Background: Digitalization and hyperconnectivity generate spaces for youth participation in social activism through social media platforms. The purpose of this research was to analyze young people’s online experience in social activism movements, including their preferences, themes, usage of language, and perceived impact. Methods: The research is framed within a qualitative interpretative–descriptive paradigm. Five focus groups were conducted, including 58 high school students from Malaga, Spain. Results: Several themes were identified through the coding process, including technological devices and social media preferences, participation in social movements or activism, perception of the degree of participation, the focus of interest, motivation for involvement, language use on social media, and beliefs. Conclusions: In a hyperconnected world, youth participation in social movements becomes more relevant. Their interest is reflected in the enormous potential that this social participation of young people has through networks and virtual platforms, becoming an informal communication model with characteristics to be an effective vehicle for social transformation.

The current study aimed to determine how attitudes towards research are related to epistemic orientation, critical thinking, and satisfaction with research courses in psychology university students. Control variables included respondents' gender, current academic degree (undergraduate or postgraduate), number of research methods courses completed, number of research projects completed, and academic score. A quantitative, cross-sectional design was used, with a non-probabilistic sample size of 137 students. Correlational findings suggest that students with high scores in critical thinking domains and empiric and rational dispositions, tend to achieve higher academic grades. Rationality and reflexive skepticism were related to the number of research projects completed by the student. While an intuitive disposition is inversely related to academic scores and the number of research courses completed. Results from a hierarchical linear regression model suggest that attitudes towards research are significantly and positively affected by students' satisfaction with research courses, empiric epistemic orientation, and critical openness. On the other hand, an intuitive epistemic orientation has significant detrimental effects on attitudes towards research. Rational epistemic orientation and skeptic reflexiveness yielded non-significant coefficients. Overall, the model containing all independent variables accounted for 47.4% of the variance in attitudinal scores; this constitutes a large effect size. Results are discussed in light of previous research and their implications for the teaching of psychology in higher education.

The purpose of this research was to determine the relationship between fear of COVID-19 and anxiety in the Honduran population. This was made through a quantitative methodology, using the Fear of COVID-19 Scale (FCV-19S) and the Generalized Anxiety Disorder-7 (GAD-7). The sample consisted of 595 Honduran respondents, with a mean age of 25.10 years. The results suggest that female participants reported significantly higher scores in fear of COVID-19 and anxiety than men. A linear regression model determined that fear of COVID-19, sex and age were significant predictors of anxiety scores. The overall model had an r2 of 0.325, with fear of COVID-19 accounting for 29.9% of the variance in GAD-7 scores. The resulting model has a large effect size, f 2= 0.48. The results are discussed considering prior research and their psychosocial implications.

IntroductionThe pediatric population with Autism Spectrum Disorder (ASD) and epilepsy presents behavioral and emotional alterations that hinder their correct developmental maturation as well as their integration in different contexts such as school, family or social. This population shows atypical behavioral and emotional patterns, with difficulties in emotional regulation, understanding of emotions, aggressiveness, or low frustration tolerance. They also present alterations in executive functions, which significantly influence the emotional and behavioral characteristics of this population. Research suggests that epilepsy worsens the emotional, behavioral, and executive functioning status.ObjectiveTo explore differences in behavioral, emotional, and executive functioning profile in individuals with a diagnosis of ASD, epilepsy, and ASD with epilepsy.MethodIn this quasi-experimental and cross-sectional study, a total of 170 participants were selected and distributed into three groups: a group of participants with ASD, a group with epilepsy, and a group of participants with ASD and epilepsy. The SENA, BASC-3, and ENFEN tests were administered to verify the behavioral, emotional, and executive functioning profile in the three groups.ResultsThe results indicate that individuals diagnosed with ASD and epilepsy present greater emotional, behavioral, and executive functioning alterations compared to those who only present ASD or epilepsy.ConclusionIndividuals with ASD and epilepsy present significant alterations in emotional, behavioral, and executive functioning processes, which hinder their adaptation to different contexts, as well as decreasing their quality of life and that of their family.

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Studying Flourishing is important to understand wellbeing. The current study aimed to determine the psychometric properties of the Spanish version of the Flourishing Scale (FS) in the Honduran population. The primary sample consisted of 422 residents of the Central District of Honduras; this included 275 (65.17%) women and 147 men (34.83%). Their average age was 28.18 years (SD = 10.58). Findings from the Exploratory Factor Analysis and Confirmatory Factor Analysis support a unidimensional factor structure. The FS achieved a high internal consistency with McDonald’s ω = 0.89, 95% CI [0.86, 0.91]. The average inter-item correlation was 0.48, 95% CI [0.43, 0.53]. Using Student’s t-test for paired samples, results indicate that none of the FS items varied significantly between baseline and post-test. Additionally, Spearman’s rho was used to correlate test–retest scores; this yielded a statistically significant correlation coefficient of 0.66. The Flourishing Scale had adequate convergent validity with the Subjective Happiness Scale (r = 0.70) and the PANAS-Positive Affect Subscale (r = 0.70) (p < 0.001). In contrast, it correlates inversely with the PANAS-Negative Affect Subscale (r = −0.34) and the PHQ-9 (r = −0.51). Strict measurement invariance for sex was supported. The results indicate that the Flourishing Scale has robust psychometric properties for the Honduran population. Practical implications for public policy are discussed.

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School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.