Studying the predictors of cyberbullying is of great research interest; however, little is known about how these relationships function in different ethno-cultural groups within a similar context. Our study examines levels of cyber victimization, cyber aggression, self-esteem, empathy, and social skills as possible predictors of cyberbullying in various ethno-cultural groups: Moroccan, Romanian, Colombian, Ecuadorian, and Spanish. A multicultural sample that was representative of students in their first through fourth year of Compulsory Secondary Education in Spain (N = 25,684, age M = 13.94; SD = 1.396) participated by completing an online self-report survey. No differences were found between levels of cyber aggression according to ethno-cultural group. However, there were differences between the levels of cyber victimization between Romanians and Spaniards. Multiple linear regression analyses performed for each of the ethno-cultural groups with respect to cyber aggression and cyber victimization revealed that the presence and weight of the explanatory factors were different according to ethno-cultural origin. The best predictor of cyber victimization in the five ethno-cultural groups was cyber aggression, and vice versa. Among Columbian, Romanian, and Spanish students, cyber victimization was also predicted by self-esteem, empathy, or social skills, with predictive power of these variables differing across ethno-cultural groups. However, these variables were not predictive of cyber victimization among Moroccan or Ecuadorian students. Cyber aggression was also predicted in all ethno-cultural groups by self-esteem, empathy, or social skills. Common and unique patterns of prediction are presented and discussed to improve psychoeducational programs that prevent and mitigate cyberbullying.

The aim of this study is to discover the prevalence of cyberbullying among adolescents from Ecuador and Spain, and identify any differences by gender, school year, and ethnic-cultural background. A culturally-diverse group of 33,303 adolescents took part in the study (Ecuador = 10,918; Spain = 22,385). Our results show that in Ecuador, one in four, and in Spain, one in five teenagers were involved in cyberbullying. In both countries, teenagers in the higher school years were more commonly involved. Significant differences in gender and role of involvement were detected in both countries. In Ecuador, no differences were noted between the different ethnic-cultural groups as regards to the roles of involvement in cyberbullying. However, in Spain, these differences do exist. In this paper, these findings are discussed, and proposals for how to prevent cyberbullying are given.

The present study aims to collect data about the prevalence of cyberbullying and the role of self-esteem, empathy, and social skills in predicting cybervictimization and cyberaggression in two different countries: Spain and Ecuador. Additionally, it compares the similarities found in both countries. A wide sample of adolescents from Secondary Education (N = 24943; mean age = 13.92; SD = 1.30, girls = 49.9%) from both countries (Spain = 14,206 and Ecuador = 10,737) took part by filling in a set of self-reports. Weighted analyses and structural equation models were used. The results revealed that 8.8% were cybervictims, 3.1% were cyberaggressors and 4.9% cybervictims-cyberaggressors in Spain; whereas 8.7% were cybervictims, 5.1% were cyberaggressors and 14.3% were cybervictims-cyberaggressors in Ecuador. Cybervictimization could be predicted in both countries by means of self-deprecation and social skills, although the meaning of some skills was different depending on the country. Cyberaggression could be predicted in both countries by means of empathy, assertiveness, and conflict-resolution skills, as well as by communicative and relational skills. Self-deprecation was a predictor of cyberaggression only in Spain. These results are discussed, and educational inferences are drawn for prevention.

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ResumenEl progresivo envejecimiento de la población ha provocado el desarrollo de múltiples formas de intervención para mejorar su calidad de vida. En diversas investigaciones sobre el tema se ha demostrado que a través de estas estrategias se consigue paliar o frenar el deterioro cognitivo en cierta medida.A pesar de la dependencia física y psíquica que pueden tener, conservan los rasgos específicos inherentes en la persona: singularidad, autonomía y voluntad. Podemos decir que el hombre no solo vive, sino que convive; por lo que se hace necesario su relación y comunicación con otros.El uso didáctico de la imagen y las artes plásticas visuales para el desarrollo y motivación de la creatividad, analizando su contribución al desarrollo cognitivo, las habilidades y las destrezas de las personas mayores, favorecerá su desarrollo personal.En este artículo analizamos la importancia del desarrollo de la creatividad en la vida cotidiana de los mayores, tanto de forma activa como pasiva, para mantenerles en contacto con el entorno y conservar sus capacidades cognitivas, afectivas y sociales. Además proponemos diferentes actividades para favorecer el desarrollo cognitivo a través de la estimulación creativa buscando el equilibrio entre los conocimientos cognitivos y emocionales y atendiendo a lo más inherente del ser humano: su capacidad de adaptarse. Palabras clave: desarrollo cognitivo, estimulación cognitiva, inteligencia emocional, artes y creatividad.

Este estudio explora el estado psíquico de profesores de tercer ciclo de primaria de varios centros públicos y concertados de la Comunidad de Madrid. Se evaluó la sintomatología ansiosa y depresiva y el síndrome de Burnout mediante la Escala de Ansiedad y Depresión en Hospital (HADS) y el Cuestionario de Burnout del Profesorado (CBP-R). Los resultados indicaron que, aunque los docentes de colegios concertados puntúan más alto en sintomatología ansiosa, con diferencias estadísticamente significativas, los profesores de colegios públicos presentan mayor Burnout, de modo estadísticamente significativo, en las escalas de cuestiones organizacionales, supervisión y reconocimiento.

web sites of the Spanish universities for students with these two disabilities. The work follows a descriptive design based on two elements of analysis. On the one hand, the review of studies of accessibility and functional diversity; and on the other hand, the analysis of web accessibility of the web sites of the 78 Spanish universities. It is concluded that there are difficulties of web accessibility and navigation in the virtual environments of the Spanish universities, a situation that, therefore, leads to limitations in the learning from the collective of students with disabilities.

Physical activity (PA) contributes to the development of children and adolescents and to their mental and physical health. The practice of PA in the school context can contribute towards generating a more inclusive educational community for immigrant children and adolescents. The aim of this study was to describe the perspectives of Spanish physical education (PE) teachers on the practice of PA among immigrant children and adolescents. This research was a qualitative exploratory study. A purposeful sampling strategy was used. Data were collected through semi-structured interviews and field notes. Twenty teachers were recruited. An inductive thematic analysis and content analysis were applied. The following topics were identified: (a) Professional expectations; (b) Economic resources; (c) Integration; (d) Family; (e) Religious beliefs and practices; and (f) Gender difference. A predominance of positive emotions was identified in the narratives, and the most repeated words in word clouds were ‘Caribbean’, ‘Latin’, and ‘population’. These findings help to identify PA barriers for immigrant children and adolescents and may contribute to the creation of PA-based interventions in social and educational contexts.