This study examines how adolescents internalize fatphobic body norms through sustained exposure to influencer-driven aesthetic narratives of health. The term “fatphobic aesthetic moralism” is used as an interpretive framework to describe how influencer-driven content may transform aesthetic and health-related body norms into moral evaluations, whereby thinness, muscularity, and visible self-discipline become associated with responsibility, self-control, and personal worth. Drawing on survey data from 1,032 Spanish adolescents aged 12-17 years and semi-structured interviews with educators, health professionals, and social workers, the results show that adolescents who identify influencers as role models for health and beauty show a higher prevalence of elevated fatphobic attitudes. Quantitative results distinguish the greater overall frequency of peer referents from the higher prevalence of elevated fatphobic attitudes among adolescents selecting influencers, while qualitative results reveal how influencers function as informal pedagogues whose authority derives from algorithmic visibility and affective proximity. Professionals emphasized that these narratives naturalize fatphobia by framing bodily conformity as evidence of effort and virtue, while deviation signals irresponsibility or failure. Within this framework, influencer culture can be understood as a digital pedagogy through which body norms may become moralized via aesthetic codes, producing enduring hierarchies of worth that extend beyond beauty ideals into the evaluation of the self and others.
Psychological capital (composed of self-efficacy, hope, optimism, and resilience) is a malleable, state-like psychological resource, positively linked to well-being, health, and performance across applied domains. Moving beyond traditional variable-centered research, this scoping review maps person-centered empirical studies to identify psychological capital profiles and examine the variables that differentiate them. Following PRISMA-ScR guidelines, 20 studies (21 empirical studies) published between 2019-2026 were reviewed. The results revealed that the number of profiles identified ranges from 2 to 7. Some studies reported profiles that differ only in terms of psychological capital intensity (level-based), while others identified more complex combinations across dimensions (shape-based). Also, profiles were distinguished by significant differences in several variables (e.g., well-being, outcomes, socio-demographic characteristics). These findings support the relevance of a person-centered approach to better understand the multidimensional nature of psychological capital and provide a solid basis for developing tailored interventions to enhance individual well-being and performance.
Emotional intelligence and empathy have been consistently associated with prosocial behaviors in children and adolescents; however, empirical evidence in young adults remains limited, particularly on how these variables relate differently to types of prosocial motivation. Likewise, little is known about empathy’s mediating role in the relationship between emotional intelligence and prosociality. This study examined the direct and indirect pathways linking emotional intelligence to prosocial tendencies, with empathy as a mediator, in a sample of young adults. The study used a cross-sectional observational-analytical design and included 514 young people aged 18 to 35 (M = 21.13, SD = 3.71). The Trait Meta-Mood Scale, the Interpersonal Reactivity Index, and the Prosocial Tendencies Measure-Revised were used. Data were analyzed using path models. Emotional intelligence and empathy together explained 14% of the variance in prosocial tendencies (R² = .14). Emotional repair, empathic concern, and personal distress showed different associations across prosociality dimensions. Mediation analyses indicated that empathy, particularly empathic concern and perspective taking, statistically mediated the association between emotional intelligence and prosocial tendencies. The findings expand the empirical evidence on prosociality in young adulthood and highlight empathy as a socioemotional correlate within the association between emotional self-awareness and prosocial helping.
Couple relationships and breakups are frequent during emerging adulthood, a stage characterized by social exploration and instability in various developmental areas. However, there is no frame of reference from which to approach the main risk factors for these breakups during this period, despite the significant impact that such experiences can have on the mental health of those involved. Therefore, the aim of this systematic review is to examine the variables that recent studies have identified as key risk factors associated with breakup in emerging adulthood. Following PRISMA guidelines, a structured search was performed in the Web of Science and Scopus databases. A total of 1,779 articles published between 2007 and 2024 were reviewed, with 23 meeting the inclusion criteria. The results show that breakups are influenced by individual factors (e.g., age or substance use), relational factors (e.g., low commitment and satisfaction), and contextual factors (e.g., work and income). These findings offer a foundation for designing psychoeducational interventions aimed at fostering healthier romantic relationships.
Los estudiantes con discapacidad intelectual enfrentan importantes desafíos para participar y aprender matemáticas, muchos de los cuales derivan de visiones segregadoras sobre sus posibilidades de logro en esta disciplina escolar. Esta revisión sistemática examinó la investigación disponible acerca del rendimiento matemático de este alumnado en educación primaria. El estudio siguió las orientaciones PRISMA 2020 para la recopilación y síntesis de evidencias empíricas. La búsqueda electrónica se realizó en mayo de 2025 en las bases de datos Web of Science, Scopus y SciELO. Tras los procesos de identificación, selección y cribado, se analizaron 71 artículos publicados entre 1999 y 2025. Los resultados indican un predominio de estudios centrados en estudiantes con discapacidad intelectual leve y una prioridad por el análisis de factores pedagógicos mediante intervenciones con enfoques cuantitativos. Se observan avances en el ámbito de los números y las operaciones básicas, de carácter mayoritariamente procedimental. Además, se identifica un creciente interés por examinar variables individuales, con especial énfasis en las habilidades cognitivas de dominio general y específico, que no se traducen de forma sistemática en intervenciones orientadas a su desarrollo. Desde una perspectiva práctica, los hallazgos sugieren la necesidad de orientar la investigación hacia el fomento del conocimiento conceptual y la resolución de problemas, integrando la evidencia disponible para favorecer oportunidades equitativas y de calidad en las matemáticas.
