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Emotion regulation (ER) is a basic psychological process that has been broadly linked to psychosocial adjustment. Due to its relationship with psychosocial adjustment, a significant number of instruments have been developed to assess emotion regulation in a reliable and valid manner. Among these, the Emotion Regulation Questionnaire (ERQ; Gross and John, 2003) is one of the most widely used, having shown good psychometric properties with adult samples from different cultures. Studies of validation in children and adolescents are, however, scarce and have only been developed for the Australian and Portuguese populations. The aim of this study was to validate the Spanish version of the ERQ for use in adolescents and determine possible differences according to the gender and age of young people. The sample consisted of 2060 adolescents (52.1% boys). Exploratory and Confirmatory factor analysis (EFA and CFA), multi-group analysis and Two-way multivariate analysis of variance (MANOVA) were performed and the percentiles calculated. The results of the AFE and CFA corroborated the existence of two factors related to the emotion regulation strategies of cognitive reappraisal and expressive suppression, showing acceptable internal consistency and test-retest reliability. Both factors also showed good criterion validity with personality traits, self-esteem, and social anxiety. Differences in cognitive reappraisal were found with regard to age, with younger students exhibiting the greatest mastery of this strategy. Gender differences were observed regarding the expressive suppression strategy, with boys being more likely to use this strategy than girls. A gender-age interaction effect was also observed, revealing that the use of the expressive suppression strategy did not vary by age in girls, and was more widely used by boys aged 12–14 years than those aged 15–16 years. However, we found evidence of measurement invariance across sex and age groups. The results suggest that the ERQ is a valid and reliable instrument that can be used to evaluate emotion regulation strategies in adolescents.

Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolarOlga Gómez-Ortiz 1* , Rosario Del Rey 2 , Eva-María Romera 1 y Rosario Ortega-Ruiz 1,3 Universidad de Córdoba (España). 2 Universidad de Sevilla (España). 3 University of Greenwich (Reino Unido).Resumen: El primer objetivo de este trabajo es establecer una clasificación de estilos parentales y el segundo examinar la relación entre los estilos materno, paterno y la coherencia entre ambos, y el ajuste adolescente, evaluado mediante la resiliencia, el apego y la implicación en bullying. Para ello, una muestra incidental de 626 estudiantes (49.7% chicas) de educación secundaria de la provincia de Córdoba, cumplimentaron la Escala para la evaluación del estilo educativo de padres y madres de adolescentes, el European Bullying Intervention Project Questionaire, la escala de apego CaMir-R y la versión reducida de la Escala de Resiliencia de Connor y Davidson. Los resultados muestran cuatro estilos educativos análogos para madres y padres ("democrático controlador", "democrático supervisor", "democrático de baja revelación" y "moderado"), un estilo "indiferente" solo hallado en la clasificación paterna y un estilo "permisivo" solo observado en la categorización materna. Asimismo, se observan diferencias significativas en ajuste adolescente en función del estilo paterno y materno y la coherencia entre ambos, reflejando el mejor ajuste los hijos de padres o madres "democráticos supervisores" y los que ambos progenitores eran democráticos. Palabras clave: Familia; estilos educativos; adolescencia; coherencia parental; ajuste psicológico; bullying; resiliencia; apego.Title: Maternal and paternal parenting styles in adolescence and its relationship with resilience, attachment and bullying involvement. Abstract: The present research has two aims. The first is to create a typology of parenting style, and the second is to explore the relationship between mother´s and father´s parenting styles and the coherence between both, and adolescent adjustment, assessed with the bullying involvement, resilience and attachment. It has been used an incidental sample of 626 high school students (49.7% girls) from Córdoba, who completed the Scale to assessment maternal and paternal parenting style in adolescence, the European Bullying Intervention Project Questionnaire, the attachment scale CaMir-R and the short version of the Connor-Davidson Resilience Scale. The results show four parenting styles, which are the same for mothers and fathers ("supervisor democratic", "controlling democratic", "democratic of little disclosure" and "moderately") and one parenting style only for mothers ("permissive") and other, only for fathers ("indifferent"). It was found statistically significant differences in all measures of adolescent adjustment depending on mother´s and father´s parental styles and the coherence between both. The better psychosocial adjustment was observed in adolescents whose father or mother were sup...

Literature points out the role of parenting on adolescent cyberbullying involvement. However, it is necessary to clarify how gender affects this relationship. The aim of this study has been to examine the relation between the adolescents’ perception about parenting practices, and their involvement in cyberbullying, bearing in mind both girls’ and boys’ gender and progenitors’ gender. The sample comprised 2060 Spanish secondary school students (47.9% girls; Mage = 14.34). Two-way ANOVA and binary logistic regression analyses were carried out. An effect of the interaction between sex and cyberbullying roles in maternal affection and communication, inductive discipline, and psychological control, as well as paternal promotion of autonomy and psychological control, was found. In general, it can be observed that the more negative results were found in cyber-aggressors, especially when this role is assumed by girls. The results of logistic regression analysis suggest that parenting practices explain better cyberbullying involvement in girls compared to boys, finding some important differences between both sexes regarding protective and risk factors. These findings highlight the importance of parenting practices to explain cyberbullying involvement, which supports the necessity of including family among the addresses of intervention programs.

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The present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor.

There is extensive scientific evidence of the serious psychological and social effects that peer victimization may have on students, among them internalizing problems such as anxiety or negative self-esteem, difficulties related to low self-efficacy and lower levels of social adjustment. Although a direct relationship has been observed between victimization and these effects, it has not yet been analyzed whether there is a relationship of interdependence between all these measures of psychosocial adjustment. The aim of this study was to examine the relationship between victimization and difficulties related to social adjustment among high school students. To do so, various explanatory models were tested to determine whether psychological adjustment (negative self-esteem, social anxiety and social self-efficacy) could play a mediating role in this relationship, as suggested by other studies on academic adjustment. The sample comprised 2060 Spanish high school students (47.9% girls; mean age = 14.34). The instruments used were the scale of victimization from European Bullying Intervention Project Questionnaire, the negative scale from Rosenberg Self-Esteem Scale, Social Anxiety Scale for Adolescents and a general item about social self-efficacy, all of them self-reports. Structural equation modeling was used to analyze the data. The results confirmed the partial mediating role of negative self-esteem, social anxiety and social self-efficacy between peer victimization and social adjustment and highlight the importance of empowering victimized students to improve their self-esteem and self-efficacy and prevent social anxiety. Such problems lead to the avoidance of social interactions and social reinforcement, thus making it difficult for these students to achieve adequate social adjustment.