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This study showed that the indicators offered by the AULA Nesplora test (omissions, commissions, response times, and motor activity) make it possible to establish a differential diagnosis of ADHD presentations when analyzed under different contextual conditions.

A packaged human immunodeficiency virus prevention intervention can be delivered by agencies, with benefits similar to those achieved in the research setting.

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Background/Objective: Continuous Performance Tests (CPTs) have demonstrated validity when differentiating children with ADHD from healthy controls. However, these CPTs have limitations such as low ecological validity. New CPTs based on the use of Virtual Reality (VR) have appeared as supposedly improved methods for assessing ADHD. This study aims to compare the discriminant value of attentional variables produced by a VR CPT (Aula Nesplora) with that of variables from a traditional CPT (Test of Variables of Attention; TOVA) for identifying ADHD. Method: A total of 338 children aged between 6 and 16 years old (M = 10.84, SD = 3.01) participated in the study: 31.95% correspond to the inattentive presentation, 15.38% to the impulsive-hyperactive presentation, 22.78% to the combined presentation, and the remaining 29.88% correspond to children without ADHD. Results: Results indicated that Aula Nesplora predicts ADHD presentations better than TOVA. It also differentiates better between ADHD and non-ADHD students. Conclusions: These findings show the potential advantages of using virtual reality in ADHD assessment, as it facilitates the diagnosis of ADHD and the differentiation of its presentations in a realistic environment.

Antisocial behavior is strongly associated with academic failure in adolescence. There is a solid body of evidence that points to parenting style as one of its main predictors. The objective of this work is to elaborate a reduced, valid, and reliable version of the questionnaire by Oliva et al. (2007) to evaluate the dimensions of parenting style and to analyze its psychometric properties in a sample of Spanish adolescents. To that end, the designed questionnaire was applied to 1974 adolescents 12–18 years of age from Asturias (Spain). Regarding construct validity, the results show that the model that best represents the data is composed of six dimensions of parenting style, just as in the original scale, namely affection and communication; promotion of autonomy; behavioral control; psychological control; self-disclosure; and humor. The psychological control factor negatively correlates with the other factors, with the exception of behavioral control, with which it positively correlates. The remaining correlations among the factors in the parenting style questionnaire are positive. Regarding internal consistency, the reliability analysis for each factor supports the suitability of this six-factor model. With regard to criterion validity, as expected based on the evidence available, the six dimensions of parenting style correlate in a statistically significant manner with the three antisocial behavior measures used as criteria (off-line school aggression, antisocial behavior, and antisocial friendships). Specifically, all dimensions negatively correlate with the three variables, except for psychological control. In the latter case, the correlation is positive. The theoretical and practical implications of these results are discussed.

h t t p : / / j o u r n a l s. c o p m a d r i d. o rg / e j p a l c Mobile phones and the Internet can be very enriching tools for adolescent development. However, if used to cause harm, they also have the potential to be very dangerous. The term cyber-aggression is typically used to refer to acts that are intentionally hurtful, offensive, or harmful to people or institutions through electronic communication devices (Corcoran, McGuckin, & Prentice, 2015). These acts may take several forms, including verbal aggressions (oral or written), the use of mocking or compromising images, impersonation, or online exclusion (Nocentini et al., 2010). Cyber-aggression among adolescents is a matter that warrants attention due to its prevalence and effects. Preventing cyberaggression among adolescents is of paramount importance. To that

. How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels. Learning and Individual Differences, 49,31. AbstractThe relationship between students´ motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement.Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement.The variables in the model explained 21.3% of the variance in mathematics achievement.Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.