The increasing use of social media among adolescents has fostered the emergence of behaviors such as cybergossip, highlighting the need for valid and reliable instruments to assess this phenomenon across different cultural contexts. The present study aimed to examine the psychometric properties of the Cybergossip Questionnaire for Adolescents in a sample of Peruvian adolescents. A total of 1,521 students aged 11 to 19 years (M = 14, SD = 1.38) participated. A confirmatory factor analysis was conducted, measurement invariance was evaluated, group comparisons by gender and age were performed, and an item response theory approach was applied using the graded response model. The results showed an adequate model fit (CFI = .965; RMSEA = .073) and satisfactory internal consistency (alpha = .84; omega = .84). Measurement invariance was confirmed across all levels, and the item parameters indicated precise measurement. Overall, the findings support the validity of the instrument, which is suitable for assessing cybergossip among Peruvian adolescents. In this regard, the scale enables its application in educational and research settings to assess cybergossip among adolescents.
The study examines, on the one hand, the mediating role of entrepreneurial skills in the relationship between knowledge and entrepreneurial potential; and, on the other hand, the effect of parental educational attainment and its interaction with knowledge and skills. A total of 537 (47.3% women; M = 18.15 years; SD = 5.36) students from lower secondary school, upper secondary school, and vocational training took part. Scales measuring entrepreneurial knowledge, skills, and attitudes were administered, and the data were analyzed using correlations, tests for comparing means, mediation, and multiple regression. The results showed no differences in knowledge and skills according to gender or year group, although male students and vocational training students demonstrated greater leadership. Knowledge was not directly associated with entrepreneurial potential but was indirectly associated with it through skills. No effects of paternal educational attainment were observed, whilst maternal educational attainment did show an association in interaction with skills. Educational implications and future lines of research are discussed.
This study explores the relationship between perfectionism dimensions: perfectionistic concerns and perfectionistic strivings, as well as psychological well-being, with mindset as a mediating factor. Perfectionistic concerns are typically linked to maladaptive outcomes, while perfectionistic strivings are associated with positive psychological functioning. A total of 323 Filipino undergraduates (74.9% female) participated in this correlational research. In analyzing the results, Structural Equation Modeling with mediation analysis was employed. Findings from the study showed that perfectionistic concerns was not significantly related to fixed mindset but was negatively related to some aspects of well-being, particularly environmental mastery, purpose in life, and self-acceptance. In contrast, perfectionistic strivings was positively associated with growth mindset and is related to higher levels of autonomy, personal growth, positive relationships, and self-acceptance. Mediation analysis revealed that individuals with a growth mindset tended to exhibit high perfectionistic strivings, leading to enhanced well-being. Both growth and fixed mindsets predicted certain well-being components, suggesting that a fixed mindset may not be entirely harmful. This study highlights the role of mindset in the relationship between perfectionism, particularly perfectionistic strivings, and students’ psychological well-being and functioning, with implications for the development of mindset-based interventions.
Math anxiety and executive functions both impact mathematical achievement, yet their interaction shows methodological inconsistencies. Building on the theoretical framework of the state-trait discrepancy, this study evaluates these math anxiety dimensions through differentiated conceptual models applied to math problem solving: specifically, mediation for state-math anxiety and moderation for trait-math anxiety. Gender was also included due to its relevance for math anxiety and math problem solving. The sample consisted of 291 Chilean students (169 girls; mean age of 10.54 years). Results showed direct relationships between math anxiety and math problem solving, and replicated performance differences favoring males in math problem solving and state-math anxiety. Working memory mediates the state-math anxiety and math problem solving relationship consistently across genders. Trait-math anxiety moderation was significant only through verbal-working memory, with an additional interaction by gender. This moderation mechanism was exclusive to girls, indicating that a robust verbal-working memory buffered the negative effect of trait-math anxiety on math problem solving. These findings highlighted the importance of distinguishing math anxiety dimensions and underscored verbal working memory as a key target for interventions aimed at improving math problem solving and potentially reducing gender differences related to math anxiety and math problem solving.
La consolidación de sistemas universitarios verdaderamente inclusivos requiere una comprensión profunda de las variables personales y contextuales que influyen en las prácticas docentes. El presente estudio tuvo dos objetivos: analizar la educación inclusiva del profesorado universitario ecuatoriano, valorando variables sociodemográficas; y evaluar el papel de las competencias socioemocionales en la educación inclusiva. Se llevó a cabo un estudio cuantitativo, descriptivo transversal ex post facto, con una muestra incidental de 568 profesores universitarios (61% hombres), con una edad media de 43.91 años (DT = 9.68). Se aplicó un cuestionario compuesto por tres secciones: datos sociolaborales del profesorado, Cuestionario de Competencias Socioemocionales y la Escala de Educación Inclusiva. Se realizaron análisis descriptivos, correlacionales y comparativos con regresiones lineales. Los resultados muestran niveles mayoritariamente positivos en educación inclusiva, con diferencias significativas en función de la edad, la formación en inclusión y algunas dimensiones asociadas al género, la convivencia con minorías y la pertenencia étnico-cultural. La conciencia social y conducta prosocial fue identificado con mayor capacidad explicativa sobre la educación inclusiva. Estos hallazgos pueden ayudar al diseño de políticas institucionales y prácticas docentes orientadas hacia una educación universitaria inclusiva.
Grounded primarily in Career Construction Theory, this study examined the association between perceived parental career support and career adaptability among Chinese adolescents and tested whether future work self-salience and academic engagement were involved in this association as potential mediators. In the Chinese senior high school context, students are often required to make consequential educational and career-related decisions while access to systematic career education may be uneven, making family-based resources particularly salient. Although previous studies have linked perceived parental career support, future-oriented self-concepts, and engagement to career development outcomes, the sequential mechanism involving future work self-salience and academic engagement has rarely been examined in adolescent samples. Using a cross-sectional paper-and-pencil survey conducted in 2024, the study included 778 students in Grades 10-12 from a senior high school in Guizhou, China (M = 16.89, SD = 1.06; 41% male). Pearson correlation analyses and bootstrapped mediation analyses (PROCESS Model 6, 5,000 resamples) showed that perceived parental career support, future work self-salience, and academic engagement were all positively associated with career adaptability. Significant indirect associations were observed through future work self-salience, through academic engagement, and through the sequential pathway from future work self-salience to academic engagement. These findings highlight the potential relevance of coordinated school-family support for adolescents’ career development, while the cross-sectional design does not allow conclusions about causal direction.
Los mitos del amor romántico y la segregación por género de las relaciones con los iguales son dos variables que se consideran factores de riesgo para la aparición de episodios de violencia de género en la adolescencia, pero a pesar de ello no existen estudios que relaciones ambas variables. La muestra está compuesta por 911 adolescentes con edades comprendidas entre 13 y 17 años (M = 15.2; DT = 1.4), de los que el 54% eran chicas, que cumplimentaron un cuestionario sociométrico y la Escala de Mitos hacia el Amor. Se realizó un análisis multivariado con dos factores: género y segregación por género, y los mitos del amor romántico como variables dependientes. Se encontraron efectos principales, sobre todo de la variable género, y efectos de interacción, que indican que son los chicos que mantienen relaciones segregadas los que obtienen las mayores puntuaciones en los mitos de la ambivalencia, que relacionan amor con agresión. Los mitos del amor romántico perviven en la adolescencia, y la segregación por género tiene efectos especialmente negativos en los chicos. Todo ello hace necesario seguir implementando acciones educativas en materia de igualdad, especialmente con adolescentes.
El estudio analiza, por un lado, el papel mediador de las habilidades emprendedoras en la relación entre conocimientos y potencial emprendedor; y, por otro, el efecto del nivel educativo parental y su interacción con conocimientos y habilidades. Participaron 537 (47.3% mujeres; M = 18.15 años; DT = 5.36) estudiantes de Educación Secundaria obligatoria y postobligatoria (Bachillerato y Formación Profesional). Se aplicaron escalas de conocimientos, habilidades y actitudes emprendedoras, y se realizaron correlaciones, pruebas de comparación de medias, mediación y regresión múltiple. Los resultados mostraron ausencia de diferencias en conocimientos y habilidades según género y la etapa educativa, aunque los hombres y el alumnado de Formación Profesional presentaron mayor liderazgo. Los conocimientos no se asociaron directamente con el potencial emprendedor, pero sí de forma indirecta a través de las habilidades. Tampoco se observaron efectos del nivel educativo paterno, mientras que el materno sí mostró asociación en interacción con las habilidades. Se discuten implicaciones educativas y líneas futuras de investigación.
Limited research has explored how childhood experiences impact self-esteem, and none have examined the combined effects of both adverse and positive childhood experiences on self-esteem among Vietnamese undergraduates. The study aimed to explore the direct effects of adverse and benevolent childhood experiences on self-esteem and to determine whether benevolent childhood experiences can mitigate the impact of adverse childhood experiences on self-esteem. A sample of 614 Vietnamese undergraduates (M = 20.37 years, SD = 1.38), ranging from 19 to 28 years, completed a self-report questionnaire on childhood experiences and self-esteem. Hierarchical regression and moderation analyses were conducted to test the hypotheses. Findings revealed that 79.3% of undergraduates reported at least one exposure to adverse childhood experiences, while 62.2% of participants reported high benevolent childhood experiences; both independently predicted self-esteem in opposite directions. Regarding their combined effects, benevolent childhood experiences not only had a substantial direct impact on self-esteem but also appeared to counteract the negative impact of adverse childhood experiences. The findings highlight the profound impact of benevolent childhood experiences, suggesting that promoting positive childhood experiences is a vital strategy for nurturing self-esteem, complementing efforts to prevent adversity in mental health programs for undergraduates.
El uso creciente de las redes sociales en adolescentes ha favorecido la aparición de conductas como el ciberchisme, lo que hace necesaria la disponibilidad de instrumentos válidos y confiables para su evaluación en distintos contextos culturales. El presente estudio tuvo como objetivo analizar las propiedades psicométricas del Cuestionario de Ciberchisme para Adolescentes en una muestra de adolescentes peruanos. Participaron 1,521 estudiantes entre los 11 y 19 años (M = 14; DT = 1.38). Se realizó un análisis factorial confirmatorio, se evaluó la invarianza de medición, comparaciones entre grupos (género y edad) y se aplicó la teoría de respuesta al ítem mediante el modelo de respuesta graduada. Los resultados mostraron un ajuste adecuado del modelo (CFI = .965; RMSEA = .073) y una adecuada consistencia interna (α = .84; ω = .84). Asimismo, se confirmó la invarianza en los cuatro niveles y los parámetros indicaron una medición precisa. En conjunto, los hallazgos respaldan la validez del instrumento, el cual resulta adecuado para evaluar el ciberchisme en adolescentes peruanos. En este sentido, la escala permite su aplicación en contextos educativos y de investigación para evaluar el ciberchisme en adolescentes.
This study examined multilevel models of student perceptions of homework feedback quality among 1,426 students in Grades 5 to 8 from 74 classes in Türkiye. The models drew on major constructs from self-determination, expectancy-value, self-regulation, and growth mindset theories. At the student level, perceived feedback quality showed positive associations with teacher autonomy support, homework quality, academic purpose, homework effort, and homework management. At the class level, it was positively linked to autonomy support and homework quality. Notably, this study extended previous research by revealing that perceived feedback quality was positively associated with academic purpose, homework effort, and homework management after accounting for other theoretically relevant variables in multilevel models. The implications for future research and practices are discussed.
The remote education during the COVID-19 pandemic was a novel educational situation for children and parents. The study investigated (1) changes in parental involvement in children’s homework (autonomy support, control, and interference) during school closure, and (2) parents’ motivational (self-efficacy, beliefs in child’s efficacy, online self-efficacy) and emotional variables (positive and negative emotions) as predictors of parental involvement in homework. A sample of 127 parents of elementary school children completed an online questionnaire. The results showed that control and interference in children’s homework increased significantly during COVID-19. Parents’ self-efficacy to help children succeed at school positively predicted parental autonomy support and control before and during the pandemic. However, during the pandemic, autonomy support was additionally predicted by parents’ positive emotions (marginally) and control by their beliefs of their child’s efficacy. Parents’ negative emotions predicted parental interference at both periods. The study enhances our understanding of parental involvement during COVID-19 and offers practical insights for supporting children’s homework during future crises.
Las tareas escolares continúan generando controversia por la cuestionabilidad de su utilidad pedagógica y por la repercusión que tiene en la dinámica familiar. El presente estudio descriptivo-inferencial, transversal y cuantitativo tiene el propósito principal de analizar cómo influyen la edad, la nacionalidad, la situación laboral y el nivel de estudios de los progenitores en su percepción de las tareas escolares, concretamente en los beneficios, ansiedad y estrés, competencias del menor para afrontar las tareas y los cambios que perciben tras el confinamiento por COVID-19. Para ello, 1,787 familias del territorio español con menores escolarizados en las etapas de educación infantil, primaria y secundaria cumplimentaron un cuestionario de 41 ítems con una escala tipo Likert de uno a cuatro. Los resultados mostraron que las familias extranjeras destacaron más beneficios y cambios tras la pandemia, mientras que las españolas reportaron mayor estrés, y que los progenitores de mayor edad perciben más competencias y menos desgaste emocional, siendo más consistentes en las madres. Según el nivel de estudios, los padres con menor formación manifiestan más estrés, mientras que en las madres se observaron diferencias en beneficios, cambios y malestar, con mayores niveles de estrés entre quienes tienen menor formación. Por último, la situación laboral no generó diferencias significativas en los padres, pero sí en las madres, donde las desempleadas o con jornada parcial mostraron mayor estrés y más cambios percibidos. Estos hallazgos refuerzan la necesidad de que el profesorado articule estrategias de acompañamiento sensibles a las diferencias sociodemográficas.
This study examined the structure of belief in a just world, as measured by the Personal and General Belief in a Just World Questionnaire. The primary objective of the study was to compare the basic two-factor model with three competing models. The sample consisted of 629 Ukrainians aged 18 to 74 years (64.2% female). Statistical analysis included confirmatory factor analysis, assessment of reliability indices, and correlation analysis. The two-factor model showed a good fit to the data, while the single-factor model showed unsatisfactory fit indices, and the model with orthogonal factors showed even lower fit indices. The second-order factor model showed fit indices comparable to the baseline model, allowing belief in a just world for oneself and belief in a just world for all to be considered manifestations of the basic desire for justice. Measurement invariance of the questionnaire was confirmed for two gender and two age groups, and no significant differences were found between these groups. The nomological validity of the Ukrainian-language instrument was confirmed: both measures of belief in a just world were positively associated with life satisfaction and negatively with belief in a dangerous world, with these associations being stronger for belief in personal justice. The findings confirm the two-dimensional structure of the construct and demonstrate satisfactory psychometric properties of the Ukrainian version of the questionnaire, opening prospects for research on justice beliefs among the Ukrainian-speaking population, including in cross-cultural studies.
Positive and negative affect are key emotional dimensions for understanding learning processes and academic performance in university students. This study presents a systematic review and meta-analysis of empirical evidence published between 2015 and 2025 on the association between affect and academic performance in higher education. Following PRISMA guidelines, 14 studies were included. The results indicate that positive affect shows a clear and consistent direction of effect, with a moderate and statistically significant association with academic performance (r = .27, 95% CI [.12, .41], I² = 90.91 %). In contrast, negative affect showed an inconsistent direction of effect and a weak, non-significant association (r = –.11, 95% CI [–.28, .07], I² = 95.45). Moderation analyses examining study-level methodological characteristics (type of affect measure, type of academic performance measure, and study design) did not identify any statistically significant moderators, and subgroup differences disappeared when meta-regression models were applied. Both meta-analyses exhibited high heterogeneity (I² > 90%), but only positive affect showed a significant association with academic performance. These results underscore the need for more precise affective measures, longitudinal and context-sensitive research designs, and teaching practices that explicitly integrate the affective dimension into the university learning experience.
The present study investigated the differences between parent- and child-reported perceptions of parental homework practices and their associations with children’s achievement in Lithuania across grades three and four. A total of 446 parent-child dyads participated in the study. In grade 3, parents completed questionnaires on the frequency of their homework help and autonomy support, while children completed questionnaires about their perceptions of the frequency with which their parents provided homework help and autonomy support. Children’s achievement was measured using literacy and math tests in grade 3. In grade 4, children’s scores on the national standardized exam in literacy and math were obtained from school records. Hierarchical regressions were used to predict children’s achievement (national standardized scores in literacy and math), after controlling for the autoregressors (literacy or math skills), child’s gender, and the highest education level in the family. Children reported receiving more help and less autonomy support than was reported by parents. Additionally, parent-reported help negatively and parent-reported autonomy support positively predicted children’s achievement in literacy and math. As for children’s perceptions, only child-reported help negatively predicted math achievement. These findings indicate that parents and children may differently perceive parental homework practices: children feel more controlled than parents believe they are, and less autonomy supported than parents believe themselves to be.
Suicide is the third leading cause of death among individuals aged 15 to 29, with multifaceted risk factors including biological, psychological, social, cultural, and environmental elements. Recent research suggests that upward comparison and problematic social media use are linked to increased mental health issues. Conversely, emotion regulation has been identified as a potential protective factor, mitigating the negative effects of social media use and contributing to suicide prevention. This study, involving 256 adolescents and young adults (66% female; Mage = 19.25, SD = 3.23), examined the impact of upward comparison and problematic social media use on suicide risk, as well as the protective role of emotion regulation. Using a cross-sectional design, participants completed an online questionnaire with validated scales. The results confirmed that upward comparison was significantly associated with higher levels of suicide risk, whereas emotion regulation was associated with lower suicide risk. These findings underscore the possible role of upward social comparison as a psychological process involved in the development of suicide risk during adolescence and young adulthood. Implementing psychoeducational and digital literacy programs targeted at young people is paramount to mitigate the harmful effects of social media content and usage patterns, and to promote healthy emotional regulation strategies.
Homework outcomes depend not only on homework quantity but also on implementation quality. This quasi-experimental pretest-posttest study compared two versions of the MITCA homework method –digital (MITCAdigital) and paper (MITCApaper)– with a control condition in 1,170 students (50.1% girls; Mage = 10.7 years, SD = 0.7) from 5th and 6th grade in 20 schools across Galicia, Spain. Over 12 weeks, participants completed Spanish, Galician, and math homework following the MITCA method conditions. Pretest and posttest measures were collected for cognitive involvement (deep and surface approaches), behavioral involvement (amount of homework, time spent, and time management), and affective-motivational involvement (perceived usefulness, interest, attitude, and anxiety). Compared to the control group, both MITCA conditions showed more favorable behavioral patterns (e.g., task completion and homework time). MITCAdigital was associated with higher perceived usefulness and reduced anxiety, while MITCApaper fostered a more positive attitude toward homework. Regarding cognitive involvement, MITCAdigital was linked to greater use of deep learning approaches. These findings support the relevance of a well-structured homework design. Although both versions promoted student involvement, the digital format stood out for its impact on cognitive and emotional involvement. Combining both formats may optimize students’ overall involvement in homework.
Moods, unlike emotions, are more enduring, diffuse, and lack a specific stimulus, modulating the degree of application of cognitive learning strategies. This research aims to analyse the interaction between mood states and learning strategies from the necessary conditions analytic perspective, differentiating this approach from traditional probabilistic models. A total of 270 university students enrolled in the Primary Education Degree programs at the University of Ja & eacute;n (Andalusia, Spain) participated in the study. Accessibility and convenience sampling was carried out. The Mood Rating Scale and the Cognitive Strategies for Learning and Study Questionnaire were used. The results showed that the dimensions of learning strategies interact variably with specific mood states, such as joy, hostility, anxiety, and depression. From the logic of necessity, certain strategies are essential to achieve moderate levels of mood states such as joy, while other strategies, such as depressive mood, reveal the inherent complexity of the concept. In parallel, the sufficiency-based approach highlights how positive states facilitate the selection of the process, while the depressive state limits its effectiveness, reaffirming the differential value. We conclude by highlighting the importance of the necessary conditions analytic in identifying those mood states whose influence determines the development of learning strategies.
