Given the double risk of exclusion caused for women with a low educational level, adult education can be a fundamental element that allows them to actively participate in their social, political, and cultural environments. Moreover, because educational level has been reported by the scientific literature to be a factor that directly favors personal benefits, such as having better health or greater employability, adult education may be an opportunity to obtain the aforementioned benefits for women with a low educational level. In this study, using the data from the Programme for the International Assessment of Adult Competencies survey, a model was developed to perform a structural equation analysis on a sample of 5,838 European women with an educational level of ISCED 0-2 and to investigate the benefits of participating in nonformal education activities. The results show that this participation provides these women with greater social and political confidence, more intense cultural participation and even better health and employability.

Nowadays sexual violence among adolescents continues to be detected in schools. In this sense, several studies show the great importance of the interactions of boys and girls with people in their educational environment to configure their emotional and sexual identity, their beliefs about violence, and their relationship with sexual violence, being necessary to identify the actions that prevent sexual violence at schools. In the current article, and according to the literature review, a model based on structural equations is proposed to analyze the influence of students’ relationships with one another, with the educational community (at the center, with faculty, staff, other workers), and families’ relationships with the center as well as adolescents’ own beliefs related to gender violence on being a victim, bystander, or aggressor of behaviors related to sexual violence in a sample of 4,273 Spanish students in secondary education. This model is replicated for only women (n = 2,022) and only men (n = 2,038). The results show that positive relationships are a protective factor against involvement in situations of sexual aggression, and they influence the acquisition of transformative beliefs regarding models of attraction and nonviolence. In turn, these beliefs even more obviously affect the prevention of this type of violence.

Background: To mitigate or prevent the effects of cyberbullying, adolescents are primarily influenced by how they have been educated and supervised at home in the use of technology.Objective: Our main objective was to examine the association of parental phubbing and family supervision of Internet and social networks use with cyberbullying victimization and aggression.Method: A survey was conducted to examine these factors in a sample of 1,554 students aged 10 to 18 years in the Aragon region of Spain.Results: Family supervision is a protective factor against becoming an aggressor or a victim of cyberbullying. Aggressor and victim roles correlate with higher levels of parental phubbing. Multigroup analysis applying structural equation modeling by age and gender revealed certain differences. Gender differences were found with parental phubbing associated with boys' likelihood of being aggressors. Although family supervision protected both boys and girls, there was a stronger association for girls' parents. Fewer differences were observed for age group.Conclusion: This study found strong relation between cyberbullying, family supervision, and parental phubbing. Our findings also suggest that cyberbullying prevention strategies need to differ depending on whether they are applied to girls or boys.Implications: The importance of model behavior for minors to follow in their optimal use of information and communication technologies and family supervision of smartphone use should be placed at the center of cyberbullying prevention strategies.

This study analyzed how the relationships of adolescent students with their peers, the educational community, and their families, as well as their attitudes to school violence, influences becoming a relational bullying victim, a bystander, or an aggressor in a sample of 4,273 Spanish high school students, using Structural Equation Modeling. We applied multi-group analysis, separating girls (n = 2,022) from boys (n = 2,038). The results show that positive relationships serve as a protective factor against participation in situations of aggression and exert a significant influence on the acquisition of transformative attitudes toward violence. Such attitudes, in turn, significantly help prevent bullying. Slight differences were found between boys and girls: mainly in terms of the influence of relationships at school on attitudes toward violence, and the influence of attitudes toward violence on becoming a bullying aggressor, both scoring higher in girls.