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This study analyzes the relationship of parental involvement and school adjustment among secondary students considering their school integration, school satisfaction, and prosocial disposition. The analysis also considers academic performance through the grade retention. Study sample was 1043 Spanish adolescents aged between 12 and 17 years (51.5% girls, M = 14.21, SD = 1.38). A factorial (3x2x2x2) multivariate analysis of variance (MANOVA) was applied for the outcome variables of school integration, school satisfaction, and prosocial behavior, with parental educational involvement, grade retention, sex, and age as independent variables. The results show that both parental involvement and academic performance are positively related to school adjustment. In addition, parental involvement influences adolescents' school adjustment, regardless of academic performance, being a protective factor in that adjustment.Sustainability 2019, 11, 7080 2 of 16 of cognition), exert their effects on academic performance through the level of parental involvement or support in education [12][13][14]. This implication refers to parental behavior as concerns their attention and participation, at home and at school, aimed at helping children in their school learning experiences [15,16].Parental involvement in school is related, directly or indirectly, to academic performance [17,18]. These effects seem to be mediated by the perception that children have of such involvement, relating positively to their school adjustment [9,19]. For example, improvement in academic performance has been observed through improved academic motivation, school satisfaction, school commitment, self-esteem, social competence, prosocial behavior, normative adjustment, and, likewise, through a reduction in absenteeism and antisocial behaviors [20,21]. However, studies point to the existence of gender differences in terms of the assessments that the adolescent makes regarding the educational practices exercised by both parents, with a tendency to perceive the mother's educational practices more positively than those of the father's [14,22], with girls being the ones who indicate the biggest differences in this perception [23,24]. Although parental involvement has been related to school adjustment in different studies, it has not been proven to be equally effective for adolescents with good and poor academic performance. Academic PerformanceSeveral authors recognize a close connection between the adolescent's evolutionary aspect and academic decline, especially determined by the decrease in motivation and school commitment [25,26]. This process is attributed to the rapid transformation in their psychosocial and cognitive development and to the changes in some predictive variables of school achievement, such as factors related to family, social relationships, self-concept, motivation, attributional style, attitude toward studying, and learning strategies [27,28], as well as the difficulties of adapting to the secondary school social and educational context [29,30]...

According to attachment theory, children’s early experiences with their primary caregivers, in terms of protection and security, are the basis for socioemotional development and for the establishment of close relationships throughout their lives. During adolescence, friends and peers become a primary developmental environment, and thereby establishing quality bonds with peers will foster good psychological adjustment. The aim of the present study was to review the evidence on the relation of parental attachment to the quality of peer relationships during adolescence. A systematic review was conducted according to the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The search was performed in the PsycInfo, Scopus, and Web of Science (WOS) databases. Inclusion criteria were studies published since 2001, in English, that are academic publications in scientific journals, that explore adolescence, and that analyze the relationship between attachment styles and adolescent peer interactions. The search resulted in 1438 studies, of which 19 studies met the criteria and were included in the review. The results highlighted that secure attachment predicts and promotes the creation of affective relationships with peers and friends based on communication, support, intimacy, trust, and quality. In addition, some variables, such as gender differences or family characteristics, were found to be involved in attachment and provide a better understanding.

Studies on cyberbullying have been a recurring theme in psychological research over the past 10 years. These studies, as previously occurred with school bullying, have attempted to know the nature of this phenomenon and lower its prevalence, considering the negative consequences for both victims and perpetrators. However, given the epidemiological approach of initial studies, cyberbullying research has predominantly used a quantitative approach where surveys have been the most widely used methodology to evaluate cyberbullying.Research from this quantitative methodology has been devoted to analyze cyberbullying prevalence and risk and protective factors related to this phenomenon. Less attention has been paid to the meanings that youth confer to cyberbullying, considering the social nature of such interactions as well as the role that socialization agents (e.g., the family) play in cyberbullying. In this sense, qualitative research offers new ways to know youth's perspectives about cyberbullying, not only their own definitions about this type of aggression but also what role they believe that adults have to play in preventing and intervening in cyberbullying. Indeed, during the past few years, qualitative research has been increasingly fruitful. Several studies have analyzed the way children and adolescents from different countries perceive cyberbullying, the behaviors that they include as part of it, the impact of cyberbullying on those who suffer it, the reasons why youths engage in cyberbullying, and the coping strategies they use to stop cyberbullying (Ackers 2012;Agatston et al. 2007;Bryce and Fraser 2013;Cassidy et al. 2009;Compton et al. 2014;Frisén et al.

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