https://hdl.handle.net/11000/513 2026-05-05T11:30:07Z 2026-05-05T11:30:07Z Rico-Bordera, Pilar Piqueras, José A. Soto-Sanz, Victoria Rodríguez-Jiménez, Tíscar Marzo, Juan C. Galán, Manuel Pineda, David https://hdl.handle.net/11000/39836 2026-05-05T11:24:46Z 2026-05-05T11:24:46Z

Título : The Connection Between Dark Traits and Emotional Intelligence: A Multistudy Person-Centered Approach Autor : Rico-Bordera, Pilar; Piqueras, José A.; Soto-Sanz, Victoria; Rodríguez-Jiménez, Tíscar; Marzo, Juan C.; Galán, Manuel; Pineda, David Resumen : Objective: Several studies have analyzed the relationship between Emotional Intelligence (EI) and dark personality, but the results are inconclusive. One study tested correlations between traits that may underlie a person-centered profile of “dark EI.”Our study aimed to replicate and extend that research, identifying profiles in Spaniards and examining the differences between the profiles based on different variables of interest. Method: Two studies were designed, the first one (N = 1241) focused on trait EI and the Dark Triad, and the second one expanding the previous (N = 392) focusing on ability EI and the Dark Tetrad. Results: Three profiles were obtained in both studies: nondark and non-EI profile, dark profile, and average narcissistic and high EI profile. The latter showed the highest self-esteem, strengths, well-being, and civic engagement, and the lowest psychological difficulties and personal distress. Conclusions: Our results reinforced the findings of the study we replicated, not supporting the presence of dark EI, but also not supporting the presence of high EI with very low levels of dark traits. These results have implications when designing preventive actions to improve emotional education.

2026-05-05T11:24:46Z Soto-Sanz, Victoria García del Castillo-López, Álvaro Pineda, David Falcó, Raquel Rodríguez-Jiménez, Tíscar Marzo, Juan C. Piqueras, José A. https://hdl.handle.net/11000/39835 2026-05-05T11:23:36Z 2026-05-05T11:23:35Z

Título : Suicidal Behavior in University Students in Spain: a Network Analysis Autor : Soto-Sanz, Victoria; García del Castillo-López, Álvaro; Pineda, David; Falcó, Raquel; Rodríguez-Jiménez, Tíscar; Marzo, Juan C.; Piqueras, José A. Resumen : Introduction: Suicidal behavior is a significant mental health concern among university students, yet it remains underexplored through a network approach. Traditional methods often overlook the complex interplay of psychological factors influencing suicidal behavior. This study addresses this gap by (a) examining suicidal behavior using network analysis and (b) identifyingthe psychological network of suicidal behavior along with protective and risk factors among university students. Method: The sample consisted of a total of 1048 Spanish university students (M= 20.5 years; SD = 2.5; 58.2% women) from various universities. Several instrumentswere used to measure suicidal behavior, emotional and behavioral difficulties, prosocial behavior, subjective well-being, emotional intelligence, self-esteem, empathy, affect (both positive and negative), and emotional regulation. Data were analyzed using network analysis to understand the relationships among these variables. Results:Atotal of 21.5% of the participants had experienced suicidal thoughts, 26.3% hadwished to be dead or notwake up, 15% had considered specific suicide methods or made plans, and 5.8% had attempted suicide at least once. In addition, 18% had engaged in non-suicidal self-injury (NSSI) at least once.Network analysis revealed that suicidal behaviorwas highly interconnected with other psychological factors, with “considered taking own life” as the most influential node. Key factors included depressive symptoms, positive affect, and emotional intelligence. Suicidal behavior showed a positive connectionwith depressive symptoms and negative affect and a negative connection with self-esteem and positive affect. Stability analysis confirmed the accuracy of the network estimations, indicating reliable insights into the psychological interconnections. Conclusions: These findings indicate that suicidal behavior in university students is a complex, dynamic system shaped by cognitive, emotional, and affective factors. Network analysis, through advanced psychopathological and psychometric models, offers valuable insights into suicidal behavior, improving risk and protective factor assessment. This highlights the need for targeted and comprehensive prevention strategies in educational settings.

2026-05-05T11:23:35Z Soto-Sanz, Victoria Marzo, Juan Carlos Falcó, Raquel Moreno-Amador, Beatriz Piqueras, José A. López-Fernández, Francisco J. https://hdl.handle.net/11000/39834 2026-05-05T11:22:32Z 2026-05-05T11:22:31Z

Título : Recent stressful life events and suicidal behaviors and NSSI in adolescents: Examining the role of socio-emotional strengths Autor : Soto-Sanz, Victoria; Marzo, Juan Carlos; Falcó, Raquel; Moreno-Amador, Beatriz; Piqueras, José A.; López-Fernández, Francisco J. Resumen : Stressful Life Events (SLEs) during adolescence are linked to a higher risk of suicidal behavior and nonsuicidal self-injury (NSSI). However, the specific impact of each type of SLE has been under-researched. Socio-emotional strengths, including belief in self, belief in others, Emotional Competence, and Engaged Living, are key promotive factors for mental health and may mitigate the impact of SLEs on suicidal behavior and NSSI. This study aims to systematically explore the potential indirect effects of socio-emotional strengths in the relationship between SLEs over the past year, grouped by functional areas, and indicators of suicidal behavior and NSSI. Method: 2,283 adolescents aged 10 to 19 years (M = 13.99; SD = 1.40) participated in the study, completing scales on SLEs, socio-emotional strengths, and suicidal behavior and NSSI reported over the past year. Results: From the sample, 13.4% of participants reported suicidal desire, 10.5% suicidal ideation, 6.6% NSSI, 5.5% suicide planning, and 2.2% suicide attempts. In the main analyses, Suicidal Behavior (Death Wishes, Ideation, Plans, Attempts) and NSSI were modeled separately. Belief-in-Self and Engaged Living were negatively associated with both outcomes, while Emotional Competence showed a small positive link with suicidal behavior. Peer and Health-Related SLEs had direct effects on both suicidal behavior and NSSI. Indirect effects emerged through Belief-in-Self and Engaged Living. Conclusions: Socio-emotional strengths may play a protective and mediating role in the association between SLEs and Suicidal Behaviors and NSSI in adolescents. Findings highlight the relevance of targeting these strengths in school-based prevention efforts.

2026-05-05T11:22:31Z Espada, José, P. Gonzálvez, María T. Fernández-Martínez, Iván Orgilés, Mireia Morales, Alexandra https://hdl.handle.net/11000/39802 2026-04-24T01:03:43Z 2026-04-23T14:39:33Z

Título : Spanish Validation of the Short Mood and Feelings Questionnaire (SMFQ) in Children Aged 8-12 Autor : Espada, José, P.; Gonzálvez, María T.; Fernández-Martínez, Iván; Orgilés, Mireia; Morales, Alexandra Resumen : Background: The Short Mood and Feelings Questionnaire (SMFQ) is one of the few well-established available measures designed to assess childhood depression. The objective of the present study was to assess the psychometric properties and explore the differential item functioning (DIF) of the SMFQ in a community sample of Spanish children. Gender and age differences in SMFQ scores were also analyzed. Method: The sample included 824 students aged 8-12 years (Mage = 9.64, SD = 1.2) recruited from four public and private schools in urban areas in the southeast of Spain. Results: Findings from factor analysis and Polytomous Rasch analysis supported a unidimensional interpretation of the SMFQ, thereby replicating findings across cultures and languages. The SMFQ had good reliability, and test-retest analysis indicated fair to good temporal stability. Evidence of construct validity was provided by a path diagram of the SMFQ and SDQ subscales. No age or gender differences in the SMFQ scores were observed. However, two items (3 and 11) exhibited gender-related DIF. Conclusions: The use of SMFQ sum-scores as a continuous measure of the severity of depressive symptoms can be supported. The measure shows promise as brief, reliable, valid instrument for the assessment of depressive symptoms in Spanish children.; Antecedentes: El Cuestionario Breve de Estado de Ánimo y Sentimientos (SMFQ, por sus siglas en inglés) es una de las pocas medidas bien establecidas para evaluar la depresión infantil. Este estudio evalúa las propiedades psicométricas y explora el funcionamiento diferencial de los ítems (DIF) del SMFQ en una muestra comunitaria de niños españoles. Método: La muestra incluyó 824 escolares de 8 a 12 años (Medad = 9.64, DT = 1.2) de cuatro colegios públicos y privados del sureste de España. Resultados: Los hallazgos del análisis factorial y el análisis de Rasch politómico respaldaron una interpretación unidimensional del SMFQ. El SMFQ tuvo una buena consistencia interna y el análisis test-retest indicó una estabilidad temporal de regular a buena. Se examinaron las evidencias sobre la validez de constructo mediante un diagrama de ruta de las subescalas SMFQ y SDQ, sin diferencias en el SMFQ por edad y sexo. Sin embargo, dos ítems presentaron DIF relacionada con el género. Conclusiones: Se respalda el uso de las puntuaciones sumatorias del SMFQ como una medida continua de la gravedad de los síntomas depresivos. La medida se muestra prometedora como instrumento breve, fiable y válido para la evaluación de los síntomas depresivos en niños españoles.

2026-04-23T14:39:33Z Gonzálvez, María T. Santaolalla, Pablo Espada, José P. Orgilés, Mireia Morales, Alexandra https://hdl.handle.net/11000/39801 2026-04-24T01:03:45Z 2026-04-23T14:34:39Z

Título : Children’s Emotional Well-being in Family and Educational Contexts: A Qualitative Study with Parents, Children, and Professionals in Spain Autor : Gonzálvez, María T.; Santaolalla, Pablo; Espada, José P.; Orgilés, Mireia; Morales, Alexandra Resumen : Children’s emotional well-being is shaped by family routines, relational dynamics, and everyday stressors. While mental health in childhood is gaining increased at tention, little is known about how children and their caregivers make sense of emo tional well-being in daily life. This study explores the perspectives of children (aged 8 to 11), their parents, and professionals working in education and psychology. A total of nine focus groups (N = 58) were conducted across three Spanish autono mous communities located in the east, southeast, and south of the country, using a semi-structured script focused on routines, stress management, social pressure, family organization, and perceived support needs. Thematic analysis revealed that children associate emotional well-being with feeling safe, being heard, and having time for rest and play. Parents emphasized challenges related to time constraints, digital saturation, and emotional connection. Professionals highlighted systemic is sues, including overstimulation, the absence of emotional education, and a lack of coordination between institutions. Despite their distinct perspectives, all groups consistently emphasized the importance of emotion regulation, caring relationships, and accessible support. The findings highlight the need for multi-level strategies that promote emotional well-being through both relational care and coordinated systemic interventions. By centering on lived experiences, this study offers valuable insights to guide the development of preventive strategies that are closely aligned with children’s everyday realities. The findings support the design of contextually grounded and developmentally appropriate interventions with potential implications for both mental health policy and educational practice.

2026-04-23T14:34:39Z Espada, José Pedro Morales, Alexandra Bleda, María Jesús Santaolalla-Rueda, Pablo Orgilés, Mireia https://hdl.handle.net/11000/39162 2026-02-12T02:11:15Z 2026-02-11T11:40:17Z

Título : Comprendiendo el Malestar Emocional: Un Estudio Cualitativo en la Infancia y Adolescencia Autor : Espada, José Pedro; Morales, Alexandra; Bleda, María Jesús; Santaolalla-Rueda, Pablo; Orgilés, Mireia Resumen : Este informe, basado en el análisis del contenido de veinte grupos focales con niños1, adolescentes y familias, explora cómo perciben y manejan las dificultades cotidianas y cómo gestionan el malestar que éstas generan en el día a día. Principales hallazgos: • Los niños de primaria suelen expresar lo que sienten y buscan apoyo inmediato en su familia o amigos. A ellos les ayuda jugar o escuchar música, pero todavía necesitan más herramientas para regular sus emociones. • Los adolescentes sienten una fuerte presión social y digital que les exige mostrarse perfectos y aceptados. En redes, todo se mide por la apariencia y la pertenencia al grupo, lo que los lleva a callar lo que realmente sienten por miedo a ser juzgados o quedar fuera. Su grupo de amigos se vuelve el espacio seguro, mientras la familia queda en segundo plano. • Las familias con hijos en primaria sienten que actualmente la infancia está muy marcada por el ritmo de vida y la tecnología. Valoran el tiempo compartido y creen importante enseñar a nombrar y canalizar emociones. • Las familias con hijos adolescentes expresan cansancio y desconcierto, la autoridad tradicional pierde fuerza y los jóvenes reclaman diálogo y coherencia, lo que provoca respuestas extremas entre la sobreprotección y la firmeza excesiva y genera la sensación de no ser suficientes. Claves para la acción: • Educar las emociones desde pequeños. Ayudar a identificar, expresar y manejar lo que sienten para que tengan más recursos a medida que crecen. • Acompañar sin sobreproteger. Dar apoyo y escucha, pero también espacio para que desarrollen autonomía emocional. • Hablar del malestar sin tabúes. Crear espacios seguros donde niños y adolescentes puedan expresarse sin miedo a ser juzgados. • Usar la tecnología con equilibrio. Enseñar a aprovechar lo positivo sin quedar atrapados en la comparación o la presión social. En general, aprender a manejar el malestar es muy importante para el bienestar de niños y adolescentes. Sin embargo, esto no siempre es fácil, ya que muchas veces sienten la presión de los cambios sociales y del mundo digital, lo que puede generar más confusión y dificultad para sentirse bien. Notas: Grupo de Investigación, Análisis, Intervención y Terapia Aplicada a Niños y Adolescentes (AITANA) - Observatorio Español de la Salud Mental Infanto-Juvenil

2026-02-11T11:40:17Z Santaolalla-Rueda, Pablo https://hdl.handle.net/11000/39161 2026-02-12T02:11:05Z 2026-02-11T11:39:01Z

Título : Educación en la "Periferia" Social: Un Engranaje Diseñado para Invisibilizar la Exclusión Autor : Santaolalla-Rueda, Pablo Resumen : El presente artículo nace de una investigación desarrollada en la denominada “Zona Norte” de la ciudad de Alicante, concretamente en el I.E.S. Las Lomas, y ofrece una aproximación a los conceptos de “periferia” y educación en contextos marginados. Desde lo que denominaremos como investigación implicada y la etnografía, pretende mostrar la situación actual del sistema educativo español y su presencia en centros de barrios obreros, donde el alumnado de familia obrera aparece excluido de oportunidades de éxito y donde las diferencias ideológicas, culturales (cultura hegemónica/sistema vs. cultura juvenil) y simbólicas convierten los centros educativos en campos de batalla.; The article stems from research developed in the determined area known as “North-area” from the city of Alicante, specifically in Las Lomas High School, to offer an approximation to the concepts of ‘periphery’ and education in marginalized contexts. Within an ethnographic approach and what we have denoted as Implicated Investigation, the purpose of the paper is to show the current situation of the Spanish Educational System and its presence in working-‘class’ districts, where scholars from working-‘class’ families are excluded from opportunities of success and where the ideological, cultural (Hegemonist Culture/System vs. Youth Culture) and symbolic differences turn schools into a battlefields.

2026-02-11T11:39:01Z Orgilés, Mireia Morales, Alexandra Gonzálvez, María Teresa Santaolalla-Rueda, Pablo Espada, José Pedro https://hdl.handle.net/11000/39160 2026-02-12T02:11:06Z 2026-02-11T11:37:51Z

Título : Estilos Educativos y Modelos de Crianza: Tendencias y Desafíos desde una Visión Familiar Autor : Orgilés, Mireia; Morales, Alexandra; Gonzálvez, María Teresa; Santaolalla-Rueda, Pablo; Espada, José Pedro Resumen : El presente informe, elaborado a partir del análisis de veinte grupos focales con niños, adolescentes y familias, examina cómo los niños, adolescentes y sus progenitores, perciben la educación familiar actual: qué papel ocupan las normas y los vínculos afectivos, cuáles son las tensiones más frecuentes en la convivencia y qué estrategias se emplean para resolverlas. Principales hallazgos: • El afecto se consolida como el eje central de la crianza contemporánea, valorado de manera positiva, aunque su exceso puede derivar en conductas de sobreprotección. • Predomina un estilo permisivo: a muchos progenitores les resulta difícil establecer límites sin poner en riesgo el vínculo afectivo. • La figura materna continúa siendo la principal fuente de autoridad y sostén emocional. • Niños, niñas y adolescentes expresan el deseo de tener mayor voz y participación en la definición de las normas familiares. • La etapa adolescente se asocia con un incremento del desgaste parental y una sensación generalizada de pérdida de autoridad. • Persisten desigualdades de género: se observa un mayor control sobre las hijas y una permisividad más amplia hacia los hijos varones. Claves para la acción: • Fortalecer los programas de acompañamiento familiar y las redes comunitarias de apoyo. • Impulsar la corresponsabilidad en la crianza y promover políticas efectivas de conciliación entre vida laboral y familiar. • Fomentar la equidad de género en las prácticas de crianza y la participación activa de hijos e hijas en la vida familiar. En conjunto, los resultados muestran que la crianza actual avanza hacia modelos más dialogados y empáticos, aunque persisten tensiones entre la cercanía afectiva y la necesidad de establecer límites claros. El desafío principal consiste en construir una autoridad basada en el respeto mutuo, la coherencia y el fortalecimiento de los lazos comunitarios. Notas: Grupo de Investigación, Análisis, Intervención y Terapia Aplicada con Niños y Adolescentes (AITANA) - Observatorio Español de la Salud Mental Infanto-Juvenil

2026-02-11T11:37:51Z Santaolalla-Rueda, Pablo https://hdl.handle.net/11000/39159 2026-02-12T02:11:22Z 2026-02-11T11:36:44Z

Título : Inclusión y Equidad Educativa desde una Antropología Activista Autor : Santaolalla-Rueda, Pablo Resumen : Katherine Schultz, en su trabajo para la Presidential Address to the Council on Anthropology and Education, nos reta a vernos desde fuera y plantearnos quiénes somos y quiénes queremos ser como activistas y parte de la academia. La autora, en su carrera profesional, se construiría como académica, como etnógrafa educativa, como educadora; y como activista. Ralph Waldo Emerson (1837), hace más de siglo y medio, diría: “the scholar must stand wistful and admiring before this great spectacle. He must settle its value in his mind” (v. en Hull, 2014; p.231). Bajo las obras y acciones de estas dos personas, queríamos empezar este camino, que sólo pretende establecer conexiones entre dos paradigmas: el de una academia reflexiva, a veces poco operativa, y el activismo operativo, irreflexivo otras tantas. Con ello, queremos demostrar que sus razones de ser no son tan distintas si de transformar el pensamiento y la realidad es de lo que hablamos y por lo que luchamos. Trataremos de acercar, pues, teoría y práctica, para demostrar cómo juntas se convierten en una herramienta de transformación social doblemente reflexiva y efectiva. Notas: Coordinadores: Romina Grana y Magdalena González Almada. Colección Conocimiento Contemporáneo (Nº226)

2026-02-11T11:36:44Z Santaolalla-Rueda, Pablo https://hdl.handle.net/11000/39158 2026-02-12T02:11:13Z 2026-02-11T11:35:51Z

Título : Participating Action-Research as a Bridge for Social Transformation Autor : Santaolalla-Rueda, Pablo Resumen : This article aims to analyze the relevance and impact of Participatory Action Research (PAR) in education and social transformation. IAP is a participatory and action-oriented research approach that seeks to achieve social transformation through collaboration between researchers and the community. This approach emerged in Latin America in the 1960s and 1970s, combining popular education, liberation theology, alternative communication, and liberation philosophy. The phases of the IAP will be discussed, including diagnosis, action planning, implementation, observation and reflection. The importance of observation and participation in PAR will be highlighted, as well as the need for interdisciplinary collaboration and a commitment to social justice. In addition, the concept of awareness will be analyzed, which implies critical awareness and the transformation of social and educational practices towards greater equity and justice. We address the importance of ethnography in the PAR, since it allows understanding the context that needs to be transformed and promotes the active participation of the community in the process of research and social transformation. Examples of PAR projects in different contexts, including rural and urban communities, will be presented, and their impact on education and social transformation will be analysed, and finally, the concept of “Public Interest Ethnography” (PIE) will be discussed. seeks to combine theory, practice, action and change in a globalized world. Finally, examples of EIP projects in different contexts, including marginalized communities and ethnic minorities, will be presented and their impact on education and social transformation will be discussed. Notas: Disponible en: https://atenaeditora.com.br/catalogo/artigo-revista/investigacion-accion-participante-como-puente-para-la-transformacion-social

2026-02-11T11:35:51Z