According to Contact Theory, direct experience between people with and without disabilities seems to be the basis for building and changing beliefs and, therefore, behaviours. The present study enquires into Educational Science university students’ attitudes towards people with disabilities analysing the differences that occur on the basis of the frequency of contact (almost permanent, habitual, frequent or sporadic), and the type of disability (motor, hearing, visual, intellectual or multiple) of the person with whom the contact is maintained. The participants were 900 students of the Faculty of Education of the University of Granada who completed the Scale of Attitudes towards people with disabilities. The analysis carried out shows significant differences depending on the contact with people with disabilities in different factors of the scale. In addition, there are more favourable attitudes in students who maintain sporadic contact, and also those in those with contact with people with sensory disabilities.

The purpose of the study was to improve the visual functioning of people with restriction in contrast sensitivity (CS), such as retinitis pigmentosa (RP), by means of a visual training program. Twenty-six volunteers with RP participated, distributed in two groups: 15 who made up the experimental group (who received the training program) and 11 who participated as a control group (without training). Participants were evaluated before beginning training, on completion, and 3 mo following completion for CS with the Pelli-Robson Contrast Sensitivity (P&R) test, visual functioning with the Visual Function Questionnaire (VFQ), and in emotional state with the Beck Depression Inventory (BDI). The training program is based on software that generates luminous stimuli of varying duration and intensity and registers the stimuli perceived by the subject. The outcomes showed significant differences posttraining in the experimental group in depression (F1,14 = 5.42; p < 0.04), VFQ (Z = -2.27; p < 0.02), and P&R in the right eye (Z = -1.99; p < 0.046) and left eye (Z = -2.30; p < 0.02) but not in binocular (Z = -0.96; p < 0.34). The outcomes showed that the experimental group made significant progress in all variables and these effects remained after 3 mo, which suggests that the program could be a helpful addition to RP rehabilitation and help mitigate the damage.

Sexting is a globalized social phenomenon that increases with age in adolescents, although there are few researches focused in its practice in university students, goal of the present study, which involved 899 students of the University of Granada (Spain) with ages between 18 and 24 years. The objectives were to know (through analysis of frequencies and correlations) the prevalence of sexting between men and women, to analyze the re lation with age, sex and self-esteem; and to determine the prevalence of the practice of sexting by age. Two instruments were used, the Sexting Behaviors Scale and the Rosen berg Self-Esteem Scale. The relevance of the study lies in the fact that confirm that both men and women practice sexting, more men, and that the practice increases until the 21 years, falling slightly at 24. No relation was found with self-esteem. The study concludes that since most of the students have done sexting, precaution is recommended, because of the risk of the negative personal and professional consequences that may result, for the wide dissemination and permanence that can have this information in the network.

Resilience is the ability of the person to face adverse situations and emerge stronger from them. On the other hand, self-esteem is the general assessment that a person makes of himself. In the educational field, situations that can be related to both factors converge. Not too many studies have focused so far on knowing how these variables evolve during the training of future teachers. In the present study, we intend to check the levels of self-esteem and resilience in a sample of teaching students as well as to explore whether there is an association between the different levels of self-esteem and the resilience of the participants. This is a cross-sectional descriptive investigation through an evaluation instrument. The sample consists of 1547 students aged 17–57 years. The sample consisted of 916 primary education students (59.2%) and 631 early childhood education students (40.8%). Of these, 337 were men, 1195 were women, and 14 of them did not indicate their gender. The results confirm a positive association between self-esteem and resilience. Furthermore, an increase in the levels of both variables has been found as students progress in their studies. These data verify that the students seem to be in a position to face adverse situations, as well as qualified to transfer these competencies during the performance of their future teaching work.