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Resumen: La violencia filio-parental es un problema social cualitativamente diferente a otros tipos de violencia familiar, porque los adolescentes dirigen la violencia hacia quienes debieran representar la autoridad y proporcionarles bienestar. El objetivo principal de este estudio era analizar el papel de las relaciones paternofiliales y la disciplina familiar en el desarrollo de conductas violentas y prosociales de los adolescentes hacia sus padres. En el estudio participaron 585 hijos/as (48% varones) entre 12 y 18 años procedentes de 8 centros escolares de la Comunidad Autónoma del País Vasco. Los resultados indican que las relaciones familiares basadas en el afecto y la comunicación son las que favorecen las conductas prosociales de los hijos, y reducen las conductas violentas de éstos en el hogar. Por el contrario, las estrategias de disciplina parental coercitivas y las estrategias parcialmente coercitivas (supervisión y coste de respuesta) se asocian a un mayor nivel de violencia física y psicológica de los hijos adolescentes hacia sus padres. Finalmente, se discuten las implicaciones de estos resultados en relación a la educación parental. Palabras clave: Violencia filio-parental; estilos de socialización parental; disciplina familiar; violencia marital.Title: Family predictors of child-to-parent violence: the role of family discipline. Abstract: Child-to-parent violence is a social problem that is qualitatively different from other types of family violence, since adolescents direct their violence toward those who should represent authority and provide for their welfare. The main goal of this study was to analyze the role of family relationships and family discipline on violent and prosocial behavior by adolescents toward their parents. Participants were 585 children aged between 12 and 18 from 8 schools in the Autonomous Community of the Basque Country (Spain). Results show that family relationships based on affect and communication are those that promote prosocial behaviors by children and reduce their violent behaviors at home. However, power-assertive parental discipline strategies and partially punitive strategies (monitoring and penalty) were associated to more physical and psychological violence by adolescents toward their parents. Finally, implications of these findings for parenting education are discussed. Key words: Child-to-parent violence; parenting styles; family discipline; marital violence. IntroducciónLa adolescencia constituye un periodo evolutivo caracterizado por numerosos cambios biológicos, psicológicos y sociales, siendo habitual en esta etapa los conflictos familiares entre progenitores e hijos/as. Los hijos e hijas reclaman sobre todo autonomía y una relación más igualitaria (Rodrigo, García, Márquez y Triana, 2005), y esto crea situaciones de conflicto familiar con más frecuencia que en las etapas evolutivas anteriores. En estas situaciones puede haber tanto agresión verbal como física de hijas o hijos hacia las madres y padres de diferentes niveles de severidad. En el contexto...

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The number of complaints filed by parents against their children nationwide has increased dramatically, particularly since 2005. The aim of this study was to examine whether young offenders who had been charged for violence against their parents presented different psychological problems from youngsters charged with other types of offence and non-offenders. Data from 231 adolescents of both sexes aged 14 to 18 years and living in the Basque Country (Spain) were analyzed. Of these, 106 were offenders and the rest were from a community sample. Some of the offenders had been charged with child-to-parent violence (n = 59), while the rest of them had not (n = 47). Offenders who had assaulted or abused their parents presented more behavior problems outside home and more characteristics associated with depressive symptomatology than offenders of other types or non-offenders. Certain psychological problems in adolescents could precipitate family conflict situations and leave parents unable to control their children. Findings highlight the need for offenders charged with child-to-parent violence to receive individual psychological therapy.

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This study focused on violent and prosocial behaviors by adolescents toward parents and teachers, and the relation between such behaviors and adolescents' perceptions about the family and school environment. Gender differences in child-to-parent violence and student-to-teacher violence were also studied. The sample comprised 687 adolescents from secondary schools in the province of Gipuzkoa, Spain, aged between 12 and 16 years. Participants responded to the relationship domains of the Family Environment Scale and the Classroom Environment Scale, among other instruments. A positive family relationship was related to less violent and more prosocial behavior toward parents. However, a positive classroom relationship was associated only with more prosocial behavior toward teachers. The results show that criminal and antisocial behaviors had a mediating influence on the relation between family and school relationships and violence against authority. The implications for intervention and prevention programs are discussed. C 2013 Wiley Periodicals, Inc.

The present work describes an experience of educational innovation in a university context. Its aim was to determine the relationship between students' frequency of use of online self-assessment with feedback and their final performance on the course, taking into account both learners' motivation and perceived usefulness of these resources for their learning process. Furthermore, we studied the relationship between metacognitive variables and academic performance and/or execution of activities aimed at learning the course content. To this end we created self-assessment material with the Hot Potatoes educational program and assessed the degree to which students took advantage of the tool, their satisfaction with it and their perceived knowledge, using ad hoc questionnaires. The results indicate better academic performance in those students that use interactive selfassessment. It should be pointed out that even students with low motivation levels made use of this teaching tool. Finally, a relationship was found between metacognitive variables and students' effort and performance. We discuss the need to include self-assessment in the curriculum, with a view to improving students' metacognitive knowledge.

Previous deception research on repeated interviews found that liars are not less consistent than truth tellers, presumably because liars use a “repeat strategy” to be consistent across interviews. The goal of this study was to design an interview procedure to overcome this strategy. Innocent participants (truth tellers) and guilty participants (liars) had to convince an interviewer that they had performed several innocent activities rather than committing a mock crime. The interview focused on the innocent activities (alibi), contained specific central and peripheral questions, and was repeated after 1 week without forewarning. Cognitive load was increased by asking participants to reply quickly. The liars’ answers in replying to both central and peripheral questions were significantly less accurate, less consistent, and more evasive than the truth tellers’ answers. Logistic regression analyses yielded classification rates ranging from around 70% (with consistency as the predictor variable), 85% (with evasive answers as the predictor variable), to over 90% (with an improved measure of consistency that incorporated evasive answers as the predictor variable, as well as with response accuracy as the predictor variable). These classification rates were higher than the interviewers’ accuracy rate (54%).