https://hdl.handle.net/10259/4386 2026-11-04T02:44:03Z https://hdl.handle.net/10259/12317 Development of entrepreneurial identity among young people: analysis of the effectiveness of an educational program on entrepreneurial potential Di Giusto Valle, Cristina; Escolar Llamazares, María del Camino; Torre Cruz, Tamara de la; Luis Rico, María Isabel; Palmero Cámara, María del Carmen; Jiménez Eguizábal, Alfredo Purpose– The efficiency of an educational program on entrepreneurial competence, Training the Potential Entrepreneur. Generation of an Educational Model for Entrepreneurial Identify (PEIEO) is evaluated in this study. Design/methodology/approach– Pre and post intervention tests were administered to an Experimental Group(EG)andaControlGroup(CG).Moreover,fourhypothesesareproposed(H1,H2,H3,H4)andtestedona sample of 1036 Spanish students. The following instruments were applied: Attitude Towards Entrepreneurship-Spanish adaption; Measurement Scale of Personal Initiative in Educational Settings and Scale of General Self-Efficacy. ANCOVA and the Student’s t-test were applied to the results. Findings–Theresultsshowthattraininginentrepreneurialidentityincreasestheentrepreneurialpotentialof young people (H1). A notable increase in proactivity and being a self-starter was observed with regard to personal initiative within the EG, and for self-efficacy (H3) both of which were predictors of entrepreneurial identity. Gender was likewise a predictor (H4). Practical implications– Young people attending the PElEO training program in entrepreneurial potential increased their levels of entrepreneurial identity, thereby confirming the effectiveness of the program. Originality/value– The program (PEIEO) is based on the development of entrepreneurial potential, a dimension that generates entrepreneurial identity (creativity, leadership, achievement and personal control). 2024-07-18T00:00:00Z https://hdl.handle.net/10259/12296 Education and entrepreneurship: entrepreneurial training in secondary education and its impact on entrepreneurial interest in the United States and Spain Digón Arroba, Consuelo; Escolar Llamazares, María del Camino; Di Giusto Valle, Cristina; Torre Cruz, Tamara de la; Luis Rico, María Isabel; Palmero Cámara, María del Carmen; Jiménez, Alfredo The pivotal role of education and entrepreneurial training in fostering economic growth, recovery and societal advancement is widely recognized. This study examines the influence of entrepreneurial training in secondary education on students’ entrepreneurial interest in the United States and Spain, exploring how tailored educational approaches can shape future entrepreneurial ecosystems. Specifically, the objective of this study is to show and to analyze the relation that exists between training in financial knowledge and the didactic methods associated with entrepreneurial interest. An explanatory and transversal type of design is proposed. The entrepreneurial interest of students at Burgos University (Spain), with no formal business education and where actions to promote entrepreneurial spirit are limited, is compared with a sample from Washtenaw in the state of Michigan where entrepreneurship education has achieved a notable degree of maturity. The sample under study amounted to 276 students, between 13 and 17 years of age. The results confirmed the positive influence of entrepreneurship education as a factor that improved the entrepreneurial interest of the students from both Burgos and Michigan. Investigations are needed that follow students who subsequently become entrepreneurs over time to know which subjects taught at school were most useful when starting out as an entrepreneur. 2025-08-01T00:00:00Z https://hdl.handle.net/10259/12276 A Mediation Model between Self-Esteem, Anxiety, and Depression in Sport: the Role of Gender Differences in Speleologists Torre Cruz, Tamara de la; Luis Rico, María Isabel; Di Giusto Valle, Cristina; Escolar Llamazares, María del Camino; Hortigüela Alcalá, David; Palmero Cámara, María del Carmen; Jiménez, Alfredo The scientific literature on mental health has found an association between physical activity and emotional wellbeing and recommends active leisure activities as a way of keeping stress under control. The purpose of this research study is to analyze the level of anxiety, the symptoms of depression and the level of self-esteem of people practicing speleology, as well as possible gender differences. This paper also attempts to understand whether self-esteemis associated with the presence of symptoms of depression in speleologists and whether anxiety has a mediating effect. We conduct a cross-sectional and descriptive research studywith a sampling of 105 adult speleologists. The results reveal that the total mediation model is applicable, as self-esteem has a significant indirect association with depression through trait anxiety, as well as a partial mediation model that is applicable through state anxiety. This means that speleologists with high levels of self-esteem, who appreciate and value themselves adequately, reveal lower levels of trait anxiety, and this negatively influences their levels of depression (that is, a lower level of depressive symptoms). At the same time, speleologists with high levels of self-esteem, who appreciate and value themselves adequately, also reveal lower levels of state anxiety, which again has a negative impact on their levels of depression (with fewer symptoms of depression). Emotions such as anxiety, self-esteem, depression and their collateral effects are international topics of interest, which are relevant for people from all sporting backgrounds; therefore, value should be placed on supporting and carrying out further research into this topic. 2021-08-01T00:00:00Z https://hdl.handle.net/10259/11963 STEAM&Sports: proceedings of the final conference Baños Martínez, Vanesa; Corbí Santamaría, Miguel; González Santa Olalla, Andrés; Martínez González, Alicia; Rodríguez Arribas, Sandra El proyecto STEAM&Sports, desarrollado en el marco del programa Erasmus+ KA220-SCH, aborda un reto clave de la educación actual: fomentar la participación significativa del alumnado en las disciplinas STEAM (Ciencia, Tecnología, Ingeniería, Artes y Matemáticas), especialmente entre colectivos diversos. Para ello, propone un enfoque innovador que integra el deporte como herramienta pedagógica. El proyecto parte de la idea de que muchos estudiantes perciben las materias STEAM como abstractas y poco relevantes. Frente a ello, el deporte constituye un contexto cercano, motivador y universal. La conexión entre conceptos STEAM y situaciones deportivas reales —como la biomecánica, el análisis de datos o la física del movimiento— permite un aprendizaje más significativo, accesible y atractivo, especialmente para alumnado tradicionalmente menos vinculado a estas áreas. El consorcio, liderado por la Universidad de Burgos y formado por entidades de cinco países europeos, combina experiencia en educación superior, escolar y no formal. Esta colaboración internacional favorece la transferencia de resultados y la adaptación a distintos contextos educativos. El proyecto se articula en torno a cinco resultados principales: (1) una guía didáctica STEAM y deporte, (2) una aplicación móvil educativa, (3) experiencias prácticas en centros escolares, (4) materiales de difusión como vídeos, y (5) un informe de evaluación sobre la eficacia del enfoque. La metodología se basa en el aprendizaje experiencial, la interdisciplinariedad y el uso de herramientas digitales. En términos de impacto, STEAM&Sports pretende aumentar la motivación del alumnado, mejorar la comprensión de contenidos STEAM y promover hábitos de vida saludables. Asimismo, proporciona al profesorado recursos innovadores para la enseñanza interdisciplinar. A nivel europeo, contribuye a prioridades como la inclusión, la diversidad y el impulso de la educación STEAM. En definitiva, el proyecto demuestra que la integración de ámbitos tradicionalmente separados puede generar sinergias educativas relevantes, favoreciendo tanto el aprendizaje académico como el desarrollo personal. 2026-02-01T00:00:00Z