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Previous research on the antecedents of sexism against women have not considered simultaneously the effects of sex, personality, and cognitive variables (need for closure and critical thinking disposition) in relation to sexism. We evaluated whether in adolescence, these indicators could predict sexist attitudes towards women using structural models. The sample comprised 709 Spanish high-school students (mean age = 16.79). 51.5% were female. Sex (being male), need for closure and critical thinking were the most relevant predictors of sexism. The disposition to think critically is as relevant as the motivational dimension of cognition (need for closure) to predict sexism. Multi-group structural models by sex were estimated, and a moderator effect was found between openness to experience and sexism. We suggest future lines of research to disentangle the effects of personality and cognition on sexism and to guide intervention programs to reduce sexist attitudes among adolescents.

Adverse social experiences during adolescence are associated with the appearance of mental illness in adulthood. Social defeat (SD) is an ethologically valid murine model to study the consequences of social stress. In adolescent mice, SD induces depressive-like behaviors, increased anxiety and potentiates the reinforcing effects of cocaine and alcohol. However, not all mice exposed to SD will be susceptible to these effects. Adult mice resilient to the effects of SD show a consistent phenotype being resilient to depressive-like behaviors and to the increase in cocaine and alcohol consumption. The aim of the present study was to characterize the resilient phenotype to depressive-like behaviors and increase cocaine and ethanol rewarding effects of mice socially defeated during adolescence. To that end, adolescent mice were exposed to repeated SD, and 24 h after the last encounter, they underwent a social interaction test (SIT) in order to evaluate depressive-like behaviors. Cocaine-induced reward conditioning and ethanol intake was evaluated in two different sets of mice 3 weeks after the last SD using cocaine-induced conditioned place preference (CPP) and oral ethanol self-administration (SA). The neuroinflammation response was measured at the end of the experimental procedure by measuring striatal and cortical levels of IL-6 and CX3CL1. The results confirmed that a comparable percentage of adolescent mice develop resilience to depressive-like behaviors to that observed in adult mice. However, increased anxiety was more severe in resilient mice. Likewise, an increased preference for an ineffective dose of cocaine and an increased ethanol consumption was observed in resilient mice compared to controls. The increase in IL-6 and CX3CL1 was mainly observed in the striatum of susceptible mice compared to that of control mice. Our results confirm that, contrary to prior assumptions in adults, responses to SD stress are more complex and singular in adolescents, and caution should be taken for the correct interpretation and translation of those phenotypes.

Teen dating violence is a serious problem and intervention programs aimed at reducing this violence and helping adolescents to develop healthier romantic relationships are needed. The objective of this study was to assess the effects of the DARSI program on the development of a more adequate perception of love, the reduction of tolerance toward abuse in romantic relationships, and the reduction of the perpetration of dating violence in adolescents. The sample consisted of 129 adolescents, aged 12 to 17 years (M = 14.05, SD = 1.08). A repeated measures (pre-test and post-test) quasi-experimental design with an intervention group and a control group was used to assess the effects of the program. The results showed significant decreases in unhealthy perceptions of love (linking love with control and dependence), tolerance toward abuse in romantic relationships, and dating violence perpetration in the intervention group. Healthier perceptions of love (linking love with respect and communication) were observed in the intervention group after the implementation of this program. These findings support the implementation in educational contexts of programs focused on the development of non-violent and healthy romantic relationships in adolescents.

The aim of this study was to test whether resilience and life satisfaction (two traditional protective factors) mediate between COVID-19 related worries and the development of symptoms of depression, anxiety, and stress in adolescents and young adults. Participants involved 392 adolescents and young adults (70.20% female) aged between 12 and 25 years (M = 17.05 years, SD = 3.08). Participants completed the COVID-19 related worries scale, the CD-RISC to analyse resilience, the Satisfaction with Life Scale, and the Depression, Anxiety, and Stress Scales-21 to study emotional symptoms. Descriptive analyses and Pearson correlations were conducted, together with a structural equation modeling testing a mediational model and multigroup invariance. Results show that resilience and life satisfaction play a mediating role in the relation between the COVID-19 related worries and emotional symptoms (depression, anxiety, and stress). This study highlights the role of protective factors on adolescents' and young adults' emotional symptoms during the COVID-19 pandemic.

The authors examined leisure-time physical activity (LTPA), body mass index (BMI), and perceived physical ability as body dissatisfaction antecedents, and analyzed their relationship to well-being. The sample comprised 501 university students. Data were collected using a self-administered survey. Path analysis revealed that LTPA positively predicted perceived physical ability. BMI and perceived physical ability predicted body dissatisfaction (positively and negatively, respectively). Body dissatisfaction negatively predicted subjective vitality, whereas perceived physical ability positively predicted subjective vitality. These results support the inclusion of LTPA in intervention programs that seek to promote more satisfactory physical perceptions and psychological well-being.

Si algo caracteriza a la propia vida es su naturaleza dinámica, cambiante sin cesar. El dinamismo establece un continuo de desarrollo constante, y eso a los humanos a veces nos desconcierta y nos empuja a parcelar y establecer etapas para comprender mejor el devenir. Así, todos los grupos culturales, en función de su contexto, han ido diseñando un imaginario de periodos vitales estables y otros de periodos de cambio. Sin ir más lejos, en nuestro contexto sociocultural señalamos la adolescencia como una etapa de transición hacia la juventud y la vida adulta.

Adolescence is a challenging time when emotional difficulties often arise. Self-esteem, good relationships with peers, and emotional competences can buffer the effects of these difficulties. The difficulties can be even greater when coupled with the presence of a chronic physical illness (CD). Our goal is to analyze psychosocial factors and CD as predictors for anxiety and depression. It was compared the results of structural equation models (SEM) with models based on qualitative comparative analysis (QCA) to analyze the possible influence of these variables on levels of anxiety-depression in adolescents with and without CD. The sample consisted of 681 adolescents, between 12 and 16 years old (M = 13.94, SD = 1.32). 61.50% were girls and 13.40% (n = 222) presented a CD (mainly pneumo-allergic and endocrine). They were evaluated by the Hospital Anxiety and Depression Scale, the Self-esteem Questionnaire, the Emotional Competences Questionnaire and the Strengths and Difficulties Questionnaire. The results obtained by SEM show that low self-esteem, problems with peers and low emotional competencies predict anxiety in 41% of the variance and depression in 72%. The results obtained by QCA show that the different combinations of these variables explain between 24 and 61% of low levels of anxiety and depression and 47-55% of high levels. Our data show how the presence of a CD, low self-esteem, problems with peers and problems in emotional skills play a fundamental role in explaining levels of anxiety and depression. These aspects will help provide increased resources for emotional adjustment in the educational context, facilitating the transitions to be made by adolescents.

The global pandemic of COVID-19 has brought a host of vital changes to society Families and their children have had to adapt to new routines and situations, which may have increased or aggravated the suffering of emotional symptoms However, the presence of resilience and positive emotional regulation strategies can cushion this impact on families with young children The aim of the present study is to know the variables that explained the problems of family emotional adjustment to the COVID-19 pandemic, considering the dyads of parents and their adolescent children Thirty-one dyads of adolescents between 11 and 19 years old (M = 13 90;SD = 1 85) and their main caregivers participated, 93 50% of whom were mothers After accepting to participate in the study, emotional regulation (Emotional Regulation Questionnaire;ERQ), resilience (Connor-Davidson Resilience Scale;CD-RISC) and anxious, depressive and stress symptoms (Depression, Anxiety and Stress Scale;DASS) were evaluated Qualitative comparative fuzzy set analysis (fsQCA) models were performed In the explanation of the emotional maladjustment of the caregivers, the negative family climate and the deficient emotional regulation strategies in their children were the most relevant variables In the explanation of the emotional discomfort of the adolescents, the low resilience of these and the deficient strategies of emotional regulation of their parents were the most relevant variables Our study points out the relevance of caring for family members when facing this kind of life crisis, through intervention programs that improve family bonds and emotional regulation strategies (PsycInfo Database Record (c) 2021 APA, all rights reserved) Abstract (Spanish) La pandemia mundial del COVID-19 ha traido una gran cantidad de cambios vitales para la sociedad Ante esta situacion, las familias y sus hijos han tenido que adaptarse a nuevas rutinas y situaciones, lo que puede haber aumentado o agravado el padecimiento de sintomatologia emocional No obstante, la presencia de resiliencia y de estrategias de regulacion emocional positivas, puede amortiguar este impacto en las familias con hijos pequenos El objetivo del presente trabajo es conocer las variables que explicaban los problemas de ajuste emocional familiar ante la pandemia del COVID-19, teniendo en cuenta las diadas de progenitores y sus hijos adolescentes Participaron 31 diadas de adolescentes entre 11 y 19 anos (M = 13 90;DT = 1 85) y sus cuidadores principales, siendo el 93,50% madres Tras aceptar participar en el estudio se evaluo la regulacion emocional (Cuestionario de Regulacion Emocional;ERQ), la resiliencia (Escala de Resiliencia de Connor-Davidson;CD-RISC) y la sintomatologia ansiosa, depresiva y el estres (Escala de Depresion, Ansiedad y Estres;DASS) Se realizaron modelos de analisis comparativo cualitativo de conjuntos difusos (fsQCA) En la explicacion del desajuste emocional de los cuidadores, el clima familiar negativo y las estrategias de regulacion emocional deficientes en sus hijos fueron las variables mas relevantes En la explicacion del malestar emocional de los adolescentes, lo fueron la baja resiliencia de estos y las estrategias deficientes de regulacion emocional de sus padres Nuestro estudio senala la relevancia de atender a los miembros de las familias en su conjunto ante crisis vitales de este tipo, mediante programas de intervencion que mejoren los vinculos familiares y las estrategias de regulacion emocional (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Objective: The purpose of the present study was threefold: first, to analyse the psychometric properties of a 10‐item Spanish version of the Purpose in Life Test, which assesses meaning in life (MiL), in a sample of community adolescents; second, to analyse the differences between the age and gender groups; and third, to analyse whether MiL buffers the relationship between emotional dysregulation and hopelessness. Method: Participants were 1,599 adolescents from 12 to 19 years old, M = 15.69, SD = 2.14. The Purpose in Life Test‐10 Items, the Beck Hopelessness Scale, and the Difficulties in Emotional Regulation Scale were used. Results: A nine‐item version showed good fit, psychometric properties (internal consistency, construct, and concurrent validity), and factorial invariance across gender and age (12-15 years/16-19 years). Difference in MiL between boys and girls was not significant, whereas between age groups was significant. MiL had a strong buffering effect on the relationship between emotional dysregulation and hopelessness. Discussion: It is desirable to promote the sense of MiL in adolescents. MiL plays a significant and strong mediator role in the relationship between emotional dysregulation and hopelessness, reinforcing the positive role of MiL in mental health and as a resource for facing adversity.

Los países occidentales han experimentado en las cuatro últimas décadas una inclinación hacia modelos de justicia más reactivos, punitivos o retribucionistas (Garland, 2005; Giménez y Alba, 2014). Ha sido especialmente dentro del ámbito anglosajón (Estados Unidos y Gran Bretaña) donde esta nueva cultura del delito ha sido más destacable (Ashworth, 2005; Fernández-Molina, 2008). Europa, sin embargo, ha sabido resistirse a esta tendencia punitiva, intentando mantener un precario equilibrio entre los modelos propiamente retribucionistas y las políticas de bienestar. Por su parte, en Latinoamérica, en un intento por suavizar esta corriente punitiva, en la última década se ha evolucionado hacia un cambio desde la terminología jurídica hacia las terminologías propias de las ciencias sociales en la justicia juvenil: De menores infractores a adolescentes en conflicto con la ley. Sin embargo, este cambio de conceptos no implica una disminución de las populistas corrientes penalistas que invaden todo el continente americano, pero sí posee importantes implicaciones a nivel jurídico, político y legal (Villanueva, 2009). (Continua en introducción).

El ciberacoso es un fenómeno de creciente preocupación social que afecta cada vez más a niños y adolescentes de todos los paí- ses desarrollados. A diferencia de la considerable literatura que hay sobre las relaciones entre el acoso escolar y el contexto familiar y escolar, todavía hay pocos trabajos sobre la influencia de estos entornos sociales en el problema del ciberacoso. Mediante una metodología cuantitativa, el objetivo principal del presente estudio fue analizar la influencia del contexto escolar y familiar en víctimas de ciberacoso. La muestra estuvo formada por 1.062 adolescentes (51,5% chicos y 48,5% chicas), de edades comprendidas entre los 12 y los 18 años (M=14,5; DT=1,62). Se establecieron tres grupos de contraste: cibervíctimas severas, cibervíctimas moderadas y no víctimas de ciberacoso. Los resultados del análisis de varianza indicaron que las cibervíctimas severas en comparación con las no víctimas puntúan significativamente más alto en conflicto familiar y obtienen puntuaciones más bajas en el resto de variables familiares (autoestima familiar, cohesión y expresividad), y variables escolares (implicación, afiliación y ayuda al profesor), consideradas en el estudio. Los análisis de regresión revelaron que la autoestima académica y familiar y algunas dimensiones del clima familiar y escolar predicen la cibervictimización en la adolescencia. Estos novedosos resultados muestran la importancia de incluir a la familia y a la escuela en los programas de prevención del ciberacoso Cyberbullying is a phenomenon of growing social concern that affects an increasing number of children and adolescents from all the developed countries. Although there is a large body of literature on the relationships between school bullying and the family and school contexts, few studies have examined the influence of these social environments on the problem of cyberbullying. Using a quantitative methodology, the main objective of this study was to analyse the influence of the school and family contexts on victims of cyberbullying. The sample consisted of 1,062 Spanish adolescents (51.5% boys and 48.5% girls) from 11 to 18 years old (M=14.5; SD=1.62). Three comparison groups were formed: severe cyberbullying victims, moderate cyberbullying victims, and non-victims of cyberbullying. The results of the analysis of variance indicated that severe cyberbullying victims, compared to non-victims, scored significantly higher on family conflict and obtained lower scores on the remaining family (family self-concept, cohesion and expressiveness) and school (involvement, affiliation, and teacher support) variables considered in the study. Regression analyses revealed that academic and family self-concept and some dimensions of family and school climate predict cyber-victimization in adolescence. These new results point to the importance of including the family and the school in cyberbullying prevention programs

The ability to understand and process emotional information is an important part of human functioning as it facilitates an adequate adjustment to the environment [1]. The development of emotional abilities, including the capacity to perceive, use, understand and manage emotions underlies social competence and performance [2]. For instance, accurate perception of another person's emotional state enhances the estimation and understanding of their intention and subsequent behavior, making it easier to respond accordingly [3]. Emotions can facilitate thought processes reinforces learning, concentration, and execution [4]. Understanding the meaning of emotions in a social context guides decision-making, problem solving and reasoning [5]. Managing emotions effectively is the key to interpersonal relationships of good quality, due to the ability to express and behave in socially acceptable manners [2]. Furthermore, these emotional skills have been associated with physical and mental health, psychological well-being, as well as academic and work success [6]

Bullying behavior alters the way in which students coexist together in the classroom and negatively affects adolescents’ well-being. Research highlights the importance of emotional skills in promoting positive youth development and optimal social functioning. Therefore, education in these skills is a potential target for interventions aimed at reducing cyberbullying and promoting satisfaction with life during adolescence. This study analyzes the impact of an emotion education program in adolescents to promote classroom coexistence and well-being. The sample comprised 148 students from 7th and 8th grade of secondary school aged between 12 and 15 years (Mage = 12.63, SDage = 0.74; 57% girls). A quasi-experimental design with longitudinal data collection was used in this study with randomized classroom assignment to the experimental group and the control group. The intervention program was based on the emotional intelligence model of Mayer and Salovey (1997). Its objective was to develop adolescents’ emotional skills to improve the quality of interpersonal relationships and reduce conflicts between peers, positively influencing coexistence and well-being. The intervention took place in eleven sessions during school hours over a period of three months. Participants completed the emotional competence questionnaire, the cyberbullying scale and the life satisfaction scale before (T1), immediately after (T2) and six months after the intervention (T3). The results showed that the intervention program reduced victimization and assault via mobile phones and the Internet in T2 and T3. In the follow-up (T3), the intervention group had enhanced emotional perception and regulation skills and reported an increase in life satisfaction in comparison to the control group. Our findings suggest that implementing classroom intervention programs to develop students' emotional competencies could be beneficial for their subjective well-being and peer coexistence.

Sexist attitudes are rooted in patriarchal structures, which uphold traditional gender stereotypes, and which are still found in society today. Scholars have found gender differences in perceived academic achievement, with girls performing better than boys, and negative relationships between sexism and perceived academic achievement. Moreover, perceived academic achievement and sexist attitudes have been associated with aggression and different kinds of violence. This study examined the associations between sexist attitudes and perceived academic achievement (using self-report data). The study also assessed the mediating role of physical and verbal aggression in the relationship between sexist attitudes and perceived academic achievement. Seven hundred eight Spanish adolescents participated in the study. The mean age was 13.00 (SD = 0.95, range = 12&ndash, 14 years). Structural equation modelling (SEM) was used to analyse the effects among variables for boys and girls. Results showed the role of benevolent sexism and hostile sexism in perceived academic achievement, as well as the mediating role of aggression in the relationship between sexism and perceived academic achievement. Findings and implications are discussed to assess measures for establishing intervention programs and educating adolescents in a non-sexist manner.

The Internet has become the most popular way for young people to communicate with one another. Recent data indicate that 95% of students have Internet access. This study examined the links between Internet use and the parenting styles that shape parent-child interactions. Empirical analysis showed that Internet use accounts for the majority of adolescents' leisure time. The neglecting parenting style has the strongest relationship with addictive Internet use by adolescent girls and boys. For boys, addictive Internet use is also related to a combination of different parenting styles resulting from inconsistencies and contradictions between parents.

La regulación de la emoción es un proceso complejo que implica la iniciación, inhibición o modulación del propio estado o comportamientoen una situación dada (Cole, Michel & Teti, 1994). La regulación emocional tiene una función altamente significativa en la vida humana ya que reacciones emocionales inapropiadas, extremas o incontroladas pueden impedir un ajuste funcional a la sociedad (Koole, 2009). Sin embargo parauna adecuada regulación emocional es necesaria una buena comprensión emocional y, a su vez,para una comprensión eficaz se requiere una apropiada percepción emocional. En este estudio se analizan las propiedades psicométricas de la versión española del Cuestionario de Conciencia Emocional revisado (Emotional Awareness Questionnaire,EAQ30) desarrollado por Rieffe, Oosterveld,Miers, Terwogt y Ly (2008). La versión española del EAQ30 fue administrada a 1.316 adolescentes españoles de 14 a 16 años. Los datos confirman la estructura original de la escala de seis factores: Distinción de las emociones, Intercambioverbal de las emociones, No ocultamiento de las emociones, Conciencia corporal, Análisis de las emociones y Atención a las emociones delos otros. Los coeficientes de consistencia interna de las subescalas del EAQ30 fueron satisfactorios y equivalentes a los obtenidos en la escala original. Por otra parte, el estudio también confirmó la invariancia de la estructura factorial del instrumento cuando se considera el sexo, en la adolescencia media. Estos resultados permitirían sostener que la adaptación al español aquí presentada puede ser utilizada para evaluar el constructo conciencia emocional en adolescentes de lengua española de un modo válido y confiable en ambos sexos. Emotional awareness is an attentional process that enables us to monitor our emotions and to differentiate between various emotions in a qualitative sense, to locate their antecedents, and to acknowledge the physiological correlates of the emotion experience (Rieffe, Oosterveld, Miers, Terwogt, & Ly, 2008). Rieffe and colaborators (2008) consider that emotional awareness also includes attitudinal aspects such as positive or negative appreciation of the own emotions, consideration of them as aspects of oneself, or on the contrary, that they must be communicated to the others. Emotional awareness would be a cognitive skill that would enable the opportunity to regulate the most primitive emotional reactions and find patterns that are more appropriate reaction to a particular context (Rieffe, Terwogt, Petrides, Cowan, Miers, & Tolland, 2007). It is necessary to have a good emotional awareness to adequately cope a particular situation. Since there were no scales to measure emotional awareness but often alexithymia scales were used to evaluate it as its opposed emotional state, Rieffe and colleagues (2007) developed the Emotional Awareness Questionnaire (EAQ). Different analyses carried out by Rieffe and collaboratorsled to the Revised EmotionalAwareness Questionnaire (EAQ Revised - Rieffe et al., 2008). Subsequentstudies developed by Lahaye, Luminet, Broeck, Bodart, and Mikolajczak (2010) using the revised EmotionalAwareness Questionnaire, found a positive correlation of the questionnaire’s six dimensions with emotional intelligence. The same study showed a negative correlation between emotional awareness and the three dimensions - difficulty in identifying feelings, difficulty in describing feelings, and oriented to an external thinking - that make upAlexithymia Questionnaire for Children developed by Rieffe, Oosterveld, and Meerum Terwogt (2006). Given the importance of emotional awareness to the emotional development of children and adolescents and that there are no instruments published in Spanish that validly measure this construct, in this study, we investigated the psychometric properties of the Spanish version of the Emotion Awareness Questionnaire (EAQ30; Rieffe et al., 2008). The EAQ30 is a self-report questionnaire comprising 30 items rated on a 3- point scale (1 = not true, 2 = Sometimes true, 3 = true). It includes six subscales or dimensions: (1) Differentiating emotions or ability to differentiate and understand the causes of emotions; (2) Bodily awareness or identification of the physical aspects of emotional experience; (3) Verbal sharing or verbal communication’s own emotional state; (4) Acting out emotions or impulsive tendency to show emotions of oneself in a way non- functional; (5) Analyses of emotions or ability to deal voluntarily to one’s emotions; and finally, and (6) Attending to others’ emotions or the voluntary decision to deal with the emotions of others. The EAQ30 was administered to 1316 children aged 14 to 16 years old (age: M = 14.95; SD = .72), from Valencia, (Spain), of middle socioeconomic level. The translation of this questionnaire was performed according to the International Test Commission guidelines for test adaptation (Hambleton, 2001).Asix-factor model was tested usingAMOS program; the results have shown that the original 6-factor structure was replicated in our data. The internal consistency coefficients of the EAQ30 subscales were satisfactory -Cronbach’s estimates between .68 and .70- and equivalent to those obtained in the original scale. A multiple group analysis was used to test whether the sixfactor model was invariant across the gender by examining the change in model ji square and comparative fit index (CFI) values. We found the model of 6-factor has metric invariant through gender. These results allow us to claim that the Spanish version presented here can be used to evaluate the construct emotional awareness in Spanish adolescents of a valid and reliable way. It would be interesting to do further studies with different Spanish-speaking populationsto see if the stability of the structure is preserved after making appropriate adjustments to the specific language in the use of Spanish for each of the populations involved. Fil: Samper García, Paula. Universidad de Valencia; España Fil: Mesurado, Maria Belen. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina Fil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina Fil: Llorca, Anna. Universidad de Valencia; España

This cross-sectional study contributes to the literature on whether body dissatisfaction is a barrier/facilitator to engaging in physical activity and to investigate the impact of mass-media messages via computer-time on body dissatisfaction. High-school students ( N = 1501) reported their physical activity, computer-time (homework/leisure) and body dissatisfaction. Researchers measured students’ weight and height. Analyses revealed that body dissatisfaction was negatively associated with physical activity on both genders, whereas computer-time was associated only with girls’ body dissatisfaction. Specifically, as computer-homework increased, body dissatisfaction decreased; as computer-leisure increased, body dissatisfaction increased. Weight-related interventions should improve body image and physical activity simultaneously, while critical consumption of mass-media interventions should include a computer component.

El complejo mundo social de los adolescentes crea constantemente nuevas oportunidades para aplicar y desarrollar procesos relacionados con la empatía y la conducta prosocial, siendo ambos recursos fundamentales para su desarrollo psicológico y emocional positivo. El objetivo del presente trabajo es estudiar la relación entre la empatía, la conducta prosocial y los problemas de relación con los iguales en la adolescencia. Participaron en el estudio 520 adolescentes españoles entre 12 y 15 años (M= 13,55; DT= 1,09), de los cuales 263 (50.6%) eran chicas. Los instrumentos utilizados fueron la Escala Básica de Empatía (BES; Jolliffe y Farrington, 2006) para evaluar la empatía cognitiva y afectiva, así como el Cuestionario de Fortalezas y Debilidades (SDQ; Goodman, 1997) para la medida de la conducta prosocial y los problemas de relación con los iguales. Los análisis realizados fueron estadísticos descriptivos, pruebas t y correlaciones bivariadas. Los resultados indican que las chicas tienen mayores niveles de empatía cognitiva y afectiva, y de conducta prosocial que los chicos. Ambas variables se relacionan positivamente. En conclusión, se señala la importancia de incluir variables de desarrollo positivo y de ajuste en el estudio de la adolescencia.

A finales de la niñez y adolescencia temprana, el mundo social de los adolescentes cambia y se amplía. Las relaciones con iguales adquieren gradualmente mayor importancia, convirtiéndose los amigos en la principal fuente de intimidad y apoyo socioemocional. El objetivo del presente trabajo es estudiar el apego a la madre, al padre y a los iguales en una muestra de adolescentes españoles. Participaron en el estudio 650 adolescentes de 12 a 16 años (M= 13.55; DT= 1.09), pertenecientes a colegios e institutos de la Comunidad Valenciana (España), 335 de los cuales eran chicas (51.5%). El apego se evaluó con el inventario de Apego a los Padres y a los Iguales (IPPA, Armsden y Greenberg, 1987), que considera las dimensiones de confianza, comunicación y alienación. Se realizaron análisis descriptivos, pruebas t y correlaciones bivariadas. Los resultados indican que las chicas tienen un apego más fuerte a sus amistades que los chicos, con mayores puntuaciones en comunicación. Además, el apego a los progenitores se relaciona positivamente de forma significativa con el apego a los iguales. Se discute la importancia de estudiar las relaciones de apego tanto a los padres como a los iguales en la etapa adolescente.

This study examined psychometric properties of a measure of adolescents' appraisal of criteria used for judging their sport and physical education success by their significant adults (PACEDOS). To facilitate coherent comparisons among significant adults in achievement settings, the same measure was used for the four of them (mother, father, and coach or PE teacher). Participants were 505 Spanish adolescents (M=13.85 years of age, SD = .76). Support for two dimensions, namely a task-involving criteria and ego-involving criteria, emerged across the four administrations via CFA, as well as evidence for internal consistency. Predictive validity findings suggested that the PACEDOS was distinct from perceptions of the motivational climate. Results revealed differences in gender, between athletes/non-athletes, and among the adolescents' appraisals of the four social agents' ego and task-involving criteria. Particularly, parents played a gendered role and sport leaders (coach/PE teacher) played a performative/educational role in adolescents' appraisal of the criteria used for judging their success in sport and PE contexts. The PACEDOS appeared to be a valid and reliable instrument, which allows coherent comparisons among different significant adults and it may help for understanding adolescents' sport and PE socialization.

Caballero-Blanco P, Delgado-Noguera, MA, Escarti-Carbonell, A. Analysis of Teaching Personal and Social Responsibility model-based programmes applied in USA and Spain. J. Hum. Sport Exerc. Vol. 8, No. 2, pp. 427-441, 2013. Over the last three decades, several studies have applied Hellison’s Teaching Personal and Social Responsibility (TPSR) model; most of them have generated strong empirical evidences that support that theoretical framework. TPSR is a programme for positive youth development through physical activity. This article compares the different studies that have implemented the TPSR model in the United States and Spain. This paper reviews those researches by analysing their key features such as the research contexts, the profile of participants, the programme duration, the kind of physical activity used during the research, the research methodology employed and the results obtained by these researches. This article stresses some similarities and differences between those previous studies. Key words: RESPONSIBILITY MODEL, POSITIVE DEVELOPMENT THROUGH PHYSICAL ACTIVITY, POSITIVE YOUTH DEVELOPMENT.

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

Si algo caracteriza a la propia vida es su naturaleza dinámica, cambiante sin cesar. El dinamismo establece un continuo de desarrollo constante, y eso a los humanos a veces nos desconcierta y nos empuja a parcelar y establecer etapas para comprender mejor el devenir. Así, todos los grupos culturales, en función de su contexto, han ido diseñando un imaginario de periodos vitales estables y otros de periodos de cambio. Sin ir más lejos, en nuestro contexto sociocultural señalamos la adolescencia como una etapa de transición hacia la juventud y la vida adulta.

This theoretical study examines the main findings and researches regarding the comorbidity between conduct disorder and major depression in adolescence. On the one hand, it is argued that high prevalence of comorbidity imply common risk factors (biological, cognitive- emotional and socio-cultural) and a causal relationship between these mental illness, usually conduct disorder preceding major depression. On the other hand, independent nosological status of this comorbidity» is advocated on the basis of several external criteria (e.g. response to treatment, course into adulthood and psychopathological profile), which distinguish this mixed clinical entity from conduct disorder and major depression, especially the latter category. These findings are discussed concerning the classification of «depressive conduct disorder» within current diagnosis reference manuals.

La conducta agresiva es objeto de estudio con la finalidad de comprender los mecanismos básicos que causan y regulan esta conducta. La interculturalidad es una realidad que caracteriza a nuestra escuela y nuestra sociedad y el incremento acentuado en los últimos años de población inmigrante y el aumento de adopciones internacionales han generado en algunos centros un alto porcentaje de alumnos procedentes de otras culturas, lo que ha motivado en algunos centros un incremento de conductas agresivas y antisociales. El objetivo del estudio es analizar la conducta agresiva, los procesos implicados y los mecanismos de afrontamiento en una muestra de 1557 adolescentes entre 12 y 15 años, de Primer Ciclo de Enseñanza Secundaria Obligatoria de centros públicos y concertados de la Comunidad Valenciana, que completaron los instrumentos el Índice de Empatía para Niños y Adolescentes, la Escala de Conducta Prosocial, la Escala de Inestabilidad Emocional, la Escala de Agresividad Física y Verbal, y la Escala de Afrontamiento para Adolescentes. Los resultados confirman diferencias estadísticamente significativas en los comportamientos agresivos y en los recursos de afrontamiento evaluados en función del sexo, el país de nacimiento y el tipo de centro según alberguen mayor número de alumnos procedentes de otros países. Palabras Clave: agresividad, afrontamiento, adolescentes, interculturalidad.

El presente estudio analiza los procesos psicológicos implicados en la conducta prosocial según un estudio longitudinal. Se ha evaluado una muestra de 499 adolescentes españoles (12-14 años, 240 chicos y 259 chicas) a lo largo de tres años consecutivos aplicando los siguientes instrumentos: Medida Objetiva del Razonamiento Prosocial (PROM), Escala de Agresividad Física y Verbal (AFV), Escala de Inestabilidad Emocional (IE), Escala de Conducta Prosocial (CP), Índice de Empatía para Niños y Adolescentes (IECA), Índice de Reactividad Interpersonal (IRI). Los análisis discriminantes realizados muestran un fuerte poder predictor de los procesos emocionales respecto a los cognitivos en la disposición prosocial, siendo la empatía la que alcanza una correlación más alta con la función discriminante a lo largo de la adolescencia. Palabras clave: conducta prosocial, empatía, razonamiento, adolescencia. Abstract: The present longitudinal study examined psychological processes involved in prosocial behavior. A sample of 499 Spanish adolescents were evaluated (12-14 years old; 240 boys and 259 girls) for 3 consecutive years with 6 instruments: Prosocial Reasoning Objective Measure (PROM), Physical and Verbal Aggression Scale (AFV), Emotional Instability Scale (IE), Prosocial Behavior Scale (CP), Index of Empathy for Children and Adolescents (IECA), and Interpersonal Reactivity Index (IRI). Discriminants analyses of prosocial disposition indicated a strong predictor power of emotional processes with respect to cognitive components; empathy provided the highest correlation with the discriminant function during adolescence. Keys words: prosocial behavior, empathy, reasoning, adolescence

El Proyecto Arianne se ha organizado como una red de equipos de investigación que han trabajado autónomamente en Dinamarca, Alemania, Grecia, Gran Bretaña, Francia, Italia, España y Portugal. En cada caso se ha desarrollado un modelo propio para conseguir un mismo objetivo: elaborar estrategias pedagógicas que amplíen los horizontes de la identidad masculina de los adolescentes. En este artículo se justifica la importancia de este objetivo a partir de las investigaciones etnográficas llevadas a cabo en los distintos países, se esboza el modelo general de intervención, y se presentan algunas experiencias, así como sus resultados.

[EN] The possible harmful effects of advertising in magazines aimed at teenagers have not lost relevance.Thus the aim of this article is to explore the linguistic characteristics used as foregrounding devices in a corpus of English advertisements aimed at teenagers. My underlying premise is that some linguistic messages or images convey information which is picked up by teenagers creating in them the desire to obtain certain products. In my analysis I attempt to ascertain, if any, what kind of linguistic control and what linguistic devices advertisers use to achieve their goal. Additionally, I try to find out to what extent the power of advertising has something to do with social problems related to compulsive consumerism, health disorders and behavior which affect teenagers. Hence, in my research, I gathered linguistic data from four magazine advertisements and identified the strategies used by prestigious brands to create in teenagers artificially constructed necessities on the basis of Donald Gunn's classification of manipulative techniques in advertising.