Artículos (Psicología Evolutiva y de la Educación)

URI permanente para esta colecciónhttps://hdl.handle.net/11441/11256

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Role of Marital Conflict and Specific Aspects of Parenting in Predicting Adolescent’s Psychological Adjustment of Spanish Adolescents
(Czech-Moravian Psychological Society, 2017) Vlachynská, Olga; González Rodríguez, María del Mar; López Jiménez, Ana María; Lacinová, Lenka; Ježek, Stanislav; Psicología Evolutiva y de la Educación; Psicología Experimental; Grantová agentura České republiky (GAČR)
The aim of this study was to examine the family process model of adolescent psychological adjustment in a sample of 12 to 18 year-old 456 Spanish adolescents (M = 14.61; SD = 0.53; 56 % of females). The self-report scales administered to the adolescents included a short version of Children’s Perception of Interparental Conflict Scale, six subscales of Youth Self Report, and two subscales of Child’s Reports of Parental Behavior Inventory. Structural equation modeling (SEM) was used to examine the family-system-theory based model. This model suggested that 1) adolescent perception of marital conflict affects adolescent psychological adjustment; 2) this association can be explained by adolescent perception of parental hostility and harsh punishment by both parents, and 3) the negative association can be buffered by adolescent perception of parental support and open communication. The results show that parental hostility and harsh punishment by both parents partially mediated the association between marital conflict and adolescent internalizing and externalizing behaviors in a simple mediation model. Next, parental support and open communication partially buffered the relation between marital conflict and adolescent internalizing and externalizing behaviors in a simple mediation model. However, using a complex model of structural equation modeling we did not find support for the model where parenting mediates the relationship between marital conflict and adolescent adjustment. Our findings do not support the usual direction of the spillover hypothesis but indicate that parenting is linked to marital conflict and both of them play an important role in adolescent adjustment.
Outcomes of teachers’ responses to general and stigma-based bullying: a systematic review
(Springer, 2026) Rodríguez-Pérez, Laura; Santos Carrasco, Daniel; Nappa, Maria Rosaria; Muñoz Fernández, Noelia; Psicología Evolutiva y de la Educación; Psicología Experimental; La Caixa; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España; European Union (UE); Universidad de Sevilla
Most research on teachers’ responses to bullying has focused factors leading to intervention. Moreover, research on the outcomes of teachers’ responses to bullying situations is still nascent, particularly when differentiating among response types. This systematic review aims to synthesize the available evidence regarding the outcomes of teachers’ responses to general and stigma-based bullying. A comprehensive search was conducted across six distinct databases, resulting in 18 studies that met the inclusion criteria for this review. The QualSyst tool was used to assess the methodological quality of each study. Non-intervention is associated with an increase in bullying and victimization, greater moral disengagement, and a negative perception of teachers. Passive responses are linked to greater victimization and student emotional distress. Authoritarian punitive responses show mixed outcomes: they may enhance reporting rates but can also increase victimization, particularly in stigmatizing contexts. Individual and cooperative supportive responses improve students’ perceptions of their teachers, promote willingness to seek help, and positively influence students’ perceptions of the responses’ success. The outcomes of multiple strategies are unclear due to the complexity of the different combinations, though promising results are noted. The results of this systematic review underscore the crucial role of teachers’ responses, which significantly impact student involvement in bullying as well as other related outcome factors. Future research should adopt a longitudinal design to analyze short-, medium-, and long-term outcomes of teachers’ responses, especially concerning stigma-based bullying.`
Desarrollo y Validación de un Cuestionario para Evaluar el Clima Escolar desde la Perspectiva del Alumnado de Educación Secundaria
(AIDEP, 2026) Lara Vázquez, Laura; Van der Meulen, Kevin; Olos Albacete, Ricardo; Granizo González, Laura; Herrero Romero, Rocío; Psicología Evolutiva y de la Educación; Agencia Estatal de Investigación. España; European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER)
El clima escolar influye directamente en el bienestar y la implicación del alumnado, aunque los instrumentos disponibles presentan limitaciones en su validez y aplicabilidad en contextos hispanohablantes. Este estudio tuvo como objetivo desarrollar y validar un cuestionario breve para evaluar el clima escolar desde la perspectiva del alumnado de educación secundaria. Participaron 1602 estudiantes de la Comunidad de Madrid (M=14.87 años; 46.2% mujeres), quienes completaron el cuestionario en formato digital durante el horario lectivo. El instrumento, inicialmente compuesto por 24 ítems y revisado mediante grupos focales con estudiantes, fue sometido a un análisis de homogeneidad y posteriormente a análisis factoriales exploratorios y confirmatorios. Tras este proceso se retuvieron 23 ítems, que mostraron una estructura esencialmente unidimensional sustentada en un modelo bifactorial, con alta consistencia interna (α=.93; ω=.95) y correlaciones significativas con el compromiso escolar afectivo (r=.718) y conductual (r=.286). El cuestionario ofrece una herramienta fiable y práctica para orientar intervenciones educativas y promover comunidades escolares más inclusivas.
Gender Perspective in Research on Child-to-Parent Violence: A Scoping Review
(Springer, 2026) Lago Urbano, Rocío; Baena Medina, Magdalena Sofía; Lorence Lara, Bárbara; Arias Rivera, Shirley; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España; Fondo Europeo de Desarrollo Regional (FEDER)
Propose: Child-to-parent violence (CPV) is an increasing issue affecting many families and has been examined from various approaches. However, the explicit incorporation of a gender perspective, which is crucial for understanding power dynamics and social roles within violence, remains limited and fragmented in existing research. This scoping review was conducted to address this gap by providing a comprehensive analysis of how the gender perspective is integrated into CPV studies. In doing so, the aim was to enhance current knowledge and guide more effective, gender-sensitive interventions in this field. Methods: Studies from 2010 to 2025 were reviewed through the following databases: Scopus, Web of Science, Dialnet Plus and PsycInfo. Results: A total of eighty-two studies was included. Most of the sample came from Spanish studies, with community samples, focusing on adolescents as informants. Concerning the approaches to gender integration, results show that most studies have focused on an approach to gender mostly incorporating sex differences in the type of violence, frequency and in psychological characteristics. Followed by the gender-specific modeling approach, in which studies have focused on including separate models for mothers/fathers, or daughters/son, while also including gender as a predictor or having an interaction effect with other predictive factors. Most studies have included either the aggressor’s gender or both the category mother/father, son/daughter. The least frequent studies were those approaching norms and gender roles explicitly. Conclusion: The results suggest the need that research on CPV incorporate designs that explicitly allow a gender aproach beyond sociodemographic characteristics as to provide rigorous analyses that make structural inequalities visible, recognize differential patterns of aggression and victimization, and design interventions that are better suited to the complexity of the phenomenon.
Self-compassion as a transdiagnostic construct: A multilevel meta-analysis of associations with psychopathology at overall, dimensional, and component levels
(Springer, 2026) Buric, Ivana; ter Avest, Marleen J.; Helmond, Petra; Assink, Mark; Nikolic, Milica; Pizarro Carmona, Ana; Wrzesien, Maja; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Generalitat Valenciana
Objectives This meta-analysis provided a comprehensive synthesis of research on the relationship between trait self-compassion (SC), operationalised by the Self-Compassion Scale (SCS), and symptoms of psychopathology, including depression, anxiety, PTSD, and eating disorders. Given that SC is a multifaceted construct, we examined it at the overall, dimensional (compassionate and uncompassionate self-responding; CS and UCS), and component levels (mindfulness, self-kindness, common humanity, self-judgement, over-identification and isolation) to identify distinct patterns of association. Method We analysed 256 studies (1106 effect sizes; N = 107,304) with a three-level approach to meta-analysis with restricted maximum likelihood estimation. Results Overall SC showed a strong negative association with psychopathology symptoms (r = −0.50). The UCS dimension (r = 0.49) was more strongly linked to psychopathology than the CS dimension (r = −0.31). The UCS dimension showed the strongest association with depression (r = 0.53) and anxiety (r = 0.49), followed by eating disorders (r = 0.44) and PTSD (r = 0.26), while the CS dimension showed its strongest association with depression (r = −0.35). At the component level, self-kindness was consistently linked to lower psychopathology across symptom domains, while mindfulness and common humanity had the strongest associations with lower PTSD symptoms. Over-identification and isolation showed stronger links to symptoms in non-clinical and medically vulnerable groups (all p < 0.05). Additionally, age, gender, ethnicity, and publication year did not significantly moderate these associations (all p > 0.05). Conclusions Our findings demonstrated the transdiagnostic relevance of SC and emphasise the need to treat it as a multi-faceted construct when examining its relationship with psychopathology. Preregistration This study is not preregistered.
Sexting Profiles, Mental Health and Quality of Life in Adolescents and Emerging Adults
(Springer, 2026) Ojeda Pérez, Mónica; Villa Henao, María Daniela; Espino Peñate, Esperanza del Rocío; Rey Alamillo, Rosario del; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España
Although sexting has become increasingly normalized among youth, less is known about how distinct patterns of sexting involvement relate to mental health and quality of life across developmental stages, and how gendered sexual norms shape these associations. This study analyzed a nationally representative sample of 3,534 Spanish adolescents and emerging adults aged 14–25 (M = 19.8, SD = 3.1; 49% girls/women) who reported engaging in at least one sexting behavior; analyses were conducted separately for adolescents (14–19 years) and emerging adults (20–25 years). Latent profile analyses identified two profiles in each age group. An Occasional Primary Sexting profile showed low involvement in all sexting behaviors (sending, receiving, non-consensual forwarding, and victimization), mainly reflecting occasional, consensual exchanges of one’s own erotic content. In contrast, a Frequent Extensive Sexting profile showed high and generalized engagement across all behaviors, with especially frequent receiving of sexual content, including both directly sent and forwarded material, along with increased involvement in non-consensual forwarding. Frequent Extensive Sexting was consistently associated with poorer quality of life and higher depression, anxiety, and stress. Endorsement of sexual double standards mediated anxiety in adolescents, and depression, anxiety, and stress among emerging adults. Additional analyses revealed notable gender differences, with girls/women reporting poorer mental health and boys/men exhibiting higher endorsement of sexual double standards, with indirect effects through these standards being particularly evident among them. These findings highlight the importance of considering heterogeneous patterns of sexting involvement and the role of sexual double standards in understanding how digital sexual behaviors are linked to youth mental health and quality of life.
The importance of the socio-historical context: similarities and differences in identity development and psychological adjustment across two cohorts of Spanish college emerging adults
(Frontiers Media, 2026) Domínguez Alarcón, Paula; Sánchez Queija, María Inmaculada; Parra Jiménez, Águeda; Psicología Evolutiva y de la Educación; Ministerio de Economía y Competitividad (MINECO). España; Agencia Estatal de Investigación. España; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER); Junta de Andalucía; European Union (UE); SEJ547: Procesos de Desarrollo y Educación en Contextos Familiares y Escolares
Identity is a psychosocial construct shaped by the generational context, reflecting culturally and historically specific patterns of self-development. This study explores and compares the identity development and psychological adjustment of two generations of emerging adults. The total sample comprised 2,819 college students (38% men, 62% women) from two cohorts surveyed: Ch1 (2015), of 1,301 emerging adults, 40.9% men, 59.1% women; Mage = 20.06, SD = 2.03 and Ch2 (2020, which coincides with the COVID-19 pandemic), of 1,518 participants, 35.6% men, 64.4% women; Mage = 20.48, SD = 2.48. The two cohorts show distinct patterns in commitment making, identification with commitment, and ruminative exploration. Ch2 exhibited lower levels on both commitment dimensions, alongside heightened ruminative exploration. Concurrently, Ch2 reported reduced wellbeing and increased psychological distress relative to Ch1. Moreover, the associations between identity dimensions and indicators of psychological adjustment were especially pronounced among men and within Ch2. The findings highlight how the interplay of identity development and psychosocial adjustment works in different time periods. It also underlines the need for gender perspective-focused research and intervention programs designed to foster identity consolidation during emerging adulthood during crisis times.
A qualitative study of parental perspectives on their offspring’s emerging adulthood and intergenerational solidarity
(Springer Nature, 2026-05-16) Sánchez Queija, María Inmaculada; Parra Jiménez, Águeda; García Mendoza, María del Carmen; Coimbra, Susana; Psicología Evolutiva y de la Educación; SEJ547: Procesos de Desarrollo y Educación en Contextos Familiares y Escolares
Since emerging adulthood was first developed, research has grown exponentially, mainly on parent–child relations; however, the parental perspective remains largely unexplored. This study aimed to explore how parents perceive their children’s emerging adulthood and their views on the functional dimension of intergenerational solidarity. Open-ended interviews were administered to 88 Spanish and Portuguese parents (64.8% mothers) of emerging adults. The findings revealed that parents view their offspring as having reached adulthood, mainly because of their responsibilities and/or maturity. Furthermore, parents also considered that it is just as, or even more, difficult to become an adult today than it was in their time. Regarding intergenerational solidarity, five major themes emerged in relation to the help that parents provide their emerging adult offspring (all areas in which their child needs help; affective/emotional support; educational/professional support; financial support; help with important decisions), along with another five major themes in relation to the help that emerging adult offspring provide their parents (communication and relational symmetry; affective/emotional support; areas in which young people are more proficient; household chores; all areas in which parents need help). The results suggest the importance of considering parents’ in-depth perspective on their relationship with their children, to better understand family relationships during this developmental stage.
Co-designed web platform (TeenFit) to identify physical activity mobile apps for Spanish adolescents: a study protocol
(BMJ PUBLISHING GROUP, 2026) Seiterö, Anna; Ruiz Moreno, Alicia; Alcarazo Aguilar, Adriana; Garrido González, Carmen; Ballesta Rodríguez, María Isabel; Henriksson, Pontus; Motrico Martínez, Emma; Rodriguez Ayllon, María; Psicología Evolutiva y de la Educación; Junta de Andalucía
Introduction Adolescence is a critical period marked by physiological and psychological changes that influence long-term health. Establishing healthy behaviours, particularly regular physical activity, is essential during this stage; however, around 80% of young people do not meet the WHO’s physical activity recommendations. Digital technologies offer promising opportunities to promote health among youth, yet most physical activity mobile applications (apps) lack scientific validation and usability. Unlike psychology, which has validated repositories to guide users in selecting mental health apps, physical activity lacks validated repository platforms, especially for adolescents. The project has a twofold aim: (1) to co-design a website, named the TeenFit website, that facilitates the selection of physical activity apps tailored to each adolescent’s individual needs and preferences and (2) to investigate the barriers and facilitators for the implementation of the TeenFit website in real-world settings. Methods and analysis Adolescents and other stakeholders (ie, caregivers, educators, and health professionals) will be engaged in the development of the TeenFit website app finder through a participatory design approach that involves three workshops, encompassing both a development phase and an implementation phase. Approximately 10–12 participants per group will take part in smaller working groups to collaboratively contribute to the co-design of the TeenFit website. TeenFit will include physical activity apps available in the Spanish market, developed in both English and Spanish. These applications are currently being identified through two ongoing systematic reviews. In addition to qualitative data gathered during the audio- and video-recorded workshops, quantitative data will be collected on participants’ co-design experiences and the acceptability of the TeenFit website. Data analysis will involve descriptive statistics, qualitative content analysis for describing participants’ perspectives on what aspects (ie, content, features and layout) are important for the design of the website and reflexive thematic analysis to identify barriers and facilitators to implementation.
Longitudinal associations between cyberbullying and cyberhate: The role of online empathy and moral disengagement
(Elsevier, 2026) Jiménez Díaz, Olga; Bedrosova, Marie Jaron; Machackova, Hana; Rey Alamillo, Rosario del; Mora Merchán, Joaquín Antonio; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España; Ministerio de Universidades
Cyberbullying and cyberhate are two forms of cyberaggression that share several characteristics but differ in key aspects such as repetition, power imbalance, and the nature of their targets. Although often examined separately, their potential overlaps and the psychological mechanisms that distinguish them require further investigation. In this context, online empathy and moral disengagement may offer insight into the shared and distinct emotional and moral processes that are associated with adolescents’ engagement in one form of behavior over the other. This study explored the longitudinal and bidirectional relation between cyberbullying and cyberhate in adolescence and examined the temporal links of online empathy and moral disengagement. A sample of 698 adolescents (50.4% boys, 47.8% girls, 1.9% gender-diverse), aged 12 to 18 years (M = 14.38, SD = 1.13), completed self-report survey at two time points over one year. A cross-lagged panel model, controlling gender and age, revealed that both cyberbullying and cyberhate were stable over time and mutually associated. Online empathy at T1 was negatively associated with cyberbullying at T2, while moral disengagement at T1 was positively associated with cyberhate at T2. No significant associations with age were found. These findings improve our understanding of the different processes involved in cyberhate and cyberbullying and support the development of targeted prevention strategies tailored to the distinct dynamics of each form of cyberaggression.
Psychometric Properties of the Edinburgh Postnatal Depression Scale (EPDS) for Use in Digital Perinatal Mental Health Research: A Longitudinal Study Among Spanish Pregnant and Postpartum Women
(Wiley, 2026) Domínguez Salas, Sara; Rodríguez Muñoz, María de la Fe; Rodríguez Domínguez, Carmen; Gómez Baya, Diego; Motrico Martínez, Emma; Psicología Experimental; Psicología Evolutiva y de la Educación
Background: The Edinburgh Postnatal Depression Scale (EPDS) is the most frequently used paper-and-pencil instrument for assessing perinatal depression in digital perinatal mental health research. However, the psychometric properties of the EPDS to be used in this context need to be established, and more evidence is needed regarding its internal factorial structure. Objective: To examine the psychometric properties of the EPDS for its use in digital perinatal mental health research. Methods: The sample, recruited online, consisted of 1222 pregnant and 1772 postpartum Spanish women. Three follow-up assessments were conducted over a 6-month period. Evidence of validity based on internal structure and relationships with other variables was provided. Reliability of the EPDS was evaluated through Cronbach’s alpha (α) and McDonald’s Omega (ω) coefficients. In addition, EPDS item analysis was performed. Results: Exploratory factor analysis (EFA) revealed a three-correlated-factor model (anhedonia, depression, and anxiety) that showed a good data fit by confirmatory factor analysis (CFA) for pregnant (CFI = 0.995; NNFI = 0.993; RMSEA [95% CI] = 0.047 [0.032; 0.062]) and postpartum (CFI = 0.996; NNFI = 0.994; RMSEA [95% CI] = 0.039 [0.027; 0.051]) women. The three correlated-factor model showed measurement invariance across pregnant and postpartum women. EPDS total score and the three EPDS factors showed positive (r > 0.500; p < 0.001) correlation with the GAD-7 (anxiety symptoms) and the PTSD-checklist (post-traumatic stress disorder symptoms). Reliability coefficients (α and ω) exceeded 0.87 for both the total EPDS score and its three factors. Conclusions: The EPDS appears to be a suitable tool for assessing anhedonia, anxiety, and depression symptoms in digital perinatal mental health research. However, there is considerable variation among studies in item loadings and factors across the two- and three-factor models, indicating that more in-depth mixed-methods analyses are needed.
Intervention Effects on Phonological Processing in Children With Developmental Speech and/or Language Disorder: A Systematic Review and Meta‐Analysis of Studies With Group Design
(WILEY, 2026) Laasonen, Marja; Sanduvete Chaves, Susana; Chacón Moscoso, Salvador; Caetano Alves, Dina; Ozbič, Martina; Petinou, Kakia; Saldaña Sage, David; Kunnari, Sari; Psicología Experimental; Psicología Evolutiva y de la Educación; European Cooperation in Science and Technology (COST); Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT). Chile; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España; Fundação para a Ciência e a Tecnologia. Portugal
Background: Challenges in phonological processing are prevalent in children with developmental speech and/or language disorders and are associated with their language acquisition and later reading skills. A recent systematic review and meta-analysis from the same project of studies with a group design on the effects of interventions on output phonology, found that oral language interventions have a positive effect on output phonology, specifically speech production accuracy. These interventions are expected to impact the phonological representational level as well and, thus, also affect phonological processing skills in this population. However, no prior systematic reviews or meta-analyses have been conducted on this topic. Aims: We conducted a systematic literature review and meta-analysis to investigate the effectiveness of oral language interventions on children and adolescents with developmental speech and/or language disorders, focusing on phonological processing as the primary outcome measure, including phonological awareness, phonological retrieval efficiency, and short-term memory. Methods and Procedures: The systematic review was pre-registered (PROSPERO ID: CRD42017076075) and followed the PRISMA guidelines. A search for oral language interventions in children and adolescents with developmental speech and/or language disorders (mean age, 3–18 years) was conducted across seven databases (PubMed, Web of Science, ERIC, Cochrane Library, PsycINFO, Scopus, LLBA) for studies published between January 2006 and May 2023. We included studies with a group design and phonological processing as the outcome measure. The Cochrane risk of bias tool was used for study appraisal. Individual and average standardised mean differences g were used in the meta-analysis. We also explored the influence of various moderators.
Ensayos y experiencias didácticas: las fábulas. Una propuesta interdisciplinar
(Universidad Autónoma de Madrid, 2010) Bidón Vigil de Quiñones, Maria Eugenia; Reina Flores, María del Carmen; Psicología Evolutiva y de la Educación; SEJ547: Procesos de Desarrollo y Educación en Contextos Familiares y Escolares
De la competencia emocional a la autoestima y satisfacción vital en adolescentes
(Fundacion Veca para avance Psicología, 2015) Reina Flores, María del Carmen; Oliva Delgado, Alfredo; Psicología Evolutiva y de la Educación; SEJ547: Procesos de Desarrollo y Educación en Contextos Familiares y Escolares
En el presente trabajo se analizan las asociaciones entre competencias o componentes de la empatía y la inteligencia emocional, así como su relación con dos variables referidas al ajuste y desarrollo psicológico del adolescente, como son la autoestima y la satisfacción vital. El estudio se llevó a cabo en una muestra de 2400 adolescentes, con edades comprendidas entre los 12 y 17 años, pertenecientes a 20 centros educativos de Andalucía occidental. Los resultados indicaron correlaciones significativas entre algunas de las competencias emocionales analizadas y la autoestima y la satisfacción vital. Por otra parte, se hallaron dos tipos de relaciones entre estas competencias referidas a la empatía e inteligencia emocional, una a nivel afectivo y otra a nivel cognitivo. Además, aparecieron diferencias de sexo a favor de las chicas en empatía y en atención emocional, mientras que los chicos puntuaron más alto en claridad, reparación emocional y autoestima
Sleep routines and adolescent adjustment
(Fundación VECA, 2011) Oliva Delgado, Alfredo; Reina Flores, María del Carmen; Pertegal Vega, Miguel Ángel; Antolín Suárez, Lucía; Psicología Evolutiva y de la Educación; SEJ547: Procesos de Desarrollo y Educación en Contextos Familiares y Escolares
En este trabajo se presentan los resultados de un estudio en el que se describen las rutinas de sueño de una muestra de 2400 adolescentes andaluces con edades comprendidas entre los 12 y los 17 años y su relación con tres indicadores de ajuste psicológico, como son el consumo de sustancias, los problemas interiorizados y los exteriorizados, ambos evaluados mediante el Autoinforme Juvenil (YSR). Los resultados indican que, sobre todo entre los adolescentes de más edad, hay un importante déficit de sueño los días de colegio y un retraso en la hora de acostarse durante los fines de semana. Estas rutinas de sueño se mostraron significativamente relacionadas con el ajuste psicológico, ya que aquellos que declararon dormir menos horas y que se acostaban más tarde los fines de semana presentaron un peor ajuste emocional y conductual. Se sugiere la importancia de poner en marcha algunas medidas que permitan a los adolescentes unas rutinas de sueño más saludables.
How dominant language influences rubric reading and task performance: Insights from eye‑tracking research
(Springer, 2025) Panadero, Ernesto; Delgado Herrera, Pablo; Barrenetxea-Mínguez, Lucía; Zamorano, David; Pinedo, Leire; Fernández-Ortube, Alazne; Psicología Evolutiva y de la Educación; Gobierno Vasco
The students’ dominant language might influence how they use and process a rubric and its subsequent effect on task performance. However, our knowledge about these effects is limited. This study investigates how the dominant language of students is associated with their rubric reading patterns and their task performance in a written landscape analysis in Spanish. Participants were 80 higher education students with different dominant language (Spanish-dominant speakers, SDS; Basque-Spanish speakers, BSS) from six undergraduate programmes. We employed a randomized controlled trial in which participants used a rubric to guide their performance in a written analysis of a landscape. Participants were randomly assigned to two conditions based on the rubric order: (1) lowest to highest performance level vs (2) highest to lowest performance level. We analyzed eye-tracking data to explore reading patterns (i.e., fixation times on the rubric cells and gaze transitions between the rubric and the picture of the landscape), task performance (i.e., written landscape analysis), and selfreported cognitive load. Spanish-dominant speakers exhibited more adaptive reading patterns and performed better in the written landscape analysis with the highest-lowest performance level (PL) order rubric, compared to Basque-Spanish speakers. Additionally, fixation time on highest PL and gaze transitions between highest PL and the landscape picture were positively correlated with task performance. Our research highlights the importance of considering dominant language in rubric design and implementation, showing that strategic rubric design can enhance student performance, particularly in linguistically diverse educational settings.
Exploring school engagement and academic outcomes over time: the role of contextual factors in chile
(Wiley, 2025) Saracostti, Mahia; Miranda, Edgardo; Guzmán, Paulina; Schnettler, Berta; Concha, Andrés; de Toro, Ximena; Lara Vázquez, Laura; Suazo, Iván; Psicología Evolutiva y de la Educación; Fondo Nacional de Desarrollo Científico y Tecnológico (FONDECYT). Chile
School engagement is a multidimensional construct encompassing affective, cognitive, and behavioral dimensions, influenced by contextual factors like family, peer, and teacher support. This longitudinal study examines how these dimensions of school engagement mediate the relationship between contextual factors and academic outcomes—specifically, class attendance and performance in language and mathematics—over 3 years among 284 Chilean students (46.5% boys and 53.5% girls) enrolled in their first year of secondary education in public schools in Chile. Our findings reveal that teacher support plays a significant role in enhancing school engagement, which in turn impacts academic outcomes, with behavioral and cognitive engagement having distinct effects on attendance and subject performance. The study also identifies gender differences in engagement dynamics, with teacher support influencing affective engagement in girls and behavioral engagement in boys. This study addresses a gap in longitudinal studies within Latin America, providing insights into the complex interplay between contextual factors, gender, and school engagement, with implications for targeted educational interventions.
Buenas prácticas y necesidades de formación de los profesionales en los servicios de intervención y apoyo familiar
(Sociedad Iberoamericana de Pedagogía Social, 2025) Hidalgo García, María Victoria; Arranz, Enrique; Espinosa, M. Ángeles; Martín, Juan Carlos; Balsells, M. Àngels; Martínez, Raquel Amaya; Alamo, Adriana; Rodrigo, M. José; Psicología Evolutiva y de la Educación
Las intervenciones familiares desde el enfoque de la parentalidad positiva cuentan actualmente con un importante respaldo en España tanto a nivel legislativo como profesional. Gracias a una fructífera colaboración entre responsables políticos, personal investigador y profesionales, se ha llevado a cabo en los últimos años un importante esfuerzo porque estas intervenciones incorporen buenas prácticas basadas en la evidencia. Con ese objetivo, se diseñó la Guía de Buenas Prácticas en Parentalidad Positiva, un recurso de apoyo profesional que trata de fomentar procesos de innovación y mejora de la calidad de los servicios de atención familiar en España. En este estudio se analizaron las necesidades de formación profesional identificadas en los 54 planes de mejora de entidades públicas y no gubernamentales que llevan a cabo actuaciones de intervención familiar y que han obtenido el reconocimiento oficial a la promoción de la parentalidad positiva (otorgado el Ministerio de Derechos Sociales, Consumo y Agenda 2030 y la Federación Española de Municipios y Provincias), tras haber evaluado sus servicios y/o programas con del Protocolo on-line de la Guía de Buenas Prácticas. Los resultados obtenidos mostraron necesidades de formación profesional que tienen que ver tanto con la organización de los servicios como con la actuación del personal técnico en su trabajo con las familias. En este último ámbito, son especialmente relevantes las necesidades de formación relacionadas con la evaluación y con la metodología de trabajo grupal con familias desde un planteamiento positivo y fortalecedor, propio del enfoque de la parentalidad positiva. Estos resultados son discutidos destacando la importancia de identificar y atender las necesidades de formación profesional para mejorar la calidad de los servicios de intervención y apoyo familiar.
Understanding the longitudinal continuity of defending behavior against non-consensual sexting among adolescents: The role of empathy and perceived school climate
(Elsevier, 2026) Villa Henao, Daniela; Wachs, Sebastian; Rey Alamillo, Rosario del; Mora Merchán, Joaquín Antonio; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España
Previous research has highlighted the crucial role of bystander intervention in mitigating the spread of harmful content and reducing victim impact in the context of non-consensual sexting. This two-wave longitudinal study examined the continuity of adolescents' defending behaviors over one year, and the influence of empathy and perceived school climate. The sample comprised 698 adolescents aged between 12 and 18 years (M = 14.10, SD =1.31), with a gender distribution of 50.5% boys (n = 349), 48.6% girls (n = 336), and 0.9% gender-diverse (n = 6). Participants completed self-report questionnaires assessing their defending behaviors against non- consensual sexting, empathy, school climate, and sociodemographic characteristics. Using structural equation modeling, results showed that defending behavior at Time 1 (T1) predicted defending at Time 2 (T2). Empathy and perceived school climate were positively associated with defending at (T2), and the model yielded statistically significant indirect effects linking T1 defending with T2 defending through these psychosocial variables. Gender-specific analyses revealed differentiated patterns for boys and girls. These findings underscore the importance of strengthening personal skills and supportive school environments to foster bystander intervention against non-consensual sexting. Practical implications suggest focusing on empathy development and positive school climate to address non-consensual sexting effectively.
Impacto de las actuaciones educativas de éxito, sobre rendimiento, inclusión y convivencia escolar: estudio de casos
(Universidad CEU Fernando III, 2026) Aguilera Jiménez, Antonio; Gómez del Castillo Segurado, María Teresa; Prados Gallardo, María del Mar; Psicología Evolutiva y de la Educación; Didáctica y Organización Educativa; Ministerio de Ciencia e Innovación (MICIN). España; Agencia Estatal de Investigación. España
El estudio examina el impacto de las Actuaciones Educativas de Éxito (AEE) en un colegio público de Educación Infantil y Primaria transformado en Comunidad de Aprendizaje en un entorno rural andaluz. Su objetivo es analizar los efectos de estas actuaciones en el rendimiento académico, la inclusión educativa y la convivencia escolar, utilizando indicadores oficiales de la consejería de educación de Andalucía. Se adopta una metodología de estudio de casos con enfoque principal-mente cualitativo, basada en entrevistas semiestructuradas al equipo directivo y en el análisis documental de datos registrados en la plataforma Séneca entre los cursos 2007/2008 y 2022/2023 (Indicadores Homologados). El análisis se organiza en tres dimensiones: enseñanza-aprendizaje, atención a la diversidad y clima de convivencia. Los resultados evidencian mejoras sostenidas en el rendimiento académico, especialmente en lengua y matemáticas, así como avances significativos en inclusión educativa. La convivencia se mantiene en niveles altos y estables. No obstante, se subraya la necesidad de consolidar estas prácticas, mejorar la coordinación interna y afrontar retos como la rotación laboral del profesorado para garantizar la sostenibilidad del proyecto.

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