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The study aimed to analyse the prevalence of bullying/cyberbullying and to study the level of bullying/cyberbullying suffered, perpetrated and observed in public and private schools. Using a descriptive cross-sectional design, the test "Cyberbullying: Screening of peer harassment" was administered to a sample of 1,993 pupils from the Basque Country attending 5rh and 6th grade of elementary school, 49% in public and 51% in private schools. The results revealed that: (1) There were no statistical differences between public or private schools in the percentage of pure-victims, pure-aggressors, bully-victims and observers either in bullying or in cyberbullying; (2) Nevertheless, when analyzing victims or petpetra tors in general (not just pure-victims/pure-aggressors), the percentage of students who had suffered physical, verbal, social and psychological abuse; who had physically and verbally assaulted others; and who had observed physical, verbal and psychological aggression was significantly higher in public schools; (3) In public schools, cybervictims suffered significantly more of four out of fifteen cyberbullying behabiours, and cyberobservers also witnessed one behaviour significantly more; (4) The level of abuse suffered in bullying/cyberbullying was significantly higher in public schools, as well as the level of aggressive behaviours observed in face-to-face aggressions. These results reveal that the type of school can be a relevant factor. [ABSTRACT FROM AUTHOR]

This study is based on current concern about peer violence. The main goal of the study was to identify the prevalence of cyberbullying in the Basque Country (northern Spain). The sample comprised 3026 participants aged between 12 and 18 years. The Cyberbullying Test was administered, using a descriptive and correlational design. The results show that 69.8% of the sample was involved in cyberbullying (suffered, seen, and/or performed it one or more times in the past year), 30.2% were cybervictims, 15.5% were cyberaggressors, and 65.1% were cyberobservers. The most prevalent behaviors were stealing someone’s password, anonymous frightening phone calls, sending offensive/insulting messages, and slandering by lying about someone in order to discredit. Positive correlations were found between cybervictimization, cyberaggression, and cyberobservation, and contingency analysis showed that only one-third of the cybervictims were cyberaggressors. The study provides precise information about the prevalence of cyberbullying in the Basque Country, and allows comparison of the information provided by all the roles involved (cybervictims, cyberaggressors, and cyberobservers). The study confirms the noteworthy prevalence of cyberbullying in the Basque Country, which is convergent with that found in other countries. The empirical evidence suggests the need for active prevention and intervention strategies from educational, family, community, and clinical-therapeutic settings. [ABSTRACT FROM PUBLISHER]

The study had two goals: 1) To analyze differences as a function of gender and age in sexism and in feelings of anger; and 2) To study the relations between both constructs. Using a descriptive and correlational methodology, two instruments were administered. The sample comprises 802 participants, from 18 to 65 years of age. The results confirm: 1) significantly higher scores in the males in sexism; however, no sex differences were found in feelings of anger; 2) In sexism, some stability was observed between 18 and 54 years of age, with a significant increase as of 55 years; however, feelings of anger showed no changes with age; and 3) Positive correlations between sexism and anger. [ABSTRACT FROM AUTHOR]

Background: The considerable prevalence of cyberbullying and its noxious effects on all those concerned reveals the need for programs to prevent and/or intervene in this type of violence. The purpose of this study was to assess the effects of Cyberprogram 2.0 on "face-to-face" bullying, cyberbullying, and empathy. Method: A sample of 176 adolescents of the Basque Country (Spain), aged between 13 and 15 years, who studied Compulsory Secondary Education, was used. Of them, 93 were randomly assigned to the experimental condition, and 83 to the control condition. The study used a pretest-posttest repeated measures design with a control group. Before and after the program, two assessment instruments were administered. Results: The results confirmed that the program significantly stimulated: (a) a decrease in the amount of bullying and cyberbullying behaviors suffered and/or carried out (level of victimization, perpetration, aggressive-victimization); and (b) an increase in the capacity for empathy. Conclusions: The study provides evidence of the effectiveness of Cyberprogram 2.0 to prevent and reduce bullying and cyberbullying. The discussion analyzes aspects of the program that may account for the significant intervention effects. [ABSTRACT FROM AUTHOR]

Concern about the prevalence of sexism and eating disorders (EDs) underlies this study, which had two goals: 1) To analyze gender differences and changes with age in sexism and in eating disorders (EDs) (DT-drive for thinness, BN-bulimia, BD-body dissatisfaction); and 2) to explore the relations between sexism and EDs. The sample comprised 941 students from 14 to 25 years old. The Ambivalent Sexism Inventory (Glick & Fiske, 1996) and the Eating Disorders Inventory (Garner, 1990) were applied. The results confirm that males score significantly higher in sexism. Females score significantly higher in DT, BN, BD. Sexism decreased with age. BN increased with age, DT and BD did not vary, whereas some psychological traits (perfectionism, maturity fears, impulsivity, and social insecurity) decreased with age. Positive correlations between sexism and DT, fear of maturity, asceticism, and impulsivity were found. [ABSTRACT FROM AUTHOR]

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Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main goal of this study was to standardize the Ambivalent Sexism Inventory. With regard to this goal, the study analyzes differences in sexism as a function of gender, age, and educational level, exploring the correlations among the scales of the inventory and their factor structure. The sample comprises 5313 participants (2581 men and 2795 women), aged 14 to 70 years, from the Basque Country (Spain). The results confirm significantly higher scores in the men in hostile sexism in all age groups, and in benevolent sexism up to 54 years of age. Sexism increases with age but not linearly; a high score was observed between 14 and 18 years of age, which progressively decreased until the age of 54, and it subsequently increased, with the highest scores observed between 64 and 70 years of age. Inverse relations between sexism and educational level were found. The correlations between the two forms of sexism and the factor structure of the test were confirmed. The study contributes normative data to assess sexism in the Basque Country. [ABSTRACT FROM AUTHOR]

The purpose of this study is three-fold: 1) to analyze the relations between parents' hostile sexism (HS), benevolent sexism (BS), and ambivalent sexism (AS) and that of their sons-daughters; 2) to study the relation between the mothers' and the fathers' sexism; and 3) to appraise whether the family socio-economic level-cultural is related to sexism. The sample included 2,867 participants, 1,455 adolescents (768 girls, 687 boys) and their parents (764 mothers, 648 fathers). The results revealed positive correlations between the mothers' sexism (HS-BS-AS) and the BS of their sons, and with the HS, BS, and AS of their daughters. Positive correlations were found between the fathers' sexism (BS-AS) and their sons' sexism (HS-BS- AS-Neosexism); however, no relation was found with their daughters' sexism. The intergenerational connection of sexism in the family was confirmed: from mothers to sons and daughters and from fathers to sons. The mother emerged as a very influential figure, although a higher connection was confirmed between the mothers' and the daughters' sexism and between the fathers' and the sons' sexism. Positive correlations were also found between both parents' sexism, and negative correlations between the socio-economic-cultural level of the family and sexism in the parents and in the adolescents. [ABSTRACT FROM AUTHOR]

This paper reviews the studies of a new form of peer harassment, cyber-bullying (CB), which uses new information and communication technologies, mostly Internet and mobile phones, to harass colleagues. We analyzed the studies that have investigated the prevalence and effects of CB. The results of this review reveal a high prevalence of CB in all countries. Approximately, 40% and 55% of students are involved in some way (victims, perpetrators, observers), between 20% and 50% reported experiences of victimization, but only between 2% and 7% have suffered severely. It confirms variations according to the country, ages of the samples, and the time period over which information is requested. Regarding the effects, studies show that cyber-victims experience anxiety, depression, suicidal ideation, stress, fear, low self-esteem, feelings of anger and frustration, helplessness, nervousness, irritability, somatization, sleep disturbances, and concentration difficulties that affect their academic performance; whereas cyber-attackers show a lack of empathy, aggressive and criminal behavior, higher use of alcohol and drugs, dependence on technology, and truancy. The discussion focuses on the importance of taking action to prevent CB and on intervention when it has already occurred. [ABSTRACT FROM AUTHOR]

Research has revealed the connection between empathy and the capacity to resolve conflicts. The purpose of this study is three-fold: (a) to analyze sex differences and developmental changes in empathy and conflict resolution; (b) to explore the relations between empathy and conflict resolution; (c) to identify predictors of empathy. The study used a descriptive, correlational, and cross-sectional methodology. The sample comprised 941 participants aged 8 to 15 years, 509 boys and 432 girls, from the Basque Country (Spain). The results confirm that: (a) The girls score higher in empathy at all ages; empathy does not increase during childhood, and, an increase with age is confirmed during adolescence, but only in girls; (b) The girls use more positive-cooperative conflict-resolution strategies and the boys use more aggressive strategies; the use of positive-cooperative strategies does not increase with age; (c) Positive correlations between empathy and cooperative conflict resolution and negative correlations with aggressive resolution are confirmed; the predictors of empathy are: being female, using many positive-cooperative conflict-resolution strategies and few aggressive strategies. The work allows us to conclude that, at these ages, girls have a higher capacity of empathy and of conflict resolution, but no important developmental changes are observed. Moreover, the results suggest the importance of implementing programs that include activities to promote empathy because they will have a positive impact on the capacity to solve conflicts cooperatively. [ABSTRACT FROM AUTHOR]

The purpose of the study was to analyze the differences between the adolescents from two Colombian cities (Barranquilla and Bogota), with different levels of development, in sexism, personality traits, social competences, psychopathological symptoms, and leisure activities. The sample comprised 846 Colombian adolescents, aged 14 to 16 years, 51.7% from Barranquilla and 48.3% from Bogota (59.3% male; 40.7% female). Seven assessment instruments, with guarantees of reliability and validity, were administered, using a cross-sectional, descriptive, and comparative research design. The results of the analyses (MANOVA, t-test) confirmed that: 1) The adolescents from both cities had similar levels of hostile sexism and neosexism, but in benevolent and ambivalent sexism and in sexual role ideology, the adolescents from Barranquilla scored significantly higher; 2) The adolescents from Barranquilla obtained significantly higher scores in self-concept, extraversion, agreeableness, responsibility, behaviors of social sensitivity, help- collaboration, and firmness in interaction and prosocial leadership; whereas the adolescents from Bogota scored significantly higher in neuroticism, aggressive behaviors, anxiety-shyness, and the global index of psychopathological symptoms; and 3) In their free time, Colombian adolescents usually perform social and sports activities and, to a lesser degree, artistic activities, and few intellectual activities; although the adolescents from Bogota carried out more sports activities than those from Barranquilla, there were no differences in the rest of the activities. Although they were more sexist, the adolescents from Barranquilla had a more adaptive personality and social behavior profile, and fewer psychopathological symptoms than those from Bogota. The implicit influence of culture in personality and psychopathological patterns is discussed. [ABSTRACT FROM AUTHOR]

The study had two goals: (1) to explore gender differences in intelligence during early infancy; and (2) to analyze the relation between intelligence (verbal, nonverbal, global) and self-concept, psycho motricity, and behavioral and emotional variables. The study of the relations between intelligence and these variables is proposed in order to confirm that at early ages, such developmental areas are strongly interrelated, and this will underline the relevance of carrying out integral educational programs in preschool children. In this study, the cognitive definition of intelligence postulated by Kaufman and Kaufman (1997) was adopted. On the basis of the convergenceaccordance with the contributions of Neurology and Cognitive Psychology, these authors, conceive intelligence in terms of the individual style of information processing. To a great extent, they consider intelligence to be a question of problem-solving capacities and of the effectiveness of individual information-processing skills. They integrate into the concept of intelligence the theory of fluid intelligence (nonverbal skills and the capacity to solve new problems based on the person's aptitude to perceive relations and complete analogies, skills that are not much affected by culture or learning) and of crystallized intelligence (verbal skills related to academic learning that are supported by knowledge of words and by the formation of verbal concepts, skills that depend to a great extent on formal schooling and cultural experiences). Taking into account the results of previous studies, the investigation proposes five hypotheses: (1) at the age of 5 years, no significant differences in intelligence will be found between boys and girls; (2) intelligence correlates positively with self-concept; (3) in telligence will have significant positive relations with psychomotor development; (4) intelligence will be negatively associated with indicators of emotional stability, and (5) significant negative relations will be found between intelligence and emotional and behavioral problems. The sample is made up of 74 Spanish boys and girls of 5 years of age, 39.2% boys and 60.8% girls. In order to measure the variables, six assessment instruments, with adequate psychometric guarantees, were administered. Assessment included multi-informers (children, parents, tutors) and multi-techniques. The following assessment instruments were administered: the Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1997), Behavior Assessment System for Children (BASC - Reynolds Kamphaus, 2004), Assessment of Psychomotricity in Preschoolers (EPP; De la Cruz & Mazaira, 1990), McCarthy Scales of Children's Abilities (MSCA; McCarthy, 2006), Assessment of Children's Self-concept Scale (EA; Garaigordobil, 2007), and the Human Figure Drawing (HFD; Koppitz, 1993). The cross-sectional study used a descriptive, comparative, and correlational methodology to establish relations of concomitance of intelligence with self-concept, psychomotricity, and behavioral and emotional factors. The results of the t-test (Student-Fisher's t) comparing the means did not reveal gender differences in verbal intelligence (Vocabulary), nonverbal intelligence (Matrixes), or total intelligence at this age level; neither did the capacity of abstract manipulative thinking (Cubes) reveal any differences. The Pearson correlation coef- ficients revealed positive relations of total intelligence with self-concept, with some psychomotor functions (coordination, corporal schema), and with emotional stability. Moreover, the participants with high levels of total intelligence had, according to the parents, low scores in atypical, somatization, and high scores in depression, whereas according to the teachers they had low levels of hyperactivity, atypical, anxiety, externalizing problems, and behavioral symptoms. The study contributes empirical evidence of the close connections between the diverse dimensions of early infant development, that is, intellectual, psychomotor, social, and affective-emotional development. These data have educational implications and suggest the promotion of global interventions at this developmental stage, both from the viewpoint of development and of therapeutic intervention. [ABSTRACT FROM AUTHOR]

The main purpose of the study was to create a screening test for children's behavior problems (SPCI) and to carry out psychometric analyses of its reliability and validity. The sample comprised 1,272 participants, 671 boys and 601 girls, ages between 5 and 12 years, of whom 937 randomly selected individuals had no clinical diagnosis, and 335 intentionally selected individuals had a clinical diagnosis (criterial groups). The results obtained reveal that the SPCI: 1) has high internal consistency; 2) it allows discrimination of children with and without behavior problems; children with and without emotional problems; and children with and without intellectual problems, which confirms its criterial validity; 3) more differences were found between boys and girls in the non-clinical sample (somatization, anxiety, dependent children, attention-hyperactivity, disruptive behavior, academic performance, violent behaviour) than in the clinical sample (attention-hyperactivity, disruptive behavior, academic performance, violent behaviour). However, in the total screening, the results was significantly higher in boys in both groups. Factor analysis revealed two factors, internalizing and externalizing behavior problems. [ABSTRACT FROM AUTHOR]

The study explores gender differences and the role of peer group in bullying, using an epidemiological descriptive methodology. The sample comprised 5,983 participants aged 10 to 16 years (169 centers). A questionnaire of violence at school was administered (Defensor del Pueblo, 2000). Results reveal that: 1) perception of bullying incidence is different depending on the role (witness, victim, or aggressor), but there are few differences as a function of sex (males and females observe a similar incidence); both sexes report more physically aggressive behaviours in males and more verbally aggressive behaviors, such as speaking ill of someone, in females. With age, both sexes decrease their physically aggressive behaviours and increase the verbal ones; 2) Bullying behaviours are more frequent when aggressors and victims belong to the same sex, except for sexual harassment; 3) most bullying behaviours are performed by males against a single male classmate; 4) between 6.8% and 4.8% of students have provoked a classmate "sometimes" or "almost every day" in the past 6 months; and 5) according to witnesses, the observation of "gangs that upset a classmate" is often similar in Primary and Secondary School (10%). [ABSTRACT FROM AUTHOR]

This study has two objectives: 1) to carry out a comparative exploration of empathy and a set of socio-emotional variables in childhood and adolescence, analyzing gender differences; and 2) to analyze the relationship of empathy with social behaviour, sociometric choice of prosocial classmate, self-concept and capacity for analyzing negative emotions in children and in adolescents. The sample is made up of 313 participants aged 10 to 14 years. The methodology used is descriptive and correlational. In order to measure the variables, we administered 12 assessment instruments. The ANOVAs indicate that, for all ages, girls score significantly higher in empathy, prosocial behaviour, assertive behaviour and ability for cognitive analysis of negative emotions, whereas boys present more aggressive behaviours in their interaction with peers. Furthermore, the analysis reveals that capacity for empathy does not increase between the ages of 10 and 14. Pearson coefficients suggest, for all ages, a positive association of empathy with positive social behaviours (prosocial, assertive, consideration for others), self-concept and ability to analyze the causes of negative emotions; and a negative association with negative social behaviours (aggressive, antisocial, withdrawal). [ABSTRACT FROM AUTHOR]

Purpose: The study had two aims: 1) to analyze the existence of gender differences in socioemotional developmental factors, and 2) to apply a program of education for peace and prevention of violence to determine whether the pretest–posttest change in socioemotional developmental factors differs as a function of gender. Methods: The sample comprised 285 adolescents, aged 15–16 years, including 162 experimental subjects and 123 control subjects. An experimental design of repeated pre–posttest measures with a control group was used, and four assessment instruments were administered. Results: Analyses of variance confirmed significantly higher scores in the female adolescents in cognitions of rejection of violence, prosocial cognitions, cooperative conflict solving, positive strategies for coping with violence, and positive social behaviors. Male adolescents obtained significantly higher scores in cognitions of acceptance of violence, aggressive conflict solving, aggressive strategies for coping with violence, and negative social behaviors. The pre–post change in most of the factors of socioemotional development assessed was similar in both sexes. Conclusions: Results suggest the need to reflect on and modify the type of childrearing and socialization patterns that are promoted in males so that they will favor the development of skills oriented toward warm interpersonal relations, nonaggressive communication, positive social behaviors, internal control of anger, empathy, etc. Results also suggest including supplementary modules for males when designing interventions to prevent violence. [Copyright &y& Elsevier]

The purpose of the study was to carry out an epidemiological analysis of bullying in the students of the Autonomous Community of the Basque Country. The study analyzes some characteristics, the incidence, and types of peer violence, as well as the bullying rate or percentage of victimization. Epidemiological methodology was used with a representative sample of 5,983 participants from 5th and 6th grades of Primary Education (10-12 years) and from Compulsory Secondary Education (12-16 years) distributed in 169 centers. In order to measure the variables of interest, two assessment instruments were administered: the School Violence Questionnaire: Peer Maltreatment in Compulsory Secondary Education, and The Checklist My Life at School. The most noteworthy results confirm that the great majority of the students feel well treated by their classmates. The bullying rate obtained is 5.8% of victims in Primary Education and 3.8% in Secondary Education. As the students grow older, intimidating behavior decreases. The most frequent aggression is verbal aggression and the place where most aggressions occur is in the schoolyard. The aggressor is predominantly male, from the same class as the victim, and most of the aggressions are carried out in an exclusively male group. [ABSTRACT FROM AUTHOR]

The purpose of this study is two-fold: 1) to compare the self-concept, self-esteem and psychopathological symptoms in stutterers and non-stutterers; and 2) to study the relationships between self-concept/self-esteem and psychopathological symptoms in stutter and nonstutter participants. The sample is made up of 689 participants aged 19 to 40, 652 nonstutterers and 37 who stutter. The study uses a descriptive and correlational methodology. For the measurement of the variables three assessment instruments were applied: LAEA, EA, SCL-90-R. The ANOVA results show that stutterers had significantly lower scores in self-esteem but higher in psychopathological symptoms than non stutter participants. Pearson coefficients showed significant inverse relationships between self-concept/self-esteem and total psychopathological symptoms both in stutter and non-stutter samples. [ABSTRACT FROM AUTHOR]

Abstract: Background. Apraxia is neurologically induced deficit in the ability perform purposeful skilled movements. One of the most common forms is ideomotor apraxia (IMA) where spatial and temporal production errors are most prevalent. IMA can be associated Alzheimer’s disease (AD), even early in its course, but is often not identified possibly because the evaluation of IMA by inexperienced judges using performance tests is unreliable. The purpose of this study, therefore, is to learn if the Postural Knowledge Test (PKT), a praxis discrimination test that assesses knowledge of transitive (PKT-T subtest) and intransitive (PKT-I subtest) postures and does not require extensive training, is as sensitive and specific as the praxis performance tests. Methods. We studied 15 subjects with probable AD as well as 18 age-matched controls by having them perform transitive and intransitive gestures to command and imitation, as well as having them discriminate between correct and incorrect transitive and intransitive postures. Results. Overall on all tests, the control subjects performed better than those with AD. In addition all subjects had more trouble with transitive than intransitive gestures. Using a stepwise discriminative analysis, 81.8% of the subjects could be classified according to Group (94.4% of Controls, 66.7% of AD subjects). In this analysis, the PKT-T (transitive posture subtest) was the only measure that contributed to the discrimination of subjects. Conclusion. We found that having subjects select the correct transitive hand postures in this “booklet test” was more sensitive than grading their praxis performances even when using judges with extensive training. This suggests that this discrimination test might be an excellent means for diagnosing and screening patients for AD. The reason why recognition of transitive postures is relatively more difficult for our AD subjects is not known. Two possibilities are that the representations for intransitive movements are stronger than those for transitive movements, and hence, more resistant to degradation, or that intransitive acts are stored in parts of the brain not affected by AD. [Copyright &y& Elsevier]