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Science competencies acquired at early years are basic and influence on children’s later development. Gender differences in these early science competencies may explain the often-reported gender differences in later science abilities. Research in this field was not usually focused on pre-schoolers. In this study, we focus on the interaction between five- to six-year-old pre-schoolers and a researcher while they work on tasks about physics and astronomy in three experiments. Participants were five- to six-year-old children attending preschool in Sevilla (Spain) representing the full range of socioeconomic backgrounds. Over the course of experiments, an increase in the students’ number of right answers occurred. Results supported that pre-schoolers’ early science competencies are characterized by gender equality and do not explain later-reported gender differences. However, the findings showed that girls are not inclined towards scientific careers, even if they have the same scientific performance as boys.
Ana Romero-Abrio; Raquel Ramos-Alonso; Santiago Hurtado-Bermúdez. Gender equality in five- to six-year-old preschoolers’ early competences in science do not protect schoolgirls from gender stereotypes. European Early Childhood Education Research Journal 2021, 29, 479 -500.
AMA StyleAna Romero-Abrio, Raquel Ramos-Alonso, Santiago Hurtado-Bermúdez. Gender equality in five- to six-year-old preschoolers’ early competences in science do not protect schoolgirls from gender stereotypes. European Early Childhood Education Research Journal. 2021; 29 (4):479-500.
Chicago/Turabian StyleAna Romero-Abrio; Raquel Ramos-Alonso; Santiago Hurtado-Bermúdez. 2021. "Gender equality in five- to six-year-old preschoolers’ early competences in science do not protect schoolgirls from gender stereotypes." European Early Childhood Education Research Journal 29, no. 4: 479-500.
Child-to-parent violence (CPV) is a growing public health problem with consequences for perpetrators and families. Most research has focused on individual and family risk factors. However, little is known about its links with individual outcomes. The aim of this study was to analyze the relationships between CPV and psychological distress, suicidal ideation, and self-concept in school-aged adolescents, taking into account the gender perspective. A study was conducted with a sample of 8,115 adolescents, aged between 11 and 16 years (M = 13.34; SD = 1.04) from the State of Nuevo León, Mexico. A MANOVA 3 × 2 was performed to analyze the data. The results revealed that adolescents involved in CPV showed higher levels of psychological distress and suicidal ideation and lower levels of family and social self-concept. It was also observed that girls with higher levels of CPV scored the lowest levels of psychological distress and suicidal ideation, as well as the lowest levels of family self-concept. The findings highlight that adolescents and especially girls involved in CPV also report internal maladjustment outcomes. Finally, the results and their implications for research and intervention with adolescents involved in CPV are discussed.
Belén Martínez-Ferrer; Ana Romero-Abrio; Celeste León-Moreno; María Elena Villarreal-González; Daniel Musitu-Ferrer. Suicidal Ideation, Psychological Distress and Child-To-Parent Violence: A Gender Analysis. Frontiers in Psychology 2020, 11, 1 .
AMA StyleBelén Martínez-Ferrer, Ana Romero-Abrio, Celeste León-Moreno, María Elena Villarreal-González, Daniel Musitu-Ferrer. Suicidal Ideation, Psychological Distress and Child-To-Parent Violence: A Gender Analysis. Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StyleBelén Martínez-Ferrer; Ana Romero-Abrio; Celeste León-Moreno; María Elena Villarreal-González; Daniel Musitu-Ferrer. 2020. "Suicidal Ideation, Psychological Distress and Child-To-Parent Violence: A Gender Analysis." Frontiers in Psychology 11, no. : 1.
Development and evaluation of a teaching-learning activity in 4th year Forensic Physics course of Degree in Criminology was based on different combinations of a virtual laboratory and a research laboratory as teaching spaces. Students explored in detail the components and functioning of an electron microscope using both an online suite of education tools and an advanced scanning electron microscope (SEM). The aim of this study was to analyse the impact of all combinations of both activities on students’ learning process, and to examine the effect on their interest towards the subject. A blend of research and virtual laboratories have a higher significant impact on students’ achievements rather than each one separately, but the same is not true for student interest in scientific careers. These results confirm that the use of a research laboratory combined with a virtual one can have substantial benefits in improvement students’ knowledge about abstract and complex concepts.
Santiago Hurtado-Bermúdez; Ana Romero-Abrio. The effects of combining virtual laboratory and advanced technology research laboratory on university students’ conceptual understanding of electron microscopy. Interactive Learning Environments 2020, 1 -16.
AMA StyleSantiago Hurtado-Bermúdez, Ana Romero-Abrio. The effects of combining virtual laboratory and advanced technology research laboratory on university students’ conceptual understanding of electron microscopy. Interactive Learning Environments. 2020; ():1-16.
Chicago/Turabian StyleSantiago Hurtado-Bermúdez; Ana Romero-Abrio. 2020. "The effects of combining virtual laboratory and advanced technology research laboratory on university students’ conceptual understanding of electron microscopy." Interactive Learning Environments , no. : 1-16.
The objective of the present study is to analyse the relationships between parental socialization styles—indulgent, authoritarian, authoritative and negligent, school adjustment (social integration, academic competence and family involvement) and cyber-aggression (direct and indirect) in adolescents. Participating in this study were 1304 Spanish students of both sexes (53.1% girls), aged between 12 and 18 years (M = 13.87, SD = 1.33). Multivariate analyses of variance were performed. The results showed significant relationships between parental socialization styles, school adjustment and cyber-aggression. It was observed that adolescents from indulgent and authoritative families showed greater academic competence and greater family involvement. Additionally, the children from authoritarian families displayed greater involvement in direct and indirect cyber-aggression behaviours. The results obtained and their implications are discussed in the final section.
Belén Martínez-Ferrer; Celeste León-Moreno; Daniel Musitu-Ferrer; Ana Romero-Abrio; Juan Evaristo Callejas-Jerónimo; Gonzalo Musitu-Ochoa. Parental Socialization, School Adjustment and Cyber-Aggression among Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 4005 .
AMA StyleBelén Martínez-Ferrer, Celeste León-Moreno, Daniel Musitu-Ferrer, Ana Romero-Abrio, Juan Evaristo Callejas-Jerónimo, Gonzalo Musitu-Ochoa. Parental Socialization, School Adjustment and Cyber-Aggression among Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (20):4005.
Chicago/Turabian StyleBelén Martínez-Ferrer; Celeste León-Moreno; Daniel Musitu-Ferrer; Ana Romero-Abrio; Juan Evaristo Callejas-Jerónimo; Gonzalo Musitu-Ochoa. 2019. "Parental Socialization, School Adjustment and Cyber-Aggression among Adolescents." International Journal of Environmental Research and Public Health 16, no. 20: 4005.
The aim of the present study was to analyze the relationship between family communication problems and cyberbullying, through psychosocial adjustment—psychological distress, attitude towards institutional authority, and problematic use of social networking sites—in adolescents. Random sampling by conglomerates was performed. A total of 8115 adolescents participated in the study (51.5% boys, 49.5% girls), and were aged between 11 and 16 years old (M = 13.34, SD = 1.04) and enrolled in the State of Nuevo León (Mexico). A structural equations model was developed using the Structural Equation Modeling Software (EQS). The results showed that problematic family communication is directly associated with cyberbullying, and also indirectly through the relationships of psychological distress and attitude towards transgression of social norms with the problematic use of social networking sites. The multi-group analyses also revealed gender differences in these relationships. Finally, the obtained results were discussed and their practical implications were shown.
Ana Romero-Abrio; Belén Martínez-Ferrer; Daniel Musitu-Ferrer; Celeste León-Moreno; María Elena Villarreal-González; Juan Evaristo Callejas-Jerónimo. Family Communication Problems, Psychosocial Adjustment and Cyberbullying. International Journal of Environmental Research and Public Health 2019, 16, 2417 .
AMA StyleAna Romero-Abrio, Belén Martínez-Ferrer, Daniel Musitu-Ferrer, Celeste León-Moreno, María Elena Villarreal-González, Juan Evaristo Callejas-Jerónimo. Family Communication Problems, Psychosocial Adjustment and Cyberbullying. International Journal of Environmental Research and Public Health. 2019; 16 (13):2417.
Chicago/Turabian StyleAna Romero-Abrio; Belén Martínez-Ferrer; Daniel Musitu-Ferrer; Celeste León-Moreno; María Elena Villarreal-González; Juan Evaristo Callejas-Jerónimo. 2019. "Family Communication Problems, Psychosocial Adjustment and Cyberbullying." International Journal of Environmental Research and Public Health 16, no. 13: 2417.
The aim of this study was to analyze the relationships between cybervictimization, family functioning, and self-concept in adolescents, while taking the gender perspective into account. A study was conducted with a sample of 8115 adolescents, aged between 11 and 16 years (M = 13.34; SD = 1.04) from the State of Nuevo Leon, Mexico. A MANOVA 3x2 was performed to analyze the data. The results showed that family functioning, family self-concept, and academic self-concept were higher when cybervictimization was low. It was also observed that, in situations of cybervictimization, the girls had lower family self-concept, lower academic self-concept, and lower family functioning than the boys. The results that were obtained and their implications are discussed in the final section.
Ana Romero-Abrio; Celeste León-Moreno; Daniel Musitu-Ferrer; María Elena Villarreal-González. Family Functioning, Self-Concept and Cybervictimization: An Analysis Based on Gender. Social Sciences 2019, 8, 69 .
AMA StyleAna Romero-Abrio, Celeste León-Moreno, Daniel Musitu-Ferrer, María Elena Villarreal-González. Family Functioning, Self-Concept and Cybervictimization: An Analysis Based on Gender. Social Sciences. 2019; 8 (2):69.
Chicago/Turabian StyleAna Romero-Abrio; Celeste León-Moreno; Daniel Musitu-Ferrer; María Elena Villarreal-González. 2019. "Family Functioning, Self-Concept and Cybervictimization: An Analysis Based on Gender." Social Sciences 8, no. 2: 69.