This longitudinal follow-up studies a group of 90 girls and boys from initial adolescence into emerging adulthood. The relationships between these young people and their parents are analyzed over a 10-year period, while considering possible gender differences. The results indicate that the levels of communication and affection perceived by these young people diminish during emerging adulthood; however, their perceived adaptability remains and cohesion increases as the frequency of conflicts decreases. In terms of gender differences, boys and girls show similar developmental pathways. On the other hand, the results indicated a high relative stability for the scores of the subjects. This work underlines the importance of further studies about family relationships during emerging adulthood, especially from a longitudinal perspective.

Research into family context as a socializing agent points to the need to take parental beliefs into account due to the role they play in both parenting strategies and, ultimately, in the psychosocial adjustment of children and adolescents. The present study aims to explore possible relationships between parental beliefs about childhood and adolescence from a longitudinal and qualitative perspective. The beliefs held by parents of teenagers about adolescence are compared with those they hold about childhood at that same moment, and the evolution of these ideas is charted over the course of 16 years as their children grow. A total of 102 parents participated in the longitudinal study. They completed two types of semi-structured interviews: one of them throughout the entire study period and the other once their children became teenagers. The results reveal an association between the type of beliefs parents hold about childhood and their perception of adolescence, and they indicate that these ideas change over time as more adjusted and modern beliefs about child development correlate with a more positive perception of adolescence. These results are interpreted from the perspective of their influence on beliefs about parenting styles, reflecting what is reported in the recent literature regarding the most successful styles for fostering children’s and adolescents’ psychosocial adjustment.

La gamificación en la Educación Superior está ganando protagonismo por su beneficio en el desarrollo de competencias profesionales y por su adecuación a las nuevas realidades sociales. En este estudio se analiza la influencia de la gamificación en la motivación y el compromiso con el aprendizaje en dos escenarios distintos. Se combina el análisis cualitativo y cuantitativo de la información, a partir de un cuestionario elaborado ad hoc y aplicado a 447 estudiantes de los Grados de Infantil y Primaria durante el escenario prepandemia (presencial) y durante la pandemia COVID-19 (virtual). Los resultados muestran que esta actividad es especialmente útil para facilitar la motivación y el compromiso con el aprendizaje, así como para estudiar los contenidos y mejorar la calidad de las interacciones. Los aspectos relacionados con las interacciones personales fueron valorados más positivamente en la docencia desarrollada durante la pandemia. El alumnado muestra una buena valoración de la actividad diseñada, tanto en el escenario presencial como en el virtual.

Schools hold a significant responsibility in protecting children at psychosocial risk through prevention, detection, and intervention. However, the efficacy of these protective actions depends directly on the specialized training received by educational professionals. This study analyzed the initial teacher education (ITE) of future teachers in these areas of vulnerability by examining the degree curricula of 60 Spanish universities through a descriptive and comparative documentary analysis. The research focused on the specific competencies included in both Early Childhood and Primary Education degrees. The results highlight a heterogeneous and insufficient presence of specific training across the national territory, showing an urgent need to incorporate transversal competencies for the prevention, identification, and intervention in psychosocial risk situations within the ITE in Spain. These findings suggest that current university curricula are not fully aligned with international child protection standards or the latest legislative requirements. This prompts a mandatory review of teacher training to ensure that future educators can effectively serve as safe environments and institutional protective factors for children at risk.