Cyberbullying and Psychopathological Behaviors in Spanish Secondary Education Students.

Cyberbullying is considered a serious health problem that mainly affect adolescents, with different characteristics depending on the role in which they are directly involved. The objective of our research was to analyze the sociodemographic characteristics and psychopathological behaviors among the roles of those involved in cyberbullying (victims, aggressors, bystanders and aggressive victims). The study participants were 280 students aged between 12 and 17 years (61.8% female) from the Region of Murcia, Spain. The Cyberbullying Screening of Bullying among Peers, the Clinical Analysis Questionnaire and a sociodemographic survey were used. Hierarchical regression analysis was used. This study showed that the roles of those directly involved in cyberbullying correlate with psychopathological behaviors. It is a priority to promote prevention programs aimed at improving cyberbullying among students.

Predicción de la resiliencia docente mediante redes neuronales artificiales:influencia del burnout y del estrés por COVID-19 / Predicting teacher resilience by using artificial neural networks: influence of burnout and stress by COVID-19

Antecedentes: La resiliencia en el profesorado permite afrontar situaciones difíciles y reponerse a la adversidad existiendo diferencias de género al respecto. Asimismo, la inteligencia artificial y las técnicas asociadas a ella han resultado ser de gran utilidad para predecir variables educativas y estudiar la interconexión entre ellas tras la COVID-19. Dicho esto, el objetivo general de esta investigación fue predecir los niveles de resiliencia en las profesoras y profesores de Secundaria a través del diseño de una red neuronal artificial (RNA). Método: Se administró la Escala Breve de Afrontamiento Resiliente, el Inventario de Burnout de Maslach y el Cuestionario de Estrés frente a la COVID-19 a 401 docentes de secundaria (70.6% mujeres) de centros educativos del sureste español, con una edad media de 44.36 años (DT= 9.38). Resultados: Se hallaron diferencias en la configuración de los modelos predictivos de la resiliencia entre profesoras y profesores contribuyendo las variables independientes en diferente grado en función del género. Conclusiones: Se pone de manifiesto la utilidad de las RNA en el ámbito educativo y la necesidad de diseñar programas más ajustados.(AU)

Background:Resilience in teachers allows them to face difficult situations to recover from adversity and there are gender differences. Likewise, artificial intelligence and the techniques associated with it have proven to be very useful in predicting educational variables and studying the interconnection between them after COVID-19. That said, the general objective of this research was to predict the levels of resilience in second-ary school teachers through the design of an artificial neural network (ANN). Method: The Brief Resilient Coping Scale, the Maslach Burnout In-ventory and the COVID-19 Stress Questionnaire were administered to 401 secondary school teachers (70.6% female) from schools in southeastern Spain, with a mean age of 44.36 years (SD = 9.38). Results:Differences were found in the configuration of the predictive models of resilience be-tween male and female teachers, with the independent variables contrib-uting to different degrees depending on gender. Conclusions:It is highlighted the usefulness of ANNs in the educational setting and the need to design more adjusted programs.(AU)

Introduction to the Special Issue on Cyberbullying and Cybervictimization.

Nowadays, the Internet is commonly used by students for both social activities and the academic field [...].

Self-Esteem at University: Proposal of an Artificial Neural Network Based on Resilience, Stress, and Sociodemographic Variables.

Artificial intelligence (AI) is a useful predictive tool for a wide variety of fields of knowledge. Despite this, the educational field is still an environment that lacks a variety of studies that use this type of predictive tools. In parallel, it is postulated that the levels of self-esteem in the university environment may be related to the strategies implemented to solve problems. For these reasons, the aim of this study was to analyze the levels of self-esteem presented by teaching staff and students at university (N = 290, 73.1% female) and to design an algorithm capable of predicting these levels on the basis of their coping strategies, resilience, and sociodemographic variables. For this purpose, the Rosenberg Self-Esteem Scale (RSES), the Perceived Stress Scale (PSS), and the Brief Resilience Scale were administered. The results showed a relevant role of resilience and stress perceived in predicting participants' self-esteem levels. The findings highlight the usefulness of artificial neural networks for predicting psychological variables in education.

School anxiety profiles in Spanish adolescents and their differences in psychopathological symptoms.

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.

Robotic-Based Well-Being Monitoring and Coaching System for the Elderly in Their Daily Activities.

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.

Profiles of Maladjustment and Interpersonal Risk Factors in Adolescents.

The individual's adaptation problems can lead to risky behaviors such as drug use. This study aimed to analyze the existence of different adaptation profiles (personal, school, and social) in adolescents. Thus, the study aimed to analyze the existence of significant differences in interpersonal risk factors depending on the degree of adaptation. The study participants were 1,201 students of Compulsory Secondary Education (M = 14.43, SD = 1.43), and 50.6% were girls. The TAMAI Test (multifactorial adaptation self-evaluation test) and the FRIDA questionnaire (Interpersonal Risk Factors for Drug Use in Adolescence) were used. A latent class analysis (LCA) revealed three different types of adaptation: maladjusted group, at-risk group, and adjusted group. The results showed the existence of significant differences between the different adaptation profiles based on interpersonal risk factors. The data obtained will help school and mental health plans to prevent misbehaving or risky behaviors.

Perfectionism Classes and Aggression in Adolescents.

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.

Stress, Coping, and Resilience Before and After COVID-19: A Predictive Model Based on Artificial Intelligence in the University Environment.

The COVID-19 global health emergency has greatly impacted the educational field. Faced with unprecedented stress situations, professors, students, and families have employed various coping and resilience strategies throughout the confinement period. High and persistent stress levels are associated with other pathologies; hence, their detection and prevention are needed. Consequently, this study aimed to design a predictive model of stress in the educational field based on artificial intelligence that included certain sociodemographic variables, coping strategies, and resilience capacity, and to study the relationship between them. The non-probabilistic snowball sampling method was used, involving 337 people (73% women) from the university education community in south-eastern Spain. The Perceived Stress Scale, Stress Management Questionnaire, and Brief Resilience Scale were administered. The Statistical Package for the Social Sciences (version 24) was used to design the architecture of artificial neural networks. The results found that stress levels could be predicted by the synaptic weights of coping strategies and timing of the epidemic (before and after the implementation of isolation measures), with a predictive capacity of over 80% found in the neural network model. Additionally, direct and significant associations were identified between the use of certain coping strategies, stress levels, and resilience. The conclusions of this research are essential for effective stress detection, and therefore, early intervention in the field of educational psychology, by discussing the influence of resilience or lack thereof on the prediction of stress levels. Identifying the variables that maintain a greater predictive power in stress levels is an effective strategy to design more adjusted prevention programs and to anticipate the needs of the community.

Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents.

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.

Profiles of Mobile Phone Problem Use in Bullying and Cyberbullying Among Adolescents.

Technology is being used by individuals of all ages; young children show a high tendency of problematic use of devices such as smartphones. This study aimed to identify different profiles that vary in conflicts related to problematic mobile phone use and maladaptive communication and emotional patterns. Therefore, we examined whether there are significant differences in bullying and cyberbullying among teenagers who have a problem utilizing mobile phones. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32), with 52.2% being girls. Questionnaires on school violence and experiences related to mobile phones were administered. The latent profile analysis identified three different types of problematic mobile phone use: (a) low levels of conflict was associated with mobile phone abuse and low levels of communication and emotional use; (b) moderate levels of conflict was associated with mobile phone abuse and moderate levels of communication and emotional use; and (c) high levels of conflict was associated with mobile phone abuse and high levels of communication and emotional use. The study results highlight significant differences in the manifestations of school violence between the profiles. Finally, this study's findings form the basis for the development of education programs to prevent mobile phone abuse and school violence and therefore academic adjustment.

Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers.

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.

Teaching quality: The satisfaction of university students with their professors / Calidad de la docencia: La satisfacción del alumnado universitario con sus profesores

For almost a century now, the concern of universities about student satisfaction with teaching quality has been increasing. A literature review has enabled the attributes of quality teaching to be classified into three main types: pedagogical, generic, and disciplinary. The aim of this paper is to identify the variables that, in the opinion of students, most influence student satisfaction regarding teaching quality. A total of 476 undergraduate students participated from Business Administration and Management of the University of Castilla-La Mancha (Spain). An ad hoc questionnaire was used to assess student satisfaction with teaching. Parametric (Logistic Regression Analysis) and non-parametric (Decision Tree) models were used. Our data indicate that if the professor explains the subject clearly, is concerned to find out whether the explanations have been understood, and carefully prepares the classes; the teaching-quality assessment will be very satisfactory. The identification of the attributes of quality teaching will enable universities to draw up initial and ongoing training plans for their teaching staff, bearing in mind the crucial role played by generic, pedagogical, and disciplinary competences in professor-student interaction

Desde hace casi un siglo la preocupación de las universidades sobre la satisfacción de los estudiantes con la calidad de la docencia recibida se ha ido incrementando. La revisión de la literatura permite clasificar los atributos de una docencia de calidad en tres grandes tipos de competencias: pedagógicas, genéricas y disciplinares. El objetivo de este trabajo es señalar las variables, que a juicio de los estudiantes, más influyen en la satisfacción del alumnado con la calidad de la docencia. Los participantes fueron 476 estudiantes del grado de Administración y Dirección de Empresas de la Universidad Castilla La Mancha. Se utilizó un cuestionario construido ad hoc para valorar la satisfacción de los estudiantes con la docencia. Se utilizaron pruebas paramétricas (Análisis de Regresión Logística) y no paramétricas (árbol de decisión). Nuestros datos indican que si el profesor explica con claridad, se preocupa por averiguar si los conceptos explicados han sido entendidos y prepara sus clases la valoración sobre la calidad de su docencia será muy satisfactoria. El identificar los atributos de una docencia de calidad permitirá a las universidades elaborar planes de formación inicial y permanente de su profesorado teniendo presente el papel crucial que juegan las competencias genéricas, pedagógicas y disciplinares en la interacción profesor-estudiante

Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers.

This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children's Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.

Female Soccer Players' Psychological Profile: Differences between Professional and Amateur Players.

The psychological variables that affect competitive performance are called the psychological profile of athletes. In recent years, the interest in female soccer players and the psychological characteristics that affect their performance has increased. The aim of the present study is to analyze the psychological characteristics of female professional soccer players and female amateur soccer players, as well as to determine the differences in the psychological profile of both groups. The participants were 134 federated female soccer players, with an average age of 18.28 years (SD = 4.05). To assess the psychological profile, the questionnaire on Psychological Characteristics related to Sports Performance (CPRD) by Gimeno, Buceta, and Pérez-Llantada (2001) was used. The results showed that female professional players presented higher values for motivation, while the female amateur players presented higher values for stress control and the influence of performance evaluation. These results can have a great impact on coaches' work, since they can help them to establish tasks and training methods consistent with the characteristics of their players.

Profiles of Burnout, Coping Strategies and Depressive Symptomatology.

Burnout syndrome is has been associated with mental health problems such as depression, anxiety, and stress. Given this fact, some teachers implement various coping strategies for emotional control that are not always functional to mitigate such difficulties. Accordingly, this study aimed to identify different burnout profiles that vary in the levels of the three underlying dimensions: depersonalization (DE), emotional exhaustion (EE), and personal accomplishment (PA). Further, this study aimed to examine whether there are significant differences in depressive symptomatology, coping strategies, and the quality of interpersonal relationships at school between teachers with varying burnout profiles. The Maslach Burnout Inventory (MBI), Zung Self-Rating Depression Scale (SDS), Coping with Stress Questionnaire, and a questionnaire that measured sociodemographic characteristics were administered to 215 teachers (men: 42.8%) who were recruited from various secondary schools. Cluster analysis identified three different burnout profiles: groups of teachers with a predominance of (a) low levels of EE and high levels of PA, (b) high levels of EE and DE, and (c) low levels of DE and PA. The results revealed that there were significant differences in coping strategies, depressive symptomatology, and the quality of interpersonal relationships at school between teachers with different burnout profiles. These results have important implications for educational professionals. Specifically, the findings underscore the need for prevention and intervention programs that enhance teachers' emotional skills, especially their ability to cope with exhaustion. These skills will alleviate their depression and consequently offer both teachers and students a conducive learning environment.

Educational Response to a Student with Psychosis at the Secondary Level: A Non-Experimental Single-Case Study.

Students with psychosis in school within the ordinary education system are a reality in the classroom. To study their correct adaptation at school, it is necessary to consider numerous factors such as the personal characteristics of the student, environmental variables, educational measures put in place as well as emotional and cognitive aspects. The aim of this research was to monitor the teaching-learning process of a student diagnosed with psychosis and enrolled in a public school at the secondary level in the ordinary modality with support during an academic year, with the usual resources provided by a guidance department to assess the impact of the educational measures and plans on his emotional and academic fields. This was a single case study in which both qualitative and quantitative information was collected (N = 1). The participant was a student with special needs at the secondary level. An analysis of the results of psychometric tests, plan for diversity, observational analysis, academic file, scholastic history, and multiple interviews were carried out. The findings show how the educational curriculum can be adapted to improve the competences of a student with psychosis by encouraging an increase in social abilities and potential cognitive abilities through the counseling department. The conclusions of this research can provide a guideline for comparison of different educational systems, paying greater attention to the development of emotional aspects, and opting for inclusive measures. In this line, this study shows that students with psychosis can share classrooms and studies with their peers, thus fulfilling the principle of educational inclusion.

Reading Motivation, Alcohol and Drug Use in Future Teachers in Preschool and Primary School.

Future teachers will have to develop the reading habit in their students, as this is an essential factor in schoolchildren. The lack of reading motivation among young people and the need to have it in order to transmit it has been evidenced. Young people often prefer to spend their leisure time using alcohol and other drugs rather than reading books for pleasure. The factors that influence reading motivation are varied, but the objective of this research work focuses on establishing the relationship between reading motivation and the problematic use of alcohol and other drugs in future teachers of Preschool and Primary Education. A total of 178 subjects among university students were recruited (56.6% girls). The ages ranged from 18 to 34 (M = 21.59, SD = 3.52). The first scale used was the MULTICAGE CAD-4 for behavioral addiction together with a Scale for Characterizing Motivation for Academic Reading (EMLA). The results of the study indicate that those young people who were more involved in the consumption of alcohol and drugs had a lower reading habit. Likewise, the study also reveals significant mean differences in reading motivation based on gender and age. This shows the need to enact healthy habits from the university related to increasing reading motivation and promoting the reading habit in future teachers.

Mechanisms of Moral Disengagement Used to Justify School Violence in Sicilian Primary School.

This study investigated the mechanisms of moral disengagement most commonly used to justify school violence in Sicilian primary school. The main objective of this study was to analyze the mechanisms of moral disengagement that are set in motion by those involved in situations of school violence (victims, aggressors, and bystanders) in Sicilian primary school. Likewise, the differences by gender and age are investigated. A total of 113 subjects in primary school were recruited (56.6% girls). The ages ranged from 8 to 11 (M = 9.56, SD = 0.99). The first scale used was the Bullying Inventory by Olweus (1993) in the Italian translation by Genta, Menesini, Fonzi, Costabile, and Smith (1996) and the questionnaire on moral disengagement developed by Caprara, Barbaranelli, Vicino, and Bandura (1996) is also used. The regression analysis showed that the sociodemographic variables and the mechanisms of moral disengagement are different depending on a person's role (aggressor, victim, or bystander). Moral justification predicted the role of victim in school violence, dehumanization predicted the role of the aggressor (and gender), and the disclosure of responsibility (and dehumanization) predicted the role of the bystander in school violence. The conclusions of this study will facilitate the prevention of school violence, for example, by promoting social integration and minimizing situations of school violence (emphasizing morality, ethics, etc.), thereby establishing balanced and satisfactory interpersonal relationships.

Emotional Intelligence, Bullying, and Cyberbullying in Adolescents.

Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 (M = 14.17, SD = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.