Artículos (Psicología Evolutiva y de la Educación)

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The Theory of Emerging Adulthood in Latin America: A Scoping Review
(SAGE, 2024) Muñoz Carreño, Nelson; Cova Solar, Félix; Sánchez Queija, María Inmaculada; Díez López, Marta; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
The existence of a new distinctive stage in the human life cycle, known as “Emerging Adulthood (EA),” is a subject of great discussion and research. The emergence of this stage is attributed to sociodemographic transformations in recent decades, resulting in the prolongation of the acquisition of adult roles, especially in high-income countries. The relevance of the theory of EA in middle- and low-income countries is less clear. The main objective was to analyze the studies conducted to date on the theory of EA in Latin America. Results showed that most of the publications are quantitative and revealed that Brazil, Chile, Argentina and Mexico are the countries that most publications. The most studied topics are identity and developmental transition. Pending challenges include involving more Latin American countries, increasing collaborations, establishing connections with public policies, and incorporating a critical perspective in the conceptualization of the theory of EA in Latin America.
Creencias sobre el amor y bienestar durante la adultez emergente
(Colegio Oficial de Psicología de Andalucía Occidental, Universidad de Cádiz, Universidad de Córdoba, Universidad de Huelva, Universidad de Sevilla, 2024) Blanco, Raquel; Parra Jiménez, Águeda; Salado Navarro, Vanesa; Díez López, Marta; Universidad de Sevilla. Departamento de Psicología Experimental; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
El objetivo de esta investigación fue estudiar las creencias sobre las relaciones de pareja durante la adultez emergente, concretamente los mitos del amor romántico y los tipos de amor y su relación con el bienestar, teniendo en cuenta las diferencias de género. Participaron 631 jóvenes entre los 18 y 29 años. Se utilizó la versión en español de la Escala de Actitudes hacia el Amor, la Escala de Mitos del Amor Romántico y la Escala de Florecimiento. Los resultados mostraron una tendencia general hacia el amor Eros y mayor inclinación de los varones hacia el amor Altruista y Lúdico, mientras que las mujeres se inclinaban más hacia el amor Pragmático. Asimismo, se observó un bajo nivel de aceptación de los mitos románticos, siendo este más elevado en los hombres. Mayores niveles de amor Eros y Pragmático se relacionó con mayor florecimiento, mientras niveles más altos en amor Lúdico y Obsesivo predijeron menor florecimiento.
Longitudinal relationships between sexting and involvement in both bullying and cyberbullying
(Elsevier, 2019) Ojeda Pérez, Mónica; Rey Alamillo, Rosario del; Hunter, Simon C.; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Ministerio de Economía y Competitividad (MINECO). España; Ministerio de Ciencia, Innovación y Universidades (MICINN). España
Introduction: Sexting is a new way to explore sexuality among adolescents that can be associated with bullying behaviors. Previous studies have focused on peer-victimization but relationships between bullying and diﬀerent forms of sexting have not been explored. This study evaluates the reciprocal relationships between the perpetration of traditional bullying, cyberbullying, and four forms of sexting (sending, receiving, third-party forwarding, and receiving sexts via an inter- mediary). Methods: The sample consisted of 1736 Spanish High School students (46.3% female; Mage = 13.60, SD = 1.25). Four direct questions were used to assess sexting, the EBIPQ to measure traditional bullying and the ECIPQ to evaluate cyberbullying. These measures were completed twice, four months apart. A cross-lagged panel analysis evaluated the reciprocal as- sociations of all study measures. Results: Traditional bullying and cyberbullying were positively, reciprocally associated with each other. Generally, those young people who engaged in sexting at T1 were more likely to report engaging in sexting at T2. Third-party forwarding of sexts (forwarding on sexts which have been sent to a young person by others) displays clear relationships with bullying. Young people who reported using traditional bullying behaviours at T1 were more likely to report third-party for- warding of sexual content at T2. Bullies are more likely to later report third-party forwarding of sexts. Conclusions: A focus on bullying behavior may be important for intervention eﬀorts targeting to prevent possible negative outcomes of engaging in sexting. Recommendations are provided for educational and prevention eﬀorts.
Exploring which factors contribute to teens' participation in sexting
(Elsevier, 2019) Casas Bolaños, José Antonio; Ojeda Pérez, Mónica; Elipe Muñoz, Paz; Rey Alamillo, Rosario del; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Gobierno de España; Ministerio de Ciencia, Innovación y Universidades (MICINN). España
An increasing proportion of adolescents appear to see sexting as something normal, despite the serious consequences it can have on their well-being. Only little is known about the factors that facilitate teens' participation, and even less about whether the same factors influence different types of sexting behaviors – sending, receiving, forwarding, or receiving via an intermediary – in different ways. Here we analyze whether the need for popularity, participation in cybergossip, social competence, the level of normalization of sexting and willingness to sext predicts to what extent teens participate in the activity, while at the same time investigating how gender influences this participation. In total, 1431 (46.4% female) Spanish adolescents, aged 11 to 18 years, participated in a twowave longitudinal study with a time lag of four months. All factors under study predicted involvement in all four sexting behaviors, but the relative importance of the factors differed depending on the behavior, and between boys and girls. Participation in cybergossip and the need for popularity were the two most important factors for girls. For boys, the levels of normalization and willingness to sext mattered most. Our results highlight the importance of including these factors and accounting for gender differences in sexting prevention strategies.
Development and validation of the Acceptance of Dating Violence Questionnaire
(SAGE Publications, 2022) Lara Vázquez, Laura; Gómez Urrutia, Verónica; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; FONDECYT; Universidad de Sevilla. SEJ547: Procesos de Desarrollo y Educacion en Contextos Familiares y Escolares
The purpose of this study was to develop and validate a questionnaire to measure the acceptance of dating violence among young Chileans, that evaluates both victimization and perpetration perspectives. Based on the Intimate Partner Violence Attitudes Scale, items were developed to fulfill these criteria and were refined through experts’ revisions and participant focus groups. The 30-item questionnaire created (with 15 similar items to measure both perpetration and victimization) was applied to 1120 Chilean high school and university students (14–27 years old, 59.9% females). Results of factorial analysis showed the questionnaire had an adequate fit with the correlated three-factor model (control, emotional violence, and physical violence) for each version (victimization and perpetration). Reliability analyses indicated an adequate internal consistency, and correlations with dating violence provide evidence on its concurrent validity. Results also showed that boys/men accepted more dating violence than girls/women, and adolescents than emerging adults.
Family relationships and family predictors of psychological distress in emerging adult college students: A 3-year study
(SAGE, 2024) García Mendoza, María del Carmen; Parra Jiménez, Águeda; Arranz Freijo, Enrique; Arnett, Jeffrey; Sánchez Queija, María Inmaculada; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Ministerio de Ciencia e Innovación (MICIN). España; European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER); Consejería de Transformación Económica, Industria, Conocimiento y Universidades de la Junta de Andalucía
During emerging adulthood, family relationships remain salient. This study examined, from a gender perspective, continuity/discontinuity and stability/instability in family relationships, in a two-time repeated-measures study with Spanish emerging adult college students. It also analyzed the implications of the quality of parent–child relationships for emerging adults’ psychological distress. A sample of 400 Spanish college students aged between 18 and 29 years was followed across two time points (M = 20.31 and SD = 2.04 at Time 1; M = 23.66 and SD = 2.08 at Time 2), completing a self-report measure of parenting behaviors and psychological distress. Results indicated continuity in family social support, parental autonomy support, and psychological control; however, they also revealed discontinuity, with parental warmth, parental involvement, and behavioral control decreasing over time. Results also indicated high rank-order stability in family relationships, seen globally. Regression analyses showed that, only for men, parental involvement at T1 consistently predicted psychological distress at T2, as well as changes in psychological distress between T1 and T2. This study provides data supporting the idea that both change and continuity exist in family relationships. It also expands on the scarce research focused on this developmental context during emerging adulthood in Spain and provides support for designing preventive parenting interventions.
Psychometric Properties of the Online Version of the General Anxiety Disorder-7 (GAD-7): A Longitudinal Study in Pregnant and Postpartum Spanish Women
(Colegio Oficial de Psicología del Principado de Asturias, 2024) Gómez Gómez, Irene; Domínguez Salas, Sara; Rodríguez Muñoz, María de la Fe; Rodríguez Domínguez, Carmen; Gómez Baya, Diego; Motrico Martínez, Emma; Universidad de Sevilla. Departamento de Psicología Experimental; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Universidad de Sevilla. Departamento de Psicología Social
Antecedentes: La proliferación de intervenciones e investigaciones psicológicas realizadas a través de internet ha fomentado la aplicación de cuestionarios online para evaluar trastornos mentales comunes como la ansiedad perinatal. Este estudio analiza la validez y fiabilidad de la versión online de la Escala de Ansiedad Generalizada (GAD-7) en una muestra de mujeres españolas embarazadas y puérperas. Método: 3082 mujeres embarazadas (n = 1260) y puérperas (n = 1822) fueron reclutadas por internet y seguidas durante seis meses en tres momentos de tiempo. Resultados: El Análisis Factorial Exploratorio aportó una solución unifactorial que se confirmó mediante Análisis Factorial Confirmatorio en embarazadas (CFI = 0.998; RMSEA = 0.035) y puérperas (CFI = 0.998; RMSEA = 0.038). Este modelo mostró invarianza estricta por grupo. La validez se confirmó evaluando las correlaciones entre GAD-7 con la Escala de Depresión Postnatal de Edimburgo y los 10 ítems de la lista de verificación del Trastorno de Estrés Postraumático en los tres momentos evaluados. El coeficiente de fiabilidad fue .92 para ambos grupos. Conclusiones: Este estudio muestra que la versión online en español del GAD-7 tiene buenas propiedades psicométricas y puede ser utilizada para evaluar síntomas de ansiedad durante el período perinatal.
Reading metacomprehension of Spanish deaf and hard-of-hearing students
(Oxford University Press, 2024) Rodríguez Ortiz, Isabel de los Reyes; Moreno Pérez, Francisco Javier; Saldaña Sage, David; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Universidad de Sevilla. HUM281: Laboratorio de Diversidad, Cognición y Lenguaje
Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one’s awareness of one’s own reading comprehension. Previous studies have observed difficulties in metacomprehen- sion among the deaf or hard-of-hearing (DHH) population. This study aims to determine whether the metacomprehension of DHH students corresponds to their reading score and whether they are truly capable of adjusting their metacomprehension to the difficulty of the text. We evaluated 25 Spanish-speaking DHH students with reading scores approximately equivalent to Grades 5 or 6 of Primary School. Participants were asked to read a text and answer questions. The texts corresponded to three levels of difficulty (explicit, inferable, and noninferable). The results revealed that the metacomprehension of DHH students corresponded to their reading score. The DHH population may have better reading metacomprehension than is typically assumed, although the manifestation of this skill may depend on the type of task demanded of them (comprehension judgment or knowledge judgment)
Psychometric properties of Self-Compassion Scale Short Form (SCS-SF) in Spanish adolescents
(Elsevier, 2024) Maya Segura, Jesús Manuel; Arcos Romero, Ana Isabel; Rodríguez Carrasco, Carmen Rocío; Hidalgo García, María Victoria; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
Background: Self-compassion, individual's ability to treat oneself kindly, is important for mental well-being. The Self-Compassion Scale (SCS) is the most used instrument to measure self-compassion, but the short form does not have validity evidence in adolescents. Methods: We examined the psychometric properties of the SCS-SF (12 items) in 955 Spanish adolescents (Mage = 13.95) using Confirmatory Factor Analysis (CFA) and reliability tests. The life satisfaction, family satisfaction, and reactive-proactive aggression were used for convergent validity. Results: Cronbach's alpha reliability value for the total scale was .723. CFA confirmed that the six-factor model showed good fit indices with three positive dimensions: self-kindness, common humanity, and mindfulness; and three negative components: self-judgment, isolation, and over-identification (χ2 = 114.730; CFI = .966; GFI = .98; RMSEA = .045). The bifactorial model also showed an adequate fit, although with weaker values than the six-factor (ꭓ2 = 247.108; CFI = .914; GFI = .95; RMSEA = .06). The unifactorial model showed an inadequate fit. Total SCS score correlated positively with family satisfaction (r = .43; p < .001) and life satisfaction (r = .48; p < .001) and negatively with reactive aggressiveness (r = −.27; p < .001) and with proactive aggressiveness (r = −.18; p < .001). Self-kindness, common humanity, and mindfulness were associated with higher family and life satisfaction (p < .001) Self-judgment, isolation, and over-identification were associated with lower family and life satisfaction (p < .001). Self-judgment and isolation positively correlated with both reactive and proactive aggression (p < .001), while mindfulness negatively correlated with both reactive and proactive aggression (p < .01). Conclusion: The SCS-SF is a valid and reliable instrument for assessing self-compassion in Spanish adolescents. Results suggest the six-factor model in its first validation in an adolescent population with convergent validity. The findings of this study corroborate the significance of self-compassion for the mental health of adolescents, particularly in relation to their family and life satisfaction.
Associations between contextual factors and school engagement: a longitudinal study of profiles
(Frontiers Media, 2024) Saracostti, Mahia; Toro, Ximena de; Miranda, Horacio; Miranda Zapata, Edgardo; Lara Vázquez, Laura; Hernández, María Teresa; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Agencia Nacional de Investigación y Desarrollo (ANID). Chile; Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT). Chile
School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.
Editorial: Physical and medical conditions associated with autism
(Frontiers Media, 2024) Micai, Martina; Saldaña Sage, David; Vulchanova, Mila; Riva, Valentina; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Agencia Estatal de Investigación. España; European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER); Ministero della Salute. Italia
Reading metacomprehension of Spanish deaf and hard-of-hearing students
(Oxford University Press, 2024-08-12) Rodríguez Ortiz, Isabel de los Reyes; Moreno Pérez, Francisco Javier; Saldaña Sage, David; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one’s awareness of one’s own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine whether the metacomprehension of DHH students corresponds to their reading score and whether they are truly capable of adjusting their metacomprehension to the difficulty of the text. We evaluated 25 Spanish-speaking DHH students with reading scores approximately equivalent to Grades 5 or 6 of Primary School. Participants were asked to read a text and answer questions. The texts corresponded to three levels of difficulty (explicit, inferable, and noninferable). The results revealed that the metacomprehension of DHH students corresponded to their reading score. The DHH population may have better reading metacomprehension than is typically assumed, although the manifestation of this skill may depend on the type of task demanded of them (comprehension judgment or knowledge judgment).
Adaptation of the Teacher Efficacy Scale to Measure Effective Teachers’ Educational Practices Through Students’ Ratings: A Multilevel Approach
(Colegio Oficial de Psicología del Principado de Asturias, 2021) Lera Rodríguez, María José; León Pérez, José María; Ruiz Zorrilla, Paula; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Universidad de Sevilla. Departamento de Psicología Social; Fundación de Investigación de la Universidad de Sevilla; Ministerio de Ciencia, Innovación y Universidades (MICINN). España
Background: There is an increasing evidence of the role that teachers’ educational practices have for students’ school achievement and their wellbeing. However, there is a lack of valid measures in Spanish to address effective educational practices based on students’ perceptions. In response, this study aims to provide a valid, reliable scale for measuring educational practices in school settings: the Students’ ratings of Teachers’ Educational Practices Scale (STEPS). Methods: We analyzed the scale’s internal consistency and reliability, factor solution and invariance, and criterion validity, by using a multilevel approach in a sample of 2,242 students nested in 104 classrooms from 22 Spanish schools. Results: Indicated that the scale exhibited good reliability according to the omega coefficient (within =.86 and between level =.98). The multilevel confirmatory factor analysis (MCFA) revealed a hierarchical factor solution: classroom management, instructional strategies, and students’ engagement as first-order factors, and a general second-order factor labeled as effective educational practices. The scale demonstrated configural invariance by teaching level, sex, and region. Effective educational practices were associated with student self-esteem at the individual level. Conclusions: This study offers a reliable, valid instrument, STEPS, for measuring effective educational practices.
Resiliencia y estrategias de supervivencia en la infancia en contextos de pobreza cronificada: un estudio sobre la comunidad gitana
(Ediciones Complutense, 2024) Illanes Segura, Rocío; Lera Rodríguez, María José; Rodríguez Pascual, Iván; Universidad de Sevilla. Departamento de Didáctica y Organización Educativa; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
La pobreza en la infancia tiene un gran impacto negativo tanto en el presente de los niños/as que la sufren como en su futuro. Así que este estudio tiene como objetivo conocer las estrategias de supervivencia que utilizan los niños/as para poder afrontar la adversidad en un colectivo invisible: los niños/as de etnia gitana que sobreviven en un asentamiento chabolista donde las necesidades básicas no están cubiertas. Para ello, medimos su capacidad resiliente utilizando varios instrumentos (escala de resiliencia y entrevistas). Los resultados muestran que la cronicidad de la pobreza empeora la capacidad de resistencia, por lo que debemos evitar que estas situaciones se perpetúen en el tiempo.
Exploring personal aptitudes and personality traits that, together with social determinants, shape health behaviors and conduct: a thematic analysis based on the Capability, Opportunity, Motivation and Behavior (COM-B) change system
(Frontiers Media, 2024) Young-Silva, Yudy; Berenguera, Anna; Juvinyà-Canal, Dolors; Martí-Lluch, Ruth; Arroyo-Uriarte, Paula; Tamayo-Morales, Olaya; Motrico Martínez, Emma; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Instituto de Salud Carlos III (ISCIII). España; Gerencia Regional de Salud de Castilla y León; Red de Investigación en Actividades Preventivas y Promoción de la Salud (redIAPP); Consejería de Educación y Ciencia. Junta de Andalucía; Strategic Action in Health 2017–2020; Health Outcomes-Oriented Cooperative Research Networks (RICORS); European Union-NextGenerationEU
Introduction: Effective implementation of strategies to promote health and prevent noncommunicable illnesses requires a profound understanding of the interaction between the individual and society. This study brings to health research the consideration of psychosocial factors that influence the maintenance and change of health behaviors and conduct. From a primary care perspective, it is crucial to propose a biopsychosocial approach for the development of health promotion and self-care programs that embrace personal aptitudes as a relevant individual aspect. Objectives: To explore experiences related to personal aptitudes and personality traits that influence health behaviors and conduct, taking into account the social determinants of health, through a thematic analysis based on the capability-opportunity-motivation and behavior (COM-B) system. Methods and analysis: This qualitative research is carried out from a descriptive phenomenological perspective, based on 17 focus groups in which 156 people participated. Inductive and deductive analysis techniques were used following Lincoln and Guba’s criteria of methodological rigor. In addition to 7 different triangulations of analysts, 6 main categories were identified based on the COM-B system: psychological capacity, physical capacity, physical opportunity, social opportunity, reflective motivation, and automatic motivation. The importance of considering these factors to promote healthy behaviors was stressed. Discussion: This study examined how personal experiences related personal aptitudes and personality traits influence health behaviors and conduct in Spain. It was found that personality traits such as health literacy, self-efficacy, activation, and self-determination can influence the adoption of healthy behaviors. Likewise, the need for control, overthinking, and ambivalence made it impossible. Furthermore, social determinants of health and interpersonal relationships also play an important role.
La Construcción Sociocultural de los Discursos de Odio: Conclusiones e Implicaciones de una Revisión Sistemática
(Common Ground Español, 2024) Macarro Carballar, Rosa María; Cubero Pérez, Rosario; Cubero Pérez, Mercedes; Universidad de Sevilla. Departamento de Psicología Experimental; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
Actualmente no existe una definición consensuada sobre qué son los discursos de odio, por lo que se hace necesario identificar las condiciones que hacen a los individuos o los grupos ser receptores de discursos de odio, de cara a evaluar las medidas que se están tomando para prevenirlos y para contrarrestar sus efectos. Así pues, el objetivo de esta revisión sistemática (RS) es realizar un análisis exhaustivo sobre cuáles son las condiciones que llevan a ser objeto de los discursos de odio (por parte de la comunidad científica, las administraciones públicas y las organizaciones no gubernamentales), a nivel nacional e internacional. Como estrategias de búsqueda y fuentes de obtención de los datos se ha consultado en las bases de datos Web of Science (WOS), ERIC, PsycInfo, y en literatura gris. La RS se realizó en octubre de 2021, incluyendo documentos del año en curso en el momento de la redacción del informe. Se ha elaborado un listado de más de cincuenta condiciones que llevan a ser receptores de los discursos de odio. Se ha concluido que los discursos de odio son una construcción histórico-cultural que dependen del contexto, de la historia y de variables psicológicas y sociales, por lo que no pueden considerarse ni universales ni atemporales. En el ámbito socio educativo es necesario visibilizar los discursos de odio tolerados y analizar los discursos de odio que se observan en el grupo participante, para partir de esos discursos y después trabajar sobre otros discursos de odio durante el proceso.
Intergenerational Solidarity During Emerging Adulthood: Associations with Psychological Distress and Satisfaction with Life in Southern Europe
(Dove Press, 2024) García Mendoza, María del Carmen; Coimbra, Susana; Sánchez Queija, María Inmaculada; Parra Jiménez, Águeda; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Ministerio de Universidades. España; Fundação para a Ciência e a Tecnologia. Portugal; Consejería de Transformación Económica, Industria, Conocimiento y Universidades. Junta de Andalucía
Background: Intergenerational solidarity between parents and emerging adult offspring requires more substantial attention at the present time. Changing demographic structures and transformations in family dynamics over recent decades have increased both opportunities and the need for parent-child interactions and exchanges of support and affection during emerging adulthood. Purpose: The study had two aims: first, to explore patterns in intergenerational solidarity in accordance with different sociodemographic characteristics of emerging adults; and second, to analyse associations between intergenerational solidarity and emerging adults’ psychological distress and satisfaction with life. Methods: Participants were 644 emerging adult university students from Southern Europe (Spain and Portugal), aged between 18 and 29 years, who completed a self-report questionnaire designed to assess variables linked to sociodemographic aspects (gender, country of residence, sexual orientation, living status, family income), intergenerational solidarity, psychological distress and satisfaction with life. Results: The results indicated some differences in intergenerational solidarity patterns in accordance with a range of sociodemographic characteristics. They also revealed significant associations between intergenerational solidarity dimensions and emerging adults’ satisfaction with life and psychological distress. Moreover, affective solidarity was found to fully mediate the relationship between associational, functional and normative solidarity and emerging adults’ adjustment. In the case of conflictual solidarity, affective solidarity was found to partially mediate the relationship between this dimension of intergenerational solidarity and emerging adults’ distress and to fully mediate the relationship between this same dimension and emerging adults’ satisfaction with life. Conclusion: The results indicate that it is important to take sociodemographic diversity into account when exploring relationships between emerging adults and their parents. They also suggest that affective solidarity acts as a protective factor in promoting emerging adults’ adjustment.
The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review
(Frontiers Media, 2024) Urrea Echeverría, Ana Lucía; Fernández Torres, Vanessa; Rodríguez Ortiz, Isabel de los Reyes; Saldaña Sage, David; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Horizonte 2020 (Unión Europea); Ministerio de Ciencia, Innovación y Universidades (MICINN). España
Introduction: Children with autism spectrum disorder may show delays in vocabulary development. Technology-based interventions could facilitate the teaching of different vocabulary skills; however, it is still not clear whether technology represents an added value. Methods: The current review preregistered in PROSPERO evaluates the efficacy of technology-based interventions in vocabulary learning for children with autism spectrum disorder. We selected articles published in the period 2006–2022 from five databases. Results: The results identified two group studies, one within subject design, nine single-case studies and one randomized controlled design in participants aged 0–16 years who had used technological devices to learn vocabulary. Overall, five of the 13 studies showed positive results of using technology-assisted intervention, six described mixed results, one described negative result, and one described no differences in technology-assisted intervention. The studies are divided into the categories of efficacy of technology and comparison between technology and non-technology. Discussion: In summary, technology, such as tablets and computers, might be useful tools to improve vocabulary skills in certain children with ASD. However, the various degrees of impact found in the studies we reviewed indicate that personalized assessments, acknowledgment of previous experiences, and awareness of the context of usage are essential. The contrast with nontechnological approaches highlights the necessity for more detailed studies to pinpoint the precise conditions under which technology-based interventions can offer the most advantages.
Does Family Material Affluence Affect the Future Socio-political Participation of Adolescents and Their Concerns About Social Issues? An Approach From Structural Equation Modeling and Gender Invariance
(Sage Publications, 2024) Salado Navarro, Vanesa; Moreno Maldonado, Concepción; Luna Rivas, Sara; Rivera de los Santos, Francisco José; Universidad de Sevilla. Departamento de Psicología Experimental; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación; Unicef; Consejería de Economía, Conocimiento, Empresas y Universidad. Junta de Andalucía; Ministerio de Ciencia, Innovación y Universidades (MICINN). España
Civic engagement is crucial in order to uphold democratic societies, however there is growing concern about a progressive decrease in youth sociopolitical participation and the existence of socioeconomic and gender inequalities, and therefore, an unequal distribution of political power. This study analyzes the influence of family socioeconomic level—both directly and indirectly through social concerns—on the adolescents’ expected sociopolitical participation as adults, from a gender perspective. The sample included 4,448 adolescents 13 to 18 year old, selected through random multistage sampling stratified by conglomerates. Results showed family material affluence to have a limited direct influence on expected sociopolitical participation, however a significant indirect impact through their concerns about social issues. Adolescents with a low socioeconomic level were more concerned about social issues, and therefore had higher expectations of socio-political participation than adolescents with a high socioeconomic level. In addition, these effects were similar for both boys and girls. Understanding how family socioeconomic status influences adolescent civic engagement and how these inequalities are reproduced among boys and girls will aid in designing interventions that promote knowledge and opportunities for participation—especially among the more disadvantaged groups—, which can reduce gender and socioeconomic gaps.
The romantic relationships of adopted adolescents
(Wiley, 2024) Paniagua Infantes, Carmen Elisa; Sánchez Queija, María Inmaculada; Moreno Rodríguez, María del Carmen; Rivera de los Santos, Francisco José; Universidad de Sevilla. Departamento de Psicología Experimental; Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación
Introduction: There is a gap in the literature on the romantic relationships of adopted adolescents. To address this issue, the present study has three aims: (1) to explore differences between adopted and non‐adopted adolescents in terms of their involvement in and the length of their romantic relationships; (2) to explore the quality of these relationships; and (3) to analyze associations between affective relationships and well‐being in both groups. Method: The sample comprised 276 adopted (64.5% girls; mean age 16.3 years, 73.9% international adoptees) and 276 non‐adopted (48.3% girls; mean age 16.3 years) adolescents, all of whom participated in the Spanish Health Behaviour in School‐aged Children survey. Results: Similar romantic relationship rates and lengths were found among adoptees and non‐adoptees, as well as between international and domestic adoptees. Adoptees reported more emotional support and conflicts in their romantic relationships than their non‐adopted peers. Finally, associations between the quality of the romantic relationships and well‐being were similar for both groups, with more conflicts being linked to lower levels of well‐being, and more emotional support and affection correlating with higher levels of well‐being. Discussion: The data suggest more similarities than differences between adopted and non‐adopted adolescents. However, although this indicates that romantic relation- ships are yet another example of recovery for adopted boys and girls, further research is required, with larger and more diverse samples from multiple countries, to explore the differences observed in more detail

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