European Journal of Education and Psychology
The European Journal of Education and Psychology (EJEP) e-ISSN: 1989-2209 and ISSN: 1888-8992, was created in 2008 by the Spanish Scientific Society for Research and Training in Health Sciences (ASUNIVEP) and since its creation has been oriented to disseminate research related to child development, dealing with topics of interest in the field of education and developmental psychology, carried out in Latin America, and in close collaboration with the Universidad Autónoma de Chile. As of 2021 the journal is edited in Santiago de Chile by the Universidad Autónoma de Chile, in this way the EJEP journal becomes the official organ of its Faculties of Education and Social Sciences and Humanities and of the Spanish Scientific Society for Research and Training in Health Sciences (ASUNIVEP). Focus and Scope The European Journal of Education and Psychology (EJEP) e-ISSN: 1989-2209, is in charge of publishing different works related to Education and Psychology, in its broadest aspect, extending its coverage to professionals from other related disciplines. The European Journal of Education and Psychology (EJEP) is a semi-annual peer-reviewed serial journal. It has an international scope and a focus on Latin America, it is open access and uses a Creative Commons Attribution License 4.0 International (CC BY 4.0) since January 2025. The contents are available in open access immediately after their publication. Objective: Its objective is the dissemination and publication of empirical - research and / or theoretical works in any field related to education and psychology, in its broadest aspect, extending its coverage to professionals from other related disciplines. Vision: EJEP seeks to be a space for academic discussion and multidisciplinary dialogue in the area of ​​educational sciences and psychology in all its aspects, which contributes to scientific communication between research peers and academics in the area. Aimed at: professionals, academics and researchers in the field of education, psychology, social work and related specialties. The Journal publishes original articles, case reports, review articles, brief communications and letters to the editor in English or Spanish. The EJEP has no Article Processing Charges (APC) or Article Submission Charges for any of the editorial processes or publication.
UPDATE: 11 September 2025 This journal provides immediate free access to its content. The publication is distributed under the Creative Commons Attribution 4.0 International licence (CC BY 4.0). The rights of the works published in this journal are the property of the author, and they are free to distribute and disseminate the same sources as long as they correctly cite the font of publication.
Validation of a Scale to Assess the Presence of Observed Cyber-Aggressions Among Peers and Toward Faculty in the University Context
Cyberbullying in higher education has emerged as a growing concern, particularly regarding observed cyberaggressions among peers and toward faculty. This study aimed to design and validate the Cyber-aggressions Observed in the University Context between Peers and toward Faculty (COCUIP) scale. A quantitative, cross-sectional survey was conducted with 512 undergraduate students from the University of Huelva. The instrument initially comprised 19 Likert-type items, later refined to 14 items through exploratory and confirmatory factor analyses. Results demonstrated strong psychometric properties, including construct validity and internal consistency (α=.89), with a two-factor structure: observed cyberaggressions among peers and toward faculty. Model fit indices were satisfactory (χ²/df=3.50; RMSEA=.07; CFI=.93; TLI=.91), and measurement invariance was largely supported across gender, with partial invariance across academic disciplines and course levels. Findings confirm the scale as a reliable tool for assessing cyberaggressions from the bystander perspective in university settings, offering practical implications for prevention and awareness programs targeting digital violence in higher education.
Copyright (c) 2026 Sara Conde-Vélez, Virginia Villegas-José https://creativecommons.org/licenses/by/4.0
Virtual Reality Learning Objects: Experimental Comparison of Immersive and Desktop Modalities on Academic Performance and Usability
This study investigates virtual reality (VR) learning objects by comparing immersive and desktop modalities in terms of academic performance and perceived usability. Using an experimental pretest–posttest design, 336 undergraduate education students were randomly assigned to immersive (Meta Quest 3) or desktop VR conditions. Usability was assessed through the System Usability Scale (SUS), while learning outcomes were measured via objective tests. Results indicate significant learning gains in both modalities, with higher posttest scores favoring the desktop condition, although effect sizes were moderate. Perceived usability was rated as notable in both formats, with no statistically significant differences, despite a slight preference for immersive experiences. A positive and moderate correlation between usability and academic performance was identified. The findings confirm that both VR delivery modes are effective for knowledge acquisition, highlighting the critical role of instructional design principles and time management in optimizing learning outcomes.
Copyright (c) 2026 Julio Cabero Almenara, María Miravete Gracia, Cristóbal Ballesteros Regaña, Antonio Palacios Rodríguez https://creativecommons.org/licenses/by/4.0
Evaluation of the Effects on Achievement of a Technology-Enriched Teaching Method, Once Controlling for the Effect of Ability and Prior Knowledge in University Students
This study evaluates the effects of a technology-enriched instructional design on academic achievement in higher education, statistically controlling for students’ prior ability and knowledge. Grounded in constructivist and situated learning theories, the intervention integrates the ADDIE instructional design model with the SAMR framework for educational technology integration. A quasi-experimental design with non-equivalent control groups and pretest–posttest measures was implemented with 415 undergraduate students enrolled in the Pedagogy of Language and Literature program at the Central University of Ecuador between 2020 and 2023. Of these, 218 students participated in the experimental condition receiving a technology-supported instructional design implemented through Moodle and videoconferencing tools, while 197 students followed a traditional teaching approach. Data were analyzed using repeated measures ANOVA, incorporating university entrance examination scores as a covariate to control for prior ability and knowledge. Results indicate a statistically significant, though moderate, positive effect of the technology-enriched teaching method on global academic achievement, independent of initial differences in ability and prior knowledge. These findings contribute empirical evidence to the literature on instructional design effectiveness, educational technology integration, and academic achievement in teacher education programs.
Copyright (c) 2026 Byron Chasi Solórzano, Wilman Iván Ordóñez Pizarro, Juan Luis Castejón Costa https://creativecommons.org/licenses/by/4.0
Adaptation and Validation of the Home Numeracy Environment Questionnaire in an Argentine Population
The Home Numeracy Environment (HNE) plays a critical role in children’s early mathematical development. Nevertheless, culturally adapted instruments to assess HNE remain scarce in Latin America, limiting cross-cultural research and local interventions. This study reports the adaptation and validation of the Home Numeracy Environment Questionnaire for the Argentine context. A total of 315 caregivers of children aged 3 to 8 years participated. Reliability analyses showed excellent internal consistency (Cronbach’s α = .89, McDonald’s ω = .92), with item–test correlations above .30. Confirmatory factor analysis (CFA) confirmed a three-factor structure. Factor 1 refers to caregivers’ academic expectations regarding children’s mathematical learning, Factor 2 captures attitudes and beliefs about mathematics, and Factor 3 the frequency of home numeracy activities. Together, these dimensions offer a multidimensional and culturally sensitive perspective on the HNE. Findings support the questionnaire as a psychometrically robust and contextually relevant tool for Argentina. Beyond methodological contributions, the instrument provides a foundation for advancing research on socio-cultural influences in mathematical learning and offers practical guidance for the design of early childhood educational practices and interventions
Copyright (c) 2026 Sofia Ortiz, Juan Pablo Barreyro, Alejandra Daniela Calero, Brenda Gómez Muiño, Débora Burin, Jesica Formoso https://creativecommons.org/licenses/by/4.0
Autonomy support and peer-controlling style: impact on physical activity practice
Grounded in Self-Determination Theory, this study examined how peer autonomy-supportive and controlling interaction styles predict physical activity through basic psychological needs, motivation, and intention. A cross-sectional design with structural equation modeling was applied to data from 1,104 Mexican primary school students (mean age = 10.51 years). Results showed that peer autonomy support positively predicted autonomy, competence, and relatedness satisfaction, which in turn enhanced autonomous motivation and intention to engage in physical activity, ultimately increasing actual practice. In contrast, controlling peer style negatively affected autonomy and competence and showed minimal indirect effects on motivation and behavior. Competence emerged as the strongest predictor of autonomous motivation, while controlled motivation did not significantly predict intention. Findings highlight the central role of peer-driven autonomy support in fostering high-quality motivation and sustained physical activity engagement. These results underscore the importance of implementing autonomy-supportive, peer-based educational strategies in physical education contexts.
Copyright (c) 2026 Gabriel Gastélum-Cuadras, Carla Mariela Salazar Ayala, Elisa Huéscar Hernández, Juan Antonio Moreno-Murcia https://creativecommons.org/licenses/by/4.0
Cognitive Predictors of Reading Comprehension in Children from Diverse Socio-educational Contexts
Socioeconomic disparities exert a substantial influence on children’s reading development, yet the cognitive mechanisms mediating this relationship remain understudied in Latin American contexts. This study examines how executive functions (EF) and reading fluency mediate the effects of the Level of Educational Opportunities (LEO)—a school-level SES index—on reading comprehension in 348 Argentine primary-school students. Using a digital battery, selective attention, cognitive flexibility, fluid intelligence, and reading comprehension were assessed. Children in low-LEO schools showed poorer EF performance, slower reading speed, and lower comprehension. Path analysis revealed two independent mediation pathways: a fluency-based route (LEO → reading speed → comprehension) and a cognitive route (LEO → EF → fluid intelligence → comprehension). Age mirrored this dual mediation. These findings underscore that school-level socioeconomic environments shape reading outcomes through executive-reasoning skills and fluency, offering actionable targets for intervention to reduce literacy gaps in disadvantaged settings.
Copyright (c) 2025 Juan Ignacio Ruiz Díaz, Marcos Meo, Karina Viviana Rodríguez, Ángel Javier Tabullo, Gustavo Gasaneo https://creativecommons.org/licenses/by/4.0
Parental Involvement and Homework Approaches: Longitudinal Effects on Deep and Surface Learning at the End of Primary Education
Parental involvement in children's homework is a prevalent practice with potential long-term effects on students’ learning strategies. This longitudinal study examined 229 Spanish primary students from 4th to 6th grade to analyze how specific parental behaviors—help with homework, interest in progress, prioritization of homework, use of rewards, and confidence—predict students’ deep or surface approaches to homework. Structural modeling revealed that early parental prioritization and interest in children’s progress positively influenced a deep learning approach by 6th grade, while the use of rewards and excessive help predicted a surface approach. Confidence and interest shown by parents also reduced surface learning tendencies. These findings highlight the importance of fostering supportive, autonomy-enhancing parental practices to promote reflective engagement in homework tasks during the final stages of primary education.
Copyright (c) 2025 Carolina Rodríguez-Llorente, Susana Rodríguez, Iria Freire, Bibiana Regueiro, Iris Estévez, Isabel Piñeiro https://creativecommons.org/licenses/by/4.0
Socio-Emotional Competencies and Emotional Intelligence as Predictors of Teachers’ Attitudes Toward Inclusive Education
This study investigates the predictive role of socio-emotional competencies—empathy, prosocial behavior, and emotional autonomy—and emotional intelligence dimensions—attention, clarity, and regulation—in shaping attitudes toward inclusive education among 405 in-service primary school teachers in Spain’s Valencian Community. Employing a quantitative, cross-sectional design, the research identifies significant associations between these psychological constructs and inclusive attitudes. Empathy and emotional autonomy emerged as the strongest socio-emotional predictors, while emotional attention, regulation, and clarity were robust predictors within the emotional intelligence domain. These findings highlight the relevance of emotional skills in fostering inclusive dispositions and underscore the need for targeted professional development programs to enhance teachers’ emotional capacities and promote equity-driven educational practices.
Copyright (c) 2025 Talía Gómez Yepes, Edgardo Etchezahar, Ricardo León Gómez https://creativecommons.org/licenses/by/4.0
Values and empathy as predictors of friendship quality among adolescents in Argentina
Deep friendships with low conflict in adolescence has positive benefits for the psychological life of individuals, so it is important to evaluate its predictive value. The aims of this study were: to evaluate the relationships between the values of positive adolescent development, the dimensions of empathy and friendship; to test a structural equation model with the aforementioned variables. The sample consisted of 330 Argentine adolescents: 137 males (41.5 %) and 193 females (58.5 %), aged 11-16 years (M = 12.82 SD = 1.03). Correlations and structural equations were carried out. It was found that social and personal values were positively correlated with perspective taking, emotional recognition, empathic action, degree and depth of friendship. These values in turn correlated negatively with bonding difficulties. Degree and depth of friendship correlated positively with empathic action, emotional recognition and perspective taking. Bonding difficulties correlated negatively with empathic action and emotional regulation. The model tested explained 22 % of the variance in the degree and depth of friendship. In this model, empathy played an important mediating role between adolescent developmental values and the degree and depth of friendship.
Copyright (c) 2025 Lucas Marcelo Rodriguez, Santiago Alejandro Resett, Belén Mesurado, José Eduardo Moreno https://creativecommons.org/licenses/by-nc-nd/4.0
Early Learning Motivation as a Long-Term Predictor of Mathematical Achievement and Difficulties: A Seven-Year Longitudinal Study
This seven-year longitudinal study examines the relationship and predictive capacity of early learning motivation—specifically competence-motivation, attention-persistence, and attitude—on later mathematical performance and its core curricular components (numeracy, calculation, geometry, information and probability, and problem-solving) at the end of primary school. The study also explores early motivational profiles of students categorized by their subsequent mathematical achievement, using percentiles from the Global Mathematical Competence Index of the EVAMAT-6 battery. The sample consisted of 91 children assessed at ages 5–6 and again at 11–12. Analyses revealed that early motivational dimensions significantly predicted future mathematical outcomes, with competence-motivation emerging as the strongest predictor. Children who later presented mathematical learning difficulties exhibited significantly lower early motivation compared to peers across all achievement levels. Findings highlight early perceived competence and persistence as potential early indicators of future mathematical performance and difficulties.
Copyright (c) 2025 Jessica Mercader Ruiz, Rebeca Siegenthaler Hierro, Ana Gospodinov Nazarchevichi, Clara Andrés Roqueta, Laura Abellán Roselló https://creativecommons.org/licenses/by/4.0
Inservice teachers’ beliefs and self-perceptions of creativity. A comparative study between Chile and Spain
Creativity plays a central role in education, being recognized as a key competency in contemporary curricula. This study explores the beliefs and self-perceptions of creativity among 230 in-service teachers from Chile and Spain, considering variables such as educational level, gender, and national context. Using validated instruments —the Kaufman Domains of Creativity Scale (K-Docs) and the Teaching for Creativity Scales (TCS)— the research adopts a quantitative, descriptive, and correlational approach. Results reveal a moderate global creative self-perception, with statistically significant differences by gender and country. Furthermore, a strong positive correlation emerges between creative self-efficacy and global creative self-perception. The findings underscore the influence of teachers’ beliefs on their ability to foster creativity in the classroom and highlight the need to strengthen professional development in this area to support creative teaching practices.
Copyright (c) 2025 Mario Sebastián Díaz-Díaz, Yolanda Echegoyen Sanz, Isabel Pont Niclós, Eva Izquierdo Sanchis, Antonio Martín-Ezpeleta https://creativecommons.org/licenses/by-nc-nd/4.0
Classroom Methodology as a Protective Factor Against Early School Leaving: Analysis of Educational Support Measures in Secondary Education
Early school leaving in secondary education poses a major challenge with significant social and economic implications both in Spain and internationally. Given its multicausal nature and its association with the risk of social exclusion, comprehensive and multidimensional interventions are required. This study focuses on the school dimension to explore whether curriculum design and, particularly, classroom methodology act as protective factors within educational support measures. Using a mixed-methods approach, it analyzes the Comprehensive Learning Program, Occupational Classroom, Basic Vocational Training, and Professional Training Program in the Region of Murcia through interviews, questionnaires, and discussion groups with teachers, administrators, professionals, and students. Findings reveal that curricular development based on inclusive, practice-oriented, and contextualized methodologies contributes significantly to the educational and social reengagement of students with trajectories of school failure, underscoring the pedagogical importance of a supportive classroom environment with high expectations.
Copyright (c) 2025 Eva María González Barea, Abraham Bernárdez Gómez, María Jesús Rodríguez Entrena, María Trinidad Cutanda López https://creativecommons.org/licenses/by-nc-nd/4.0
Perceived teacher support and academic engagement among Vietnamese university students: A parallel mediation model
Research on the direct and indirect relationships between perceived teacher support and academic engagement among university students is still lacking. This study aimed to examine whether enjoyment and boredom mediate the link between perceived teacher support and academic engagement among a sample of university students in Vietnam. A sample of 642 students from a university in Vietnam participated in a cross-sectional survey, which included standardized measures of perceived teacher support, academic enjoyment and boredom, and academic engagement. The results indicated that perceived teacher support was positively related to academic engagement (B = 0.228, p < 0.001) and enjoyment and boredom mediated the association between perceived teacher support and academic engagement (B = 0.146, 95% CI = [0.090; 0.219] and B = 0.044, 95% CI = [0.017; 0.074]). These findings provide suggestions for administrators and teachers in developing effective teaching measures to enhance students’ academic engagement.
Copyright (c) 2025 Tu Thi Cam Tran, Thi Truc Quynh Ho, Long Dau Minh https://creativecommons.org/licenses/by-nc-nd/4.0
Resilience and Empathy in Health Science Students
Introduction: To determine whether resilience dimensions are able to predict empathy dimensions based on individual resilience scores in a sample of health sciences students. Methods: The sample consisted of 1,093 students from the Faculty of Health Sciences of El Salvador. Descriptive statistics were estimated to characterize the sample and the prediction of the dimensions of resilience on those of empathy was estimated using structural equations. Results: It was found that the Engineering and Adaptive dimensions of resilience negatively predict the Adoption of Perspective and Compassionate Care dimensions of empathy, while the ecological dimension positively predicted the Adoption of Perspective and Compassionate Care dimensions of empathy. Conclusion: Individual resilience is a variable that can influence empathy and predict empathic behaviour in students from different careers or study programmes belonging to a Faculty of Health Sciences. These findings provide empirical evidence supporting the concept that empathy can be defined as a dependent variable regarding individual resilience. It is necessary to introduce training in resilience and empathy in a coordinated manner in the teaching-learning process in health sciences students.
Copyright (c) 2025 Víctor Patricio Diaz Narváez, Mildred A. Sandoval , Adán A. Acosta-Martínez , Leida G. Monterroza, Fernando Reyes-Reyes , Lindsey A. Quiro , Alejandro Reyes-Reyes https://creativecommons.org/licenses/by-nc-nd/4.0
Self-Concept, Gender Equality, and Discrimination in Physical Education: Analysis by Sex in Secondary Education
Gender equality remains a critical focus in educational discourse. This study investigates sex-based differences and the interrelations among self-concept, perceived gender equality, and discrimination in physical education among secondary school students. A sample of 418 students was assessed using the Perception of Equality and Discrimination in Physical Education Questionnaire and the AF5 Self-Concept Scale. The analysis employed Mann–Whitney U tests, Spearman’s correlations, and regression modeling. Findings show that male students report higher physical, social, and family self-concept, while female students show greater emotional self-concept. Age correlates with increased discrimination and reduced academic and emotional self-concept in males, whereas in females, it associates with higher perceived equality and lower social self-concept. Perceived equality inversely correlates with discrimination and positively with academic self-concept across both sexes. Regression results indicate that discrimination, along with academic, social, and family self-concept, positively predicts physical self-concept, whereas emotional self-concept and sex have negative predictive effects. These insights inform educational interventions and teacher training
Copyright (c) 2025 Dilan Galeano-Rojas, Claudio Farías-Valenzuela, Antonio Castillo-Paredes, Claudio Hinojosa-Torres, Sebastián Espoz-Lazo, Pedro Valdivia-Moral https://creativecommons.org/licenses/by/4.0
Psychological Impact of War Trauma in School-Aged Children: Development and Validation of a Trauma Assessment Tool Aligned with the Hibuki Therapy Approach
This article presents a comprehensive empirical study focused on the modification of psychodiagnostic tools—specifically the Shai Hen-Gal questionnaire—to evaluate the psychological impact of trauma in primary school children exposed to war conditions. The research includes a metatheoretical analysis of the effectiveness of Hibuki Therapy, an innovative therapeutic method that incorporates a stuffed animal to support emotional expression and resilience in traumatized children. Using a multi-stage empirical research design, the study developed and validated a specialized psychodiagnostic instrument tailored to the Hibuki Therapy framework, assessing children’s stress reactions to war and other traumatic events. Factor analysis identified six core dimensions of trauma impact: Anxiety and Tension, Aggression and Behavioral Manifestations, Memories of the Traumatic Event, Impact of Life Events, Loneliness, and Physical Well-being. The findings emphasize the complex effects of trauma on children, underscoring the urgent need for psychological interventions that address both emotional and somatic symptoms. The reliability and internal consistency of the adapted questionnaire support its use as an effective diagnostic tool within therapeutic settings. Moreover, the study reinforces the potential of Hibuki Therapy as a child-centered, evidence-based intervention to aid emotional recovery. This research adds significant value to the expanding field of trauma therapy for children, offering evidence-based support for integrating psychodiagnostics and therapeutic innovations like Hibuki Therapy into comprehensive trauma recovery programs.
Copyright (c) 2025 Dafna Sharon Maksimov https://creativecommons.org/licenses/by-nc-nd/4.0
Psychometric development and validation of a scale to assess video game addiction in Colombian adolescents and young adults
This study developed and psychometrically validated a scale to assess video game addiction in Colombian adolescents and young adults, based on Griffiths’ theoretical model (2005). Using a sample of 385 participants, exploratory and confirmatory factor analyses were conducted. An initial seven-factor structure explained 62% of the total variance. The final confirmatory model retained five factors, with marginally acceptable fit and high internal consistency (α = 0.945). The scale identifies key behavioral patterns of video game addiction such as gaming-related impulsivity and pleasure, displacement of responsibilities, withdrawal-related anxiety and irritability, aggression, and intrusive thoughts. These findings enhance understanding of the disorder and support early diagnosis and the design of culturally adapted interventions. The scale proves to be valid, reliable, and useful for clinical, educational, and research applications in Colombian youth populations.
Copyright (c) 2025 Juan Felipe Guzmán Pacheco, Christopher James Vargas Hernandez, Sofia Alexandra Ramirez Rojas https://creativecommons.org/licenses/by-nc-nd/4.0
Learning Motivation in Children: A Systematic Review of Assessment Tools
Given the inherent complexity of assessing motivation in educational contexts, the use of theoretically grounded and psychometrically validated instruments is essential to ensure accurate measurement. This systematic review aims to identify and analyze the assessment tools and their psychometric properties used to evaluate learning motivation in children aged 6 to 12 years. Following PRISMA guidelines, searches were conducted in databases such as B-on, ERIC, and PsycINFO, identifying 473 articles published between 2010 and 2024. After applying exclusion criteria, 54 studies were included, revealing 44 distinct instruments based on six predominant theoretical models, including Self-Determination Theory, Expectancy-Value Theory, and Achievement Goal Theory. Most instruments demonstrated strong internal consistency, and a wide range of validity indicators—such as criterion, discriminant, and external validity—were frequently reported. The review offers a comprehensive synthesis of validated tools for measuring motivation in elementary education, providing practical guidance for educators and psychologists to enhance motivational assessments in school settings.
Copyright (c) 2025 Elias Ratinho, Rita Dos Santos, Helena Mocho, Cristina Nunes, Andreia Santos, Cátia Martins https://creativecommons.org/licenses/by-nc-nd/4.0
Early Childhood Teachers’ Perception of their Initial Teacher Training Curriculums in Chile
La formación inicial del profesorado de educación infantil debería integrar elementos de responsabilidad y cambio social continuo desde la perspectiva de la educación para el desarrollo sostenible en la sociedad democrática. Este enfoque ayuda a comprender el desarrollo humano, explica el establecimiento de vínculos sociales y contribuye a la construcción de comunidades más justas. Formar docentes comprometidos, capaces de liderar desafíos sociales y crear sociedades equitativas a través de la acción pedagógica. Este estudio evalúa la percepción de docentes de primera infancia en Chile sobre su currículo de formación inicial y analiza su contribución al mejoramiento de la cohesión social como base de las sociedades democráticas. Se administró un cuestionario ad-hoc, diseñado dentro del proyecto destinado a mejorar la cohesión social en la escuela, a 462 educadoras de párvulos chilenas. Se realizó un análisis de conglomerados k-medias, relacionando los grupos con variables de contexto. Existe una percepción positiva de la formación inicial, valorando los participantes la sostenibilidad, el bienestar social, el sentido de pertenencia y el nivel de participación dentro de las instituciones de formación con puntuaciones altas. Se encontró una relación positiva entre la cohesión social y el desempeño de un cargo de coordinación, así como el desarrollo profesional continuo. Existe aún un importante vacío de mejora en las políticas institucionales, que requiere fomentar la participación del profesorado en las evaluaciones, crear incentivos que favorezcan una verdadera movilidad social y potencie la inclusión real.
Copyright (c) 2024 Valeska Concha-Díaz, Margarita Bakieva Karimova, Jesús Miguel Jornet-Meliá https://creativecommons.org/licenses/by-nc-nd/4.0
Exploring homophobia and its impacts: psychological wellbeing, self-esteem, bullying and academic stress
Homophobia remains a relevant problem due to its negative impacts on the mental health and well-being of LGBT+ people (Lesbian, gay, bisexual, transgender and all social and gender identities). This study researched coping strategies, academic stress, self-esteem, empathy, psychological well-being and bullying with regards to sexual orientation, thus assessing whether there is a correlation between these variables and homophobia. An ex post facto design was used, with questionnaires to measure coping strategies, academic stress, self-esteem, bullying, empathy, psychological wellbeing and homophobia in a sample of students. The main variables included sexual orientation, psychological wellbeing, coping strategies, self-esteem, academic stress, empathy and bullying. Results showed that psychological well-being positively predicts homophobia, which may be due to individuals with higher well-being perceiving differences as threats to their status. Amongst others, a higher level of homophobia towards lesbians in comparison to gay men was found, probably due to stereotypes and the eroticization of lesbian women, as well as a higher self-esteem amongst heterosexual people, but with lower levels of empathy and emotional coping strategies. The findings suggest that interventions should focus on reducing homophobia by promoting empathy and emotional coping strategies. Education and awareness-raising in educational settings may be crucial. Practical implications include the need for psychological and educational support programs that address both the well-being of LGBT+ people and the reduction of prejudice in society. These findings highlight the importance of an intersectional and multifaceted understanding of homophobia to effectively address its root causes.
Copyright (c) 2024 José Pablo Rodríguez Gobiet , Antonio David Fonseca González , Francisco Manuel Morales-Rodríguez https://creativecommons.org/licenses/by-nc-nd/4.0
Bullying and cyberbullying during school transition from Primary Education to Secondary Education
The transition stage from primary to secondary school constitutes a critical period in schoolchildren that could affect their adjustment and social functioning. This research explores the aggression and victimization of bullying and cyberbullying and its variation between these two educational stages. 122 schoolchildren participated in a longitudinal study and with two study times. The analyzes did not show significant differences in bullying and cyberbullying between the last grade of primary education and the first grade of secondary education. The conclusions indicate that the school transition period, between educational stages, does not necessarily have negative connotations regarding the involvement and development of bullying and cyberbullying behaviors.
Copyright (c) 2024 Cristina Mª García Fernández, Izabela Zych, Esther M. Vega-Gea, Vicente J. Llorent https://creativecommons.org/licenses/by-nc-nd/4.0
Are all students happy and productive? The contribution of Academic Psychological Capital to the relationship between Student Engagement and Academic Performance in an online university learning context
La complejidad de la relación entre engagement del alumnado y el rendimiento académico ha sido ampliamente abordada. Sin embargo, siguiendo el concepto de Sinergia de Productividad Sostenible y Bienestar, esta relación está empezando a plantear nuevas cuestiones. El presente estudio pretende contribuir a la investigación sobre el estudiante feliz-productivo abordando la existencia de distintos tipos de relaciones entre el engagement del estudiantado y el rendimiento académico (también llamados patrones), y estudiando la influencia del Capital Psicológico Académico (CapPsy) en los cuatro patrones en un contexto universitario online. La muestra consistió en 357 estudiantes universitarios (71,4% mujeres) de una universidad online española. Los resultados mostraron que: 1) existen 4 patrones de relación entre el compromiso del estudiantado y el rendimiento académico: feliz-productivo, infelizimproductivo, infeliz-productivo y feliz-improductivo; 2) el CapPsy (es decir, eficacia, optimismo, esperanza) aumenta la probabilidad de estar en el patrón de estudiante feliz-productivo. Basándonos en los resultados, sugerimos algunos cambios en las políticas educativas y la importancia de programas para desarrollar recursos personales como el CapPsy para estudiantes universitarios, con el fin de promover estudiantes felices-productivos.
Copyright (c) 2024 Jonathan Peñalver González, Victoria I. Marín, David Aguilar https://creativecommons.org/licenses/by-nc-nd/4.0
Quality of Friendship Scale: adaptation and validation in a Mexican child population
Friendships are of great importance for children’s social and emotional development and can improve their behavior, values and attitudes. Although several precedents highlight the importance of the study of friendship in children, there is little agreement on how to assess the fit or success of these studies. The objectives of this research were: a) to assess the construct validity of the Quality of Friendship Scale in a Mexican population; b) to assess the criterion validity of this scale with a measure of Empathy; c) to assess the reliability of the scale. A total of 575 (282 boys and 293 girls) primary and secondary school students between 8 and 13 years of age participated. A confirmatory factor analysis was carried out, obtaining a good fit of a three-dimensional model, namely: positive friendship, conflict and balance. Correlations between empathy and friendship are analyzed. Reliability indices were satisfactory on all three subscales. It can be considered that the instrument has adequate psychometric properties to be used in the Mexican population, which would allow the development of intervention strategies that favor the consolidation of positive bonds.
Copyright (c) 2024 Mauricio Consuelos Barrios, Lucas Marcelo Rodriguez, Andrómeda Ivette Valencia Ortiz , Fátima Soledad Schönfeld, José Eduardo Moreno, Rubén García Cruz https://creativecommons.org/licenses/by-nc-nd/4.0
Perceived Stress and Internalizing Symptoms among University Students: Self-Compassion as a Moderator
This study examined the moderating role of self-compassion in the relationship between perceived stress and internalizing symptoms among Vietnamese university students. Using convenience sampling, the cross-sectional study included 408 participants who completed the Self-Compassion Scale, Perceived Stress Scale, and Depression, Anxiety, and Stress Scales 21. The results indicated that self-compassion moderated the relationship between perceived stress and anxiety (B = -0.063; SE = 0.016; 95% CI = [-0.095, -0.031]), as well as the relationship between perceived stress and depression (B = -0.084; SE = 0.017; 95% CI = [-0.117, -0.050]). Theoretically, this study contributes to understanding the protective role of self-compassion in mitigating the association between perceived stress and internalizing symptoms. Practically, the findings suggest that interventions aimed at enhancing self-compassion could be beneficial in reducing internalizing symptoms among university students.
Copyright (c) 2024 Long Dau Minh , Dung Van Ho , Thi Truc Quynh Ho https://creativecommons.org/licenses/by-nc-nd/4.0
Longitudinal qualitative research with children and adolescents: exploring school engagement trajectories and contextual factors in Post-pandemic period
The global outbreak of the COVID-19 pandemic radically transformed the educational landscape, affecting millions of students worldwide. This unprecedented situation posed significant challenges to school engagement, a critical variable associated with the successful completion of educational stages and the development of positive academic trajectories. This article presents findings from a longitudinal qualitative study conducted in Chile, analyzing the meanings of school engagement and contextual factors from a participatory research approach that emphasizes children’s right to be involved in knowledge production. The study highlights notable improvements in cognitive engagement, reflected in increased academic interest and the development of study habits among post-pandemic students. Affective engagement, however, remains a challenge, with the need for more stimulating school environments to counteract low motivation. Additionally, a decline in behavioral engagement—evidenced by increased absenteeism—demonstrates the lasting motivational impacts of the pandemic on secondary school students.
Copyright (c) 2025 Mahia Saracostti, Ximena de Toro, Gabriel Soriano https://creativecommons.org/licenses/by-nc-nd/4.0
Bridging Science and Society: The Role of University Science Communication Centers
The article addresses the interaction between science and society, focusing on the role of higher education institutions in promoting scientific literacy and knowledge management. It presents the case of a university Science Communication Center (SCC), exploring how this center contributes to effective linking between academia and the community through a dynamic knowledge management model. This model is structured in three phases: knowledge generation, knowledge transfer, and societal feedback, thus facilitating a continuous cycle of interaction and improvement. The article highlights the importance of scientific education from an early age and how it influences public perception and the utility of science in everyday life. It discusses the need for more robust public policies to address inequalities in access and performance in science and technology in Chile, exacerbated by the COVID-19 pandemic. Additionally, the SCC's open science approach is emphasized, which seeks to democratize access to scientific knowledge and foster more active public participation in science. The document concludes that, despite challenges such as funding and impact measurement, effective management of scientific knowledge and public science communication are essential for an informed and engaged society. This case serves as a reference for other institutions aspiring to enhance the interaction between science and society, highlighting the transformative role that universities can play in this process.
Copyright (c) 2024 Iván Suazo Galdames, Ximena de Toro , Dinka Acevedo https://creativecommons.org/licenses/by-nc-nd/4.0
Adolescent suicide prevention programs: a systematic review
The aim of the study was to conduct a systematic review of suicide prevention programs in adolescents, guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement. A search was conducted in international databases (PsycInfo, Scopus, and Web of Science), using inclusion criteria: (a) suicide prevention programs or mental health improvement; (b) targeting adolescents, or (c) adult training in adolescent suicide prevention. Studies from the last five years, from 2019 to 2023, were selected. Single case studies were excluded to avoid potential biases associated with individual studies. The initial sample consisted of 4,320 articles, while, after thorough analysis, the final sample comprised 20 articles with programs developed, primarily, in the United States (n = 7) and Australia (n = 5), mostly targeting adolescents aged 12-22 years (n = 18). Results supported the relevance of these programs in reducing suicidal ideation, increasing confidence, and familiarizing with suicide prevention tools and institutions. Activities focusing on detection, knowledge, and help-seeking were highlighted. In eight studies, it was found that the implemented program had a greater impact on females, as they put into practice the learnings from the workshops. In conclusion, the benefits of prevention against the risk of suicide in adolescents were confirmed, with some essential characteristics highlighted; furthermore, their limited presence in Spain offers an area of interest for work, indicating the importance of incorporating physical activity as a key aspect in addressing the pressure, depression, and stress associated with the risk of suicide in adolescents.
Copyright (c) 2024 María González Sánchez, Pedro Gil Madrona, Luisa Losada Puente, Ramón García Perales https://creativecommons.org/licenses/by-nc-nd/4.0
Social anxiety in adolescence: a cross-national study between France and Spain
Adolescence is a stage that involves new social interaction demands that lead some young people to experience social anxiety and limit their development. The aim of this cross-national study arises from the need to understand whether there are cultural differences in the prevalence of social anxiety in adolescents. This study was to analyze the manifestations of social anxiety in French and Spanish adolescents taking into account gender. For this purpose, the Social Anxiety Scale for Adolescents (SAS-A) was administered to 2,533 Spanish and French secondary school students aged 11 to 18 years (Mage = 14,36, SD = 1,65 España; Mage = 14,45, SD = 1,88 Francia). The prevalence of social anxiety was found to be 25.5% in French adolescents and 29.7% in Spanish adolescents. French adolescents showed more fear of negative evaluation, while Spanish adolescents avoided more social situations, although the differences varied according to sex. Thus, Spanish girls, compared to French girls, showed less fear of negative evaluation and more social avoidance and distress in general, and Spanish boys, compared to French boys, showed more distress and avoidance of social situations. The results highlight the importance of addressing social anxiety in adolescents, taking into account the differential aspects by culture and sex, in order to design effective interventions to develop social skills and promote emotional wellbeing.
Copyright (c) 2024 Beatriz Beatriz Delgado Domenech, Manuel Torrecillas Martinez, María Carmen Martínez Monteagudo, Ignasi Navarro Soria https://creativecommons.org/licenses/by-nc-nd/4.0
Knowledge management models in higher education
Knowledge management in higher education institutions involves the ability to identify, organize and distribute academic and research knowledge to improve teaching, learning and innovation. Evidence suggests that the implementation of effective knowledge management practices in educational environments contributes significantly to academic development, innovation, educational quality and the generation of competitive advantages. This review article aims to explore and analyze in depth the various knowledge management models implemented in higher education institutions. From traditional models to contemporary approaches will be examined, including participatory action research, knowledge co -construction and evolutionary models with a technological focus. The analysis will focus on how these models facilitate the effective transfer and application of knowledge in the educational and social context. In addition, the challenges and opportunities that these models present for educational institutions in the 21st century will be evaluated. In conclusion, this article aims to offer a comprehensive view that will not only benefit academics and educational administrators, but also policy makers and other actors involved in the education and research sector.
Copyright (c) 2024 Iván Suazo Galdames https://creativecommons.org/licenses/by-nc-nd/4.0
Anxiety and personal resources in adolescence: differences according to sex
Mental health problems in adolescence are one of the biggest challenges of modern society, and specifically, anxiety. The objective of this study is to analyse the relationship and comparison of emotional problems of anxiety and some personal resources such as self-esteem and awareness of problems according to the sex of teenagers. The sample is made up of 445 adolescents between 12 and 17 years old, of which 230 were men and 215 women. The students were part of three educational centers located in the capital and one in the province of Malaga. This study belongs to basic research and was carried out using a descriptive, correlational and observational design. The SENA test has been used. The results indicate that the group of women presents higher levels of anxiety than the group of men. Personal resources are directly related to anxiety, since the group of women presents high levels of awareness of problems, while the group of men presents higher evaluations of self-esteem, causing them to have better protection mechanisms and therefore both their emotional problems decrease, unlike what happens with women.
Copyright (c) 2024 Isaias Martín -Ruiz, Cristina García-Pérez, Ana Herrera-Gallego https://creativecommons.org/licenses/by-nc-nd/4.0