspond to the results obtained. There are hardly any differences in the level of competence between the future teachers, although these differences are evident in relation to the other teaching degrees offered at the University of Burgos. Finally, a series of suggestions for improvement and extension are offered.