Background: There is a large literature on the significant impact of rearing factors in the psychological development of different child’s learning patterns and wellbeing in elementary and secondary schools, but there is a scarcity of studies on to what extent those influences remain stable up to higher education. Objective: In this study, parenting practices and family status were analyzed as predictors of the different learning styles, psychological difficulties, mental health factors, and academic performance, comprising the psychosocial diversity in learning (DinL) at the university classroom. Methods: Using a cross-sectional design, a questionnaire was administered to a sample of 2522 students at the Complutense University of Madrid (Spain). It included a DinL scale measuring five psychological learning dimensions (coping with difficulties, effort, autonomy, Social/Physical Context, and understanding/career interest), plus several items on retrospective parenting practices, family, and sociodemographic variables. Multiple regressions and analyses of variance were conducted with the family factors as independent variables and the learning factors as dependent variables. Results: Results showed parenting variables, parents’ education, and family economy as having a significant impact on psychological learning dimensions, academic performance, and especially on the students’ wellbeing and mental health status, being an important contributors to explain the DinL in the university classroom. Conclusion: The results bring interesting conclusions for developmental and health psychologists when working with parents aimed at fostering wellbeing and learning strategies related to academic inclusion and achievement.

This study explores psychosocial differences in mental health indicators and learning patterns between male and female students to promote inclusion and equality in university classrooms, focusing on STEM and non-STEM fields. Using a holistic approach, five learning dimensions comprising a diversity-in-learning (DinL) construct were analyzed: Coping with Difficulties, Effort, Autonomy, Understanding/Career Interest, and Social Context. Psychosocial predictors, including paternal and maternal parenting patterns, were also examined. Data were collected through a questionnaire completed by 2443 students from 83 undergraduate and postgraduate programs. Results indicated that male students reported higher levels of autonomy, while female students reported experiencing more mental health difficulties related to learning. Gender differences in learning dimensions were more pronounced in non-STEM fields. Parental influences also differed, with fathers and mothers shaping male and female students’ learning patterns in ways that reflect traditional gender roles. The findings highlight the lasting effects of gender roles on learning habits and psychological challenges in higher education. The study underscores the importance of addressing gender patterns in parenting and education to support more women in pursuing STEM fields, ultimately fostering greater equality and inclusion in academia.

The aim of this research is, on the one hand, to develop a scale that can be used for assessing attitudes towards retirement as a prevention and intervention tool for improving the life of people in retirement, thereby enhancing a sustainable world that offers quality of life, as well as personal, social, and community well-being, and the efficient use of available materials and socio-sanitary resources. On the other hand, the aim of this research is to analyze the psychometric properties of such a scale, i.e., the reliability and validity of a sample of people at an age that is close to retirement age. Hence, the factorial validity was tested using the confirmatory factor analysis (CFA) technique, and the criterion validity was tested by considering general self-efficacy, self-regulation, state of irritation, and certain dimensions of health and personality. The obtained results confirmed the existence of four factors in the scale of attitudes towards retirement as follows: (i) leisure, (ii) economy, (iii) status, and (iv) health. The obtained correlations showed that attitudes towards retirement are positively linked to variables such as self-esteem and self-regulation, whereas significant and negative correlations related to irritation and fatigue were found. Hence, according to the obtained results, the proposed scale is an easy and relevant tool for working on a better and more profitable psychological adaptation to retirement from work. Thus, a society where tools of psychological evaluation, such as the Attitudes toward Retirement Scale (ARS) proposed in this study, are utilized allows for the detection of problems among people facing retirement, which will lead to a more sustainable and evolved society that provides quality of life as well as personal, social, and community well-being.

La llegada de las nuevas Órdenes legislativas a España para los Grados de educación Infantil, Primaria y Máster en Formación de Profesorado en ESO y Bachillerato, origina nuevos cambios necesarios para mejorar la educación y provocar un cambio social. Uno de los cambios necesarios actualmente, es la necesidad de trabajar los valores sociales desde el aula, para así, mediante la educación mejorar la sociedad. Este estudio se centra en la visión social del envejecimiento y el papel de la educación para prevenir el estigma hacia la vejez y la exclusión hacia las personas mayores. Es importante tener en cuenta, que existe un envejecimiento en la población lo que conlleva, que distintas generaciones deban convivir juntas. Las actitudes, estereotipos y el estigma hacia las personas mayores existentes en la sociedad, propician la exclusión y, por lo tanto, una sociedad pobre en cuanto a valores y evolución. El fin de este artículo es ayudar a la concienciación sobre el valor de la educación en el desarrollo de la identidad de la persona y la importancia de formar a los docentes en prevención e intervención en edadismo desde los centros educativos. En este estudio se presenta un análisis descriptivo sobre la situación actualdel edadismo en educación y se plantean algunas estrategias metodológicas para eliminar el edadismo desde las instituciones educativas.

Social perception of the elderly is often based on stereotypes that do not always reflect reality, significantly influencing attitudes and behaviors towards them, especially among those in caregiving roles. This study uses the Old Age Stereotype Instrument (CENVE) and attitude scales to examine stereotypes and attitudes toward old age among psychology students. A mixed sequential design was used, prioritizing quantitative and qualitative data collection. The results of the CENVE questionnaire show that negative stereotypes predominate in the dimensions of health (M=13.26) and character-personality (M=13.49), indicating a perception of physical and mental deterioration in older people. In contrast, the motivational-social dimension shows a lower mean (M=11.99), suggesting a lower perception of inability to work and loss of interest in old age.