Secure attachment, developed through consistent relationships with attachment figures in childhood, is a crucial factor in fostering healthy interpersonal relationships and a positive self-perception. Part of the positive parenting approach and the theory of affect is taken as a basis to assess how perceived security, as an indicator of secure attachment, predicts adult self-concept through the mediating effects of resilience and positive self-esteem. A quantitative, cross-sectional, and nonprobabilistic study was conducted with 383 participants. We unveiled significant positive associations between perceived security, self-concept, resilience, and positive self-esteem. Path analysis demonstrated that resilience and positive self-esteem sequentially mediate the relationship between perceived security during childhood and adult self-concept. Findings suggest that the ability to cope with adversity and personal acceptance underlie the impact of perceived security on self-concept. It is recommended to promote family intervention programs framed within positive parenting that focus on fostering secure attachment given its influence on adult life. It is also deemed essential to incorporate the promotion of resilience and self-esteem into programs aimed at youths, and adult role models can enhance their self-perception and resilience in the face of potential effects stemming from insecure parenting practices.

The support provided by parents plays a relevant role in the life satisfaction (LS) of young people, as well as in their level of psychological distress (PD), which are among the important mediators of their well-being. Family structure has also been identified as a protective or risk factor. Hence, the present study provides a more complex analysis of young people’s LS, considering the type of family cohabitation (based on parental presence), the personal conditions of the young people (PS), and their perception of the context (social support; SP). A cross-sectional design was used, and 557 young people, with a mean age of 20.68 (SD = 2.23), 50.8% women, 60.7% students, participated. Their levels of psychological distress, perceived social support, life satisfaction, and parental cohabitation were assessed. A mediation and a moderated-mediation model were used. Young people living in a biparental family reveal higher levels of LS and lower levels of PS. A partial mediation was found in the effect of SP on the relation between PS and LS. The moderated-mediation model tested showed that the indirect effects on the paths PS–SP and SP–LS were not significant by the type of parental family cohabitation. Several implications regarding family structure on young people’s LS are discussed.

La población joven ha desarrollado un particular uso del comercio electrónico, modificado por el impacto de las condiciones de la pandemia producida por el COVID19. El presente estudio parte de la actitud y percepción de los consumidores, y tuvo como objetivo identificar y mapear el proceso de compra online, así como los criterios de confianza y de satisfacción en la adquisición digital de servicios y productos. Se tomó como marco teórico las representaciones sociales, y se desarrolló el análisis siguiendo el método de Reinert a través del programa informático IRAMuTeQ. El corpus incluyó las aportaciones de 203 jóvenes universitarios. Se empleó el Análisis Jerárquico Descendente y el Análisis Factorial de Correspondencia, dando como resultado 4 clases asociadas al proceso de compra online (información del producto, seguridad web, valor económico del producto, relación calidad-precio), 4 clases en los criterios de confianza (fiabilidad de la página web, valoraciones positivas, experiencias compartidas, seguridad y oficialidad) y 3 clases relacionados con la satisfacción de la compra online (óptima recepción del producto, rapidez del servicio, cubrir expectativas). Se consideró de especial importante en la implementación de estrategias publicitarias la seguridad web, el fomento de redes de experiencias, la honestidad y transparencia de las características del producto o servicio, así como la eficacia de sus entregas.

Background: The family environment has a significant influence on the personality development of young people and their assessment of life satisfaction. Perceived stress is related to life satisfaction, but this relationship is also influenced by the family context. The present study analysed the impact of perceived stress on life satisfaction and the mediating role of family climate in university students. Methods: A sample of 920 university students was recruited for this study. The instruments used included the Perceived Stress Scale, the Satisfaction with Life Scale, and the Family Social Climate Scale, and socioeducational information was collected. Results: The results indicate that perceived stress had a significant and positive effect on both conflictive and violent family climates, while life satisfaction was negatively impacted by these negative family climates. Additionally, supportive and cohesive family climates, along with difficulty expressing feelings and opinions, were found to have significant positive effects on life satisfaction. Conclusions: These findings highlight the importance of the family system in shaping individual conditions and how it can regulate the relationship between stress and life satisfaction.

En la actualidad asistimos a cambios sociales y tecnológicos que requieren una restructuración del sistema educativo, donde no se prime solo la educación formal, sino también la no formal, la que se lleva a cabo en el tiempo libre. Los menores, en estos ámbitos, también desarrollan habilidades y capacidades que les ayudan a mejorar sus competencias y a prepararse para el futuro. Una de las herramientas que se encuentra en auge para desarrollar las competencias básicas en los menores y, sobre todo, la competencia digital, es la robótica educativa, entendida esta como un proceso creativo basado en el ensayo-error, donde se utiliza la tecnología para interaccionar entre la sociedad, la ciencia y la propia tecnología, a través de la construcción, manipulación y programación de robots. En esta investigación se pretende aportar evidencias empíricas sobre el aumento de la capacidad creativa en niños y niñas de 1. º, 2. º y 3. º de primaria que participan en un proyecto no formal, de ocio y tiempo libre. Para ello, se llevó a cabo un taller de robótica educativa donde los menores construyeron y programaron sus robots, con el programa WeDo 2.0, de Lego Education. Para comprobar si había habido cambios en la creatividad de los participantes se utilizó la prueba CREA, antes y después del taller. Los resultados obtenidos muestran un aumento significativo de la creatividad en los menores, aunque, debido a la pequeña muestra de este trabajo no podemos generalizarlo para el resto de la población. Nowadays we are witnessing social and technological changes that require a restructuring of the educational system, where not only formal education prevails, but also non-formal education, which is carried out in free time. Children in these areas also develop skills and abilities that help them improve their skills and prepare for the future. One of the tools that is booming to develop basic skills in minors and, above all, digital competence, is educational robotics, understood as a creative process based on trial-and-error, where technology is used to interact between society, science and technology itself, through the construction, manipulation and programming of robots. This research aims to provide empirical evidence on the increase in creative capacity in boys and girls in 1st, 2nd and 3rd grade of primary school who participate in a non-formal project of leisure and free time. For this, an educational robotics workshop was held where the children built and programmed their robots, with the WeDo 2.0 program, from Lego Education. To check if there had been changes in the creativity of the participants, the CREA test was used before and after the workshop. The results obtained show a significant increase in creativity in minors.

Subjective well-being, influenced by various factors such as personality and interpersonal relationships, is crucial to the happiness of everyone. This article presents the findings of a mixed-method and exploratory study on subjective well-being among university students, focusing on understanding their individual perceptions and how these influence their happiness. Utilizing social representations theory and Reinert’s lexical analysis method, the study examined conceptions of happiness and the contributing factors among participants. The findings revealed that perceptions of happiness among university students clustered into four distinct classes, highlighting two primary dimensions: personal life evaluation and emotional experience. These dimensions influence personal balance and participants’ basic needs. Additionally, the analysis identified three classes of factors influencing happiness, including life circumstances, personal factors, and social environment. The importance of mental health and interpersonal relationships in the emotional well-being of young university students was underscored. These findings emphasize the complexity of subjective well-being and the significance of addressing both emotional and contextual aspects to understand and enhance happiness and life satisfaction in this population.