Validation of the Shortened Version of the Metacognitive Awareness Inventory in Spanish Uiversity Students.

Background: The Metacognitive Awareness Inventory (MAI) is used all over the world to identify metacognitive components that are relevant to learning. However, there is not enough evidence confirming its factorial structure or the suitability of its Shortened Version, proposed by various authors. Also, to date, the MAI has not been validated in the Spanish context.

Validation of a Scale for Assessing Bystander Responses in Bullying.

Background: This study sought to analyse the metric properties of the scores obtained with an adaptation of the Student Bystander Behaviour Scale (SBBS; Thornberg & Jungert, 2013) in Spanish primary-school students and to examine the types of responses students reported as witnesses to school bullying, along with their relationship to empathy.

Method: The Spanish adaptation of the SBBS and a self-report questionnaire about empathy were given to 1108 primary-school students, aged 9-11 years old (48.4% girls) in Asturias (Spain).

The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils.

The objective of this study was to examine the effect of , a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (n = 40; n = 33), aged between 7 and 10 years old (M = 8.

Peer Victimization in Overweight Adolescents and Its Effect on Their Self-Esteem and Peer Difficulties.

This study has three objectives: to examine whether adolescents who perceive themselves as overweight differ from others in terms of offline victimization at school, cybervictimization, self-esteem, and difficulties relating to peers; to examine the possible effects of offline and cybervictimization on self-esteem and difficulties relating to peers; and to examine the possible moderating role of perceiving oneself as overweight on those effects. Previously validated questionnaires were applied to a sample of 3145 adolescents in Asturias (Spain). Descriptive, inferential, correlational, and structural equation analyses were performed.

Impact of Family and Friends on Antisocial Adolescent Behavior: The Mediating Role of Impulsivity and Empathy.

Adolescence is an especially risky phase for the appearance of antisocial behaviors. Antisocial behavior produces significant individual and social harms, so it is important to provide keys for prevention and treatment. To do that, it is essential to identify the main predictors.

The Effect of Parental Control on Cyber-Victimization in Adolescence: The Mediating Role of Impulsivity and High-Risk Behaviors.

The aim of this work is to analyze the relationship between parental control and cyber-victimization in adolescence, considering the possible mediating effect of impulsivity, and high-risk internet behavior. To that end we analyzed the responses of 3360 adolescents aged between 11 and 18 ( = 14.02; = 1.

Mathematics Competence Level: The Contribution of Non-symbolic and Spatial Magnitude Comparison Skills.

Magnitude comparison skills have been related to mathematics competence, although results in this area vary. The current study aimed to describe the performance of 75 children (aged 4-5 years) in two comparison tasks; and examine the strength of the relationship between each of the two tasks and mathematics competence level (MCL). Participants were assessed with the Early Numeracy Test which provides a global MCL score.

Expressions of school violence in adolescence.

Background: Research on school violence, which disserves the quality of the process of teaching and learning in schools, has increased in recent decades. The aims of this study were to identify the most prevalent types of school violence in Compulsory Secondary Education (CSE) according to the opinion of students, and to analyse differences in gender, school year, and the academic performance of the student informants.

Method: The CUVE3-CSE questionnaire was applied to 4,943 CSE students (average age: 14.

Naming speed as a predictive diagnostic measure in reading and attentional problems.

This study aimed to describe and compare naming speed abilities in children diagnosed with either Reading Learning Difficulties (RLD) or Attention Deficit/Hyperactivity Disorder (ADHD), or comorbidity for both (ADHD+RLD). To examine the explanatory power of naming speed and ADHD symptomatology in predicting group associations (while controlling for gender and age), the "Rapid Automatized Naming and Rapid Alternating Stimulus Tests" (RAN/RAS) were utilized. A sample of 101 children (age range = 5-16 years) was divided into four groups: RLD (n = 14), ADHD (n = 28), comorbid (n = 19), and control (n = 40).

Parenting Style Dimensions As Predictors of Adolescent Antisocial Behavior.

Antisocial behavior is strongly associated with academic failure in adolescence. There is a solid body of evidence that points to parenting style as one of its main predictors. The objective of this work is to elaborate a reduced, valid, and reliable version of the questionnaire by Oliva et al.

Risk factors associated with cybervictimization in adolescence.

The aim of this work is to analyze the predictive value of several variables that may affect the likelihood of occasional or severe cibervictimization in adolescence, including sociodemographic (gender and age), psychological (self-esteem and shyness-social anxiety), educational (off-line school victimization, training and socio-emotional support, and academic achievement), family (parental control), and technological (frequency of use and risky Internet behaviors) factors. To achieve this, three self-reports were applied to 3,180 Compulsory Secondary Education students from Asturias (Spain), aged between 11 and 19 years old. The multinomial logistic regression results show that age, off-line school victimization, parental control, risky Internet behaviors, using online social networks or instant messaging applications and frequency of Internet use during weekends are statistically significant risk factors for both occasional and severe cybervictimization.

State, trait anxiety and selective attention differences in Attention Deficit Hyperactivity Disorder (ADHD) subtypes.

One of the disorders that most affects school performance is Attention Deficit Hyperactivity Disorder (ADHD). The criteria established by DSM distinguish three subtypes: inattentive, hyperactive-impulsive and combined. However, the expression of this disorder can be altered by its association with other disorders such as anxiety.

Improving basic math skills through integrated dynamic representation strategies.

Background: In this paper, we analyze the effectiveness of the Integrated Dynamic Representation strategy (IDR) to develop basic math skills.

Method: The study involved 72 students, aged between 6 and 8 years. We compared the development of informal basic skills (numbers, comparison, informal calculation, and informal concepts) and formal (conventionalisms, number facts, formal calculus, and formal concepts) in an experimental group (n = 35) where we applied the IDR strategy and in a Control group (n = 37) in order to identify the impact of the procedure.

Psychometric characteristics of the BRIEF scale for the assessment of executive functions in Spanish clinical population.

Background: The Behavior Rating Inventory of Executive Functions (BRIEF) scale, completed by families, is widely known in the assessment of executive functions in children and adolescents. However, its application is limited to English-speaking population.

Method: This study analyzes the preliminary results from its application in a Spanish clinical sample, comprising 125 participants aged 5-18 years.

[Morphological awareness: development trends and patterns of evolution in kindergarten and primary education].

We present a study that investigates changes in the acquisition and development of morphological awareness in children from 5 to 7 years old. This investigation was carried out on three separate occasions over two academic years, in which morphological awareness was assessed according to two levels. The data indicate an increase in the morphological awareness development from the kindergarten to primary education, verifying the acquisition in the first instance of the morphological judgment level and secondly, of morphological production level.