Background/Aim: Currently, there is growing social concern about new forms of socialization among children and adolescents. This includes the emerging risk of cyberbullying. In order to understand this phenomenon, analyze its prevalence, and evaluate the effectiveness of interventions, it is essential to have available valid and reliable assessment instruments. The possibility of using these tools with large groups makes their digital application particularly attractive, as it facilitates both administration and analysis. The aim of this study is to validate an online adaptation of the cyberbullying section of the Cyberbullying Test for children and adolescents. Method: A total of 664 children and adolescents (9-17 years) in Galicia (Spain) completed the online bullying and cyberbullying sections of the Cyberbullying Test. Results: Descriptive analyses indicate the presence of cyberbullying at these ages, although with a tendency toward low levels. Exploratory and confirmatory factor analyses suggest the scores on the various observable indicators (items) can be grouped into three mutually related factors, corresponding to the roles of victim, perpetrator, and bystander. The model showed a good fit to the data (GFI = .974; AGFI = .971; NFI = .966; RFI = .964; SRMR = .068). Factor invariance analyses suggest that this structure is equivalent for both Primary and Secondary Education students. Each factor’s scores showed high or very high reliability in terms of internal consistency. The correlations found between the scores in each cyberbullying factor and those in the bullying section of the test provide evidence supporting the criterion validity of the instrument. Discussion: The validated online version of the Cyberbullying Test provides robust psychometric support for its use in research and practice.

This study examined the efficacy of a metacognitive intervention programme in a classroom group of 33 third-grade students. Two groups were formed: the intervention group with students in the classroom who showed reading delay and cognitive attention processes (n=8) and the comparison group (n=25). In the intervention group, a planning facilitation programme was implemented that aimed to improve inhibition processes and, correspondingly, overall reading comprehension indices. The Das-Naglieri: Cognitive Assessment System (D.N: CAS; Naglieri & Das, 1997) was used to measure attention processes. For reading processes, the Catalan et al. (2010) Reading Comprehension Assessment (ACL) test was used. The measurements were taken at pre-test, post-test, and follow-up. The results showed that the intervention group equalled the comparison group in reading comprehension and significantly improved in inhibition processes in the post and follow-up measures. It is concluded that the programme has had an impact on improving inhibition processes when facing reading activities.

Background/Objectives: Despite progress in recognizing sexual diversity, homophobic bullying persists. This study had four objectives: (1) to identify the prevalence of homophobic bullying (victims, perpetrators, and bystanders); (2) to explore whether differences exist between victims and perpetrators as a function of sexual orientation with respect to emotional factors and psychopathological symptoms; (3) to analyze whether victims and perpetrators of homophobic bullying have sought psychological assistance significantly more often; and (4) to identify predictive variables of victimization and perpetration of homophobic bullying. Methods: The sample comprised 1558 Bolivian students aged 13 to 17 years (M = 14.64; SD = 0.96), who completed six standardized assessment instruments. Results: (1) A substantial percentage of students reported homophobic bullying behaviors. Victims: 76.6% reported experiencing homophobic behaviors, with significantly higher rates among non-heterosexual students (χ² = 7.40, p < 0.01) and no gender differences (χ² = 0.013, p > 0.05). Perpetrators: 11.8% admitted engaging in homophobic aggressive behaviors, with no differences by sexual orientation (χ² = 0.306, p > 0.05) but significantly higher rates among males (χ² = 8.49, p < 0.01). Bystanders: 51.9% reported witnessing homophobic behaviors, with significantly higher prevalence among non-heterosexual students (χ² = 7.03, p < 0.01) and females (χ² = 4.98, p < 0.05). (2) Analyses of variance showed that non-heterosexual victims scored significantly lower on emotional regulation, empathic joy, overall empathy, and happiness, and significantly higher on fear of negative social evaluation, overall social anxiety, all psychopathological symptom dimensions assessed (somatization, obsession–compulsion, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism), and the global severity index. Non-heterosexual perpetrators also displayed significantly higher scores on several psychopathological symptoms (depression, anxiety, hostility, paranoid ideation, psychoticism) and on the global severity index. Effect sizes were moderate for psychopathological symptoms and small for emotional variables. (3) Victims (OR = 1.392, 95% CI [1.04, 1.86], p = 0.024) and perpetrators (OR = 1.507, 95% CI [1.07, 2.10], p = 0.017) of homophobic bullying reported significantly higher rates of seeking psychological assistance in the past year compared to those uninvolved in bullying. (4) Hierarchical regression analyses identified significant predictors of victimization (R² = 18.6%): non-heterosexual orientation, male gender, higher somatization, paranoid ideation, fear of negative evaluation, and lower happiness. For perpetration, only being male and higher levels of phobic anxiety emerged as significant predictors in the final model, explaining 5.1% of the variance. Conclusions: The findings underscore the urgency of implementing school-based psychoeducational anti-bullying prevention programs that include activities designed to foster tolerance toward sexual diversity.

Background/Objectives: Despite progress in recognizing sexual diversity, homophobic bullying persists. This study had four objectives: (1) to identify the prevalence of homo-phobic bullying (victims, perpetrators, and bystanders); (2) to explore whether differ-ences exist between victims and perpetrators as a function of sexual orientation with re-spect to emotional factors and psychopathological symptoms; (3) to analyze whether victims and perpetrators of homophobic bullying have sought psychological assistance significantly more often; and (4) to identify predictive variables of victimization and perpetration of homophobic bullying. Methods: The sample comprised 1,558 Bolivian students aged 13 to 17 years (M = 14.64; SD = 0.96), who completed six standardized as-sessment instruments. Results: (1) A substantial percentage of students reported the oc-currence of homophobic bullying behaviors. Victims: 76.6% reported having experienced homophobic behaviors (with a higher proportion of non-heterosexual victims; no gender differences were observed). Perpetrators: 11.8% admitted engaging in homophobic ag-gressive behaviors (no significant differences by sexual orientation; a higher proportion of male perpetrators was identified). Bystanders: 51.9% reported witnessing homophobic behaviors (with higher prevalence among non-heterosexual and female students); (2) Analyses of variance showed that non-heterosexual victims scored significantly lower on emotional regulation, empathic joy, overall empathy, and happiness, and significantly higher on fear of negative social evaluation, overall social anxiety, all psychopathological symptom dimensions assessed (somatization, obsession–compulsion, interpersonal sen-sitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism), and the global severity index. Non-heterosexual perpetrators also displayed significantly higher scores on several psychopathological symptoms (depression, anxiety, hostility, paranoid ideation, psychoticism) and on the global severity index; (3) Victims and per-petrators of homophobic bullying reported significantly higher rates of seeking psycho-logical assistance in the past year compared to those uninvolved in bullying; and (4) Re-gression analyses identified five predictors of homophobic bullying victimization (high scores in the global severity index, fear of negative social evaluation, paranoid ideation, and low scores in empathy and happiness) and four predictors of perpetration (high scores in the global severity index and emotional perception, together with low scores in empathy and obsession–compulsion). Conclusions: The findings underscore the urgency of implementing school-based psychoeducational anti-bullying prevention programs that include activities designed to foster tolerance toward sexual diversity.

La evidencia científica respalda los beneficios del aprendizaje cooperativo en todas las etapas educativas, incluida la universitaria. Este enfoque mejora habilidades sociales, como la comunicación y el trabajo en equipo, y aumenta el rendimiento académico. Sin embargo, su aplicación en la enseñanza universitaria enfrenta obstáculos como el tamaño de las clases y la presión por cubrir mucho contenido en poco tiempo. La experiencia práctica con el programa CA/AC en la Universidade de Vigo es valiosa porque muestra cómo implementar el aprendizaje cooperativo y aborda las dificultades típicas en la universidad. Esta experiencia ha demostrado que, con una planificación adecuada y el apoyo necesario, el aprendizaje cooperativo puede superar estas barreras y mejorar significativamente el entorno educativo universitario, preparando mejor a los futuros educadores para emplear esta metodología en sus clases.