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School anxiety and psychopathological symptoms tend to co-occur across development and persist in adulthood. The present study aimed to determine school anxiety profiles based on Lang’s model of the triple response system (cognitive anxiety, psychophysiological anxiety, and behavioral anxiety) and to identify possible differences between these profiles in psychopathological symptoms (depression, hostility, interpersonal sensitivity, somatization, anxiety, psychoticism, obsessive-compulsive, phobic anxiety, and paranoid ideation). The School Anxiety Inventory (SAI) and the Symptom Assessment-45 Questionnaire (SA-45) were administered to 1525 Spanish students (49% girls) between 15 and 18 years old (M = 16.36, SD = 1.04). Latent Profile Analysis identified four school anxiety profiles: Low School Anxiety, Average School Anxiety, High School Anxiety, and Excessive School Anxiety. A multivariate analysis of variance revealed statistically significant differences among the school anxiety profiles in all the psychopathological symptoms examined. Specifically, adolescents with Excessive School Anxiety showed significantly higher levels of the nine psychopathological symptoms than their peers with Average School Anxiety and Low School Anxiety. In addition, the Excessive School Anxiety profile scored significantly higher in phobic anxiety than the High School Anxiety group. These findings allow to conclude that it is necessary enhance well-being and reduce psychopathology of those adolescents who manifest high and very high reactivity in cognitive, psychophysiological, and behavioral anxiety.

The Early Childhood Education stage is the basis of the training of the minor, especially in the literacy field. The use of innovative resources in the classroom that motivate and arouse reading interest, as a previous step to a habit that must be acquired throughout Primary, becomes one of the tasks of the teacher who values the importance of reading in the personal and academic development of his students. For this reason, this workshop aims to help the understanding of literary texts to arouse interest and reader motivation through light and manipulative materials, thus favoring the pleasure of reading. The workshop consists of the narration of stories of children´s literature using the old overhead projectors used as light tables. The participants of this study were 326 students from four to six years (51.8% were children) of Early Education from different schools in the Region of Murcia. A demographic scale, the Mierisuo-Storm and Soinnien scale (2012) and an observational record were administered as instruments for the collection of information. The results show that 99% of the students not only understood the argument of the text, but also were able to carry out the subsequent activities using the resources offered; the same percentage showed interest in reading new texts. As a conclusion to this project, we can affirm that the implementation of new resources in the classroom focused on the understanding of the texts helps to awaken in the child the motivation and necessary interest to generate the reading habit., La etapa de Educación Infantil es la base de la formación del menor, especialmente en el ámbito lectoescritor. El empleo de recursos innovadores en el aula que motiven y despierten el interés lector, como paso previo a un hábito que será adquirido en Primaria, se convierte en la principal labor del docente que valora la trascendencia de la lectura en el desarrollo personal y académico de su alumnado. Este proyecto tuvo como objetivo ayudar a la comprensión de los textos literarios para despertar el interés y la motivación lectora a través de la luz y materiales manipulativos, favoreciendo el placer por la lectura. Consistió en la narración de cuentos y la posterior realización de actividades mediante el empleo de los antiguos retroproyectores utilizados como mesas de luz. Los participantes de este estudio fueron 326 alumnos de 4 a 6 años (51,8% eran niños) de Educación Infantil de colegios de la Región de Murcia. Se administraron como instrumentos para la recogida de información una escala sociodemográfica, la escala de Mierisuo-Storm y Soinnien (2012) y un registro observacional. Los resultados obtenidos muestran que el 99% del alumnado comprendió el argumento del texto y fue capaz de realizar las actividades posteriores empleando para ello los recursos ofrecidos; el mismo porcentaje mostró interés por posteriores lecturas. Como conclusión, se puede afirmar que la implementación de nuevos recursos en el aula enfocados a la comprensión de los textos ayuda a despertar en el menor la motivación y el interés necesario para generar el hábito lector.

The increasingly ageing population and the tendency to live alone have led science and engineering researchers to search for health care solutions. In the COVID 19 pandemic, the elderly have been seriously affected in addition to suffering from isolation and its associated and psychological consequences. This paper provides an overview of the RobWell (Robotic-based Well-Being Monitoring and Coaching System for the Elderly in their Daily Activities) system. It is a system focused on the field of artificial intelligence for mood prediction and coaching. This paper presents a general overview of the initially proposed system as well as the preliminary results related to the home automation subsystem, autonomous robot navigation and mood estimation through machine learning prior to the final system integration, which will be discussed in future works. The main goal is to improve their mental well-being during their daily household activities. The system is composed of ambient intelligence with intelligent sensors, actuators and a robotic platform that interacts with the user. A test smart home system was set up in which the sensors, actuators and robotic platform were integrated and tested. For artificial intelligence applied to mood prediction, we used machine learning to classify several physiological signals into different moods. In robotics, it was concluded that the ROS autonomous navigation stack and its autodocking algorithm were not reliable enough for this task, while the robot's autonomy was sufficient. Semantic navigation, artificial intelligence and computer vision alternatives are being sought., Funding agencies:Spanish Ministerio de Ciencia, Innovacion y Univesidades, Agencia Estatal de Investigacion (AEI) RTI2018-095599-A-C22Wallenberg AI, Autonomous Systems and Software Program (WASP) - Knut and Alice Wallenberg Foundation

Some of the components of perfectionism produce a variety of problems, such as interpersonal hypersensitivity and hostility, that may be associated with aggression behavior during adolescence. This study aims to identify classes of adolescents depending on their levels of Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC) as well as to examine whether there are significant differences in the manifestations of the four components of aggression behavior (i.e., anger, hostility, physical aggression, and verbal aggression) between them. A total of 1,074 high school students from various educational centers participated in this study (M = 14.78, SD = 1.84). The Child-Adolescent Perfectionism Scale and the Aggression Questionnaire short form were used. The Latent Class Analysis identified three classes of adolescent perfectionism: (a) Non-Perfectionists (low PS and PC), (b) Maladaptive Perfectionists (high PS and PC), and (c) Adaptive Perfectionists (moderate PS and PC). Results revealed significant differences between classes regarding the different manifestations of aggression. Maladaptive Perfectionists and Adaptive Perfectionists reported, respectively, the highest and lowest levels of aggression behavior. This study assists in educational programs to prevent conflicts related to school violence through emotional adjustment.

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.

Despite the fundamental role that the Spanish educational reform grants to Professional Training, it is unknown whether the perception of society has improved. In order to try to improve the social image of Professional Training, we must get to know it. Although research is scarce, there are some studies that highlight the positive assessment that society gives to the link between training and the company in this type of education. In this sense, the objective of this study is to assess the perception of Professional Training students about the future expectations offered by this formative stage. The participants were 181 Professional Training students in the Hospitality and Tourism Specialty (41.7% were male). The Future Time Perspective Questionnaire by Husman and Shell (2008) and an ad hoc questionnaire were used to collect sociodemographic data. Student's t tests were performed to analyze the differences in means between different sociodemographic variables in the four dimensions of the questionnaire. No significant differences in any of the variables studied were found. In the Chi-square test, a statistically significant association was found between those who have completed higher education versus those who have not, in relation to working in the sector. Therefore, the social image of this stage should continue to be strengthened, since employers prefer to employ university graduates with Professional Training studies than those who only have these last studies., Apesar do papel fundamental que a reforma educacional espanhola confere à Formação Profissional, não se sabe se a percepção da sociedade melhorou. Para tentar melhorar a imagem social da Formação Profissional, devemos conhecêla. Embora as pesquisas sejam escassas, existem alguns estudos que destacam a avaliação positiva que a sociedade dá à ligação entre a formação e a empresa nesta modalidade de ensino. Nesse sentido, o objetivo deste estudo é avaliar a percepção de alunos da Formação Profissional sobre as expectativas futuras oferecidas por essa fase formativa. Participaram 181 alunos da Formação Profissional na Especialidade Hotelaria e Turismo (41.7% do sexo masculino). Foi usado o questionário de perspectivas de futuro de Husman e Shell (2008) e um questionário criado ad hoc para coletar dados sociodemográficos. Testes t de Student foram realizados para analisar as diferenças de médias entre as diferentes variáveis sociodemográficas nas quatro dimensões do questionário. Não encontramos diferenças significativas em nenhuma das variáveis estudadas. No teste Qui Quadrado, foi encontrada associação estatisticamente significativa entre os que possuem o ensino superior completo versus os que não o possuem, em relação ao trabalho no setor. Portanto, a imagem social desta etapa deve continuar a ser fortalecida, uma vez que os empregadores preferem empregar graduados universitários com estudos de formação profissional mais do que aqueles que possuem apenas estes últimos estudos., Pese al papel fundamental que la reforma educativa española otorga a la Formación Profesional se desconoce si la percepción de la sociedad ha mejorado. Para poder intentar mejorar la imagen social de la Formación Profesional debemos conocerla. Aunque la investigación es escasa, existen algunos estudios que destacan la valoración positiva que la sociedad le otorga a la vinculación entre formación y empresa de este tipo de educación. En este sentido, el objetivo de este estudio es valorar la percepción de los estudiantes de Formación Profesional sobre las expectativas de futuro que les ofrece esta etapa formativa. Los participantes fueron 181 estudiantes de Formación Profesional de la Especialidad de Hostelería y Turismo (41.7% fueron varones). Se utilizó el Cuestionario de Perspectivas de Futuro de Husman y Shell (2008) y un cuestionario creado ad hoc para recoger los datos sociodemográficos. Se realizaron pruebas t de Student para analizar las diferencias de medias entre distintas variables sociodemográficas en las cuatro dimensiones del cuestionario. No encontramos diferencias significativas en ninguna de las variables estudiadas. En la prueba Chi Cuadrado se encontró una asociación estadísticamente significativa entre aquellos que tienen estudios superiores finalizados frente a los que no en lo referente a estar trabajando en el sector. Por tanto, se debe seguir potenciando la imagen social de esta etapa ya que los empleadores prefieren dar trabajo a licenciados universitarios con estudios de Formación Profesional que a aquellos que solo tienen estos últimos estudios.

The restorative justice (RJ) paradigm requires coherence among legal, justice, and educational systems to promote a culture of restorative dialogue with victims of violence and to reintegrate aggressors into the community. The objective of this study, from an evolutionary social perspective, was to examine criminal mediation files in the archives of the Murcia Intrajudicial Criminal Mediation Service (UMIM), Spain, to see which variables are associated with which types of violence and understand the contents and adoption of agreements. In this study the sociodemographic, procedural, and interpersonal variables of 216 people who used criminal mediation were analysed. The results showed statistically significant differences concerning age, the procedural moment of referral, and the participants’ relationship. The main conclusions are that the youngest group had a more significant number of encounters with physical violence; most agreements occurred in the initial phase of a judicial procedure; and the majority of agreements had moral content regardless of the age of the parties involved. These factors are of interest to the establishment of judicial and educational restorative models.

Peer group relationships are a powerful predictor of adolescent involvement in drug use and antisocial behaviour. This study aims to analyse drug use based on whether or not adolescents belong to a violent or nonviolent gang, as well as on bullying roles. The participants were 1,264 students in Compulsory Secondary Education. Membership of violent gangs was found to be associated with significantly higher drug use compared to non-membership to gangs, and to membership of non-violent gangs. All those who engaged in bullying belonged to a gang. It is essential to emphasise the importance of preventing drug use and other risk behaviours in adolescence., Las relaciones entre el grupo de iguales suponen un potente pronosticador de la implicación del adolescente en el consumo de drogas y las conductas antisociales. El estudio tiene el objetivo de analizar el consumo de drogas en función de que el adolescente pertenezca o no a una banda violenta o no violenta y los roles de bullying. Los participantes fueron 1.264 estudiantes de Educación Secundaria Obligatoria. La pertenencia a bandas con carácter violento se asociaba a consumos de drogas significativamente superiores frente a los que no estaban vinculados a bandas, así como con los adolescentes de bandas no violentas. Los agresores de acoso escolar pertenecían a una pandilla. Es fundamental hacer hincapié en la prevención del consumo de drogas y otras conductas de riesgo.

The rise of technology has increased risks such as problematic internet use or cyberbullying. Data show that there is problematic use of the internet, which has important repercussions academically, personally, socially and for health. The objective of this study was to identify different profiles that vary according to intra- and interpersonal conflicts related to internet use. In addition, this study aimed to examine whether there are significant differences in bullying and cyberbullying among adolescents with a conflict related to internet use. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32). The Questionnaire on School Violence and the Questionnaire of Experiences Related to Internet was use. The latent profile analysis identified four different types of conflicts related to internet use: (a) high levels in intra- and interpersonal conflicts; (b) low levels intra- and interpersonal conflicts; (c) moderate intra- and interpersonal conflicts and (d) very high levels in intra- and interpersonal conflicts. The results of the study indicated that there were significant differences in the manifestations of school violence between the profiles. This study assists in educational programs to prevent conflicts related to internet use and school violence through emotional adjustment.

The use of mobile phones has great benefits for communication. However, evidence has shown that problematic use, such as cyberbullying, can also be associated with mobile phones. In this sense, emotional regulation plays an important role. The objective of this study was to identify different groups that varied in terms of conflicts related to problematic mobile phone use (namely, maladaptive communication and emotional patterns). Furthermore, the study aimed to examine whether there were significant differences in the dimensions of emotional intelligence and cyberbullying between adolescents with a mobile phone use problem. The study participants were 810 students aged between 12 and 16 years. The Emotional Coefficient Inventory questionnaire about cyberbullying and a questionnaire on experiences related to mobile phones were used. The cluster analysis identified three different types of mobile phone use: A group displaying no problematic use, a group displaying moderately problematic use, and a group displaying problematic use. The study results motivate carrying out stress management programs, emotional re-education, and other actions that reinforce emotional intelligence.

Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale . The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.

El objetivo de este estudio fue analizar la relación entre tipos sociométricos, categorías conductuales y el uso de estrategias de aprendizaje y habilidades de estudio (Actitud, Motivación, Gestión del Tiempo, Ansiedad, Concentración, Procesamiento de la Información, Selección de Ideas Principales, Escala de Ayuda al Estudio, Escala de Autoevaluación y Escala de Estrategias de Evaluación) en una muestra de 1349 (51.7% varones) adolescentes españoles de 12 a 16 años. Metodología: la identificación sociométrica de los estudiantes se realizó mediante el Programa Socio y para el análisis de las estrategias de aprendizaje y estudio se administró el Learning and Studies Skills Inventory High School Version (LASSI-HS; Weinstein y Palmer, 1990). Los resultados muestran que los estudiantes nominados positivamente por sus iguales obtuvieron puntuaciones significativamente más altas en el uso de estrategias de aprendizaje y habilidades de estudio adaptativas para el aprendizaje que los nominados negativamente. Los tipos sociométricos resultaron ser un predictor significativo del uso de las diversas estrategias de aprendizaje y habilidades de estudio, ya que los estudiantes nominados positivamente por sus compañeros presentaron mayor probabilidad de alcanzar altas puntuaciones en el empleo de estrategias de aprendizaje adecuadas al estudio. Estos hallazgos son discutidos teniendo en cuenta el tamaño del efecto de las diferencias y su implicación teórico-práctica., The aim of this study was to analyze the relationship between sociometric types, behavioral categories and use of learning strategies and study skills (Attitude, Motivation, Time Management, Anxiety, Concentration, Information Processing, Selecting Main Ideas, Aid Study Scale and Self-Assessment Strategies Scale) in a sample of 1349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. Methodology: the students' sociometric nomination was performed by the Programa Socio and for the analysis of learning strategies and study, the Learning and Skills Inventory Studies High School Version, (LASSI-HS, Weinstein and Palmer, 1990) was administered. Results show that students positively nominated by their peers obtained significantly higher scores on the use of learning strategies and study skills adaptive for learning. Sociometric types were found to be a significant predictor of the use of various learning strategies and study skills, as students positively nominated by their peers were more likely to achieve high scores on the use of appropriate learning strategies to study. These findings are discussed taking into account the effect size of the differences and their theoretical and practical implication.

As aggressive behaviors emerge at early ages, is necessary to analyze this construct and its relationship with emotional variables as soon as possible to plan more effective interventions. This work has three main goals. First, to validate the scores of the Aggression Questionnaire Short Form (AQ-SF) in a random sample of 1202 Spanish children (M = 10.09, SD = 1.31, 51% girls), considering its factorial invariance across sex and age and possible differences as a function of these variables. Second, to identify aggression profiles based on the AQ-SF and, finally, to analyze possible differences in school anxiety based on these profiles. Confirmatory factor analysis supported the four-dimensional structure of the AQ-SF scores. Factorial invariance analysis of this model across sex and age confirmed that the model maintains the same structure in boys and girls and different age groups. Latent mean analysis identified significant sex and age differences. Five aggression profiles (High, Moderate High, High Physical, Moderate Low, and Low) were identified using latent profile analysis, and differential functioning of those profiles was found across the dimensions of school anxiety. Results show the adequacy of the AQ-SF scores in Spanish child population and provide relevant data to plan psychoeducational interventions.