Igor Esnaola

The purpose of this study was to analyze the predictive capacity of teacher and classmate support on self‐concept at two time points. The sample was composed of 484 adolescents, 226 males, and 258 females. Results showed that teacher support predicted self‐concept dimensions (five out of eight at Time 1 and four out of eight at Time 2) at both time points. Classmate support predicted self‐concept dimensions (six out of eight at Time 1 and three out of eight at Time 2). Classmate support at Time 1 showed significant effects on opposite‐sex relationships, same‐sex relationships, and self‐esteem at Time 2, while teacher support at Time 1 showed significant effects on math, parent relationships, school, and verbal at Time 2. It seems that teacher support is more influential for academic self‐concept dimensions, whereas classmate support is more relevant for non‐academic dimensions.

The data presented here derives from the Sustainable Working Conditions in Academia survey (STAIRCASE) on researcher mental health. The survey addresses the ongoing mental health crisis in academia by providing comprehensive, multilevel data on researcher well-being and its structural determinants. We employed a cross-sectional between-participant study design to collect data from 4,296 researchers between September 15, 2023, and August 26, 2024. The sample, which primarily includes researchers based in European countries, has a mean age of 38.1 years (SD = 10.7) and consists of 63.7% female participants. Participants provided data on key mental health outcomes – including depression, anxiety, stress, burnout, and well-being – alongside detailed assessments of working conditions, leadership behavior, and organizational characteristics. The dataset facilitates a holistic, multilevel investigation of academic mental health beyond individual risk factors by including the individual, leadership, institutional, and national context. By enabling analyses across hierarchical levels this dataset provides the necessary evidence to identify systemic drivers of mental (ill) health and inform the development of effective, system-wide strategies for meaningful change in academic work environments.

The main goal of this study was to analyze a longitudinal model which reviews the relationships between parent trust, trait emotional intelligence (EI) and self‐concept. The sample was composed of 484 Spanish adolescents (226 boys, 258 girls) who completed the questionnaires Parent Trust and Understanding Scale, Emotional Quotient Inventory: Youth Version Short and Self‐Description Questionnaire II‐Short at two points, the beginning (September/October, T1) and the end of the academic year (May/June, T2). The average age was 14.95 years old (SD = 1.81), ranging between 11 and 18 years old. A partial mediation model was tested through structural equation modeling, as well as its gender invariance. The results showed that: (1) Parent trust predicted directly and longitudinally six out of the eight dimensions of self‐concept (except emotional stability and opposite‐sex relationships ); (2) The four dimensions of trait EI longitudinally predicted almost all self‐concept dimensions; (3) Parent trust predicted intrapersonal and stress management trait EI dimensions; (4) Intrapersonal and stress management played a mediational effect between parent trust and self‐concept dimensions; and (5) The model was invariant for boys and girls samples. The findings confirmed the importance that parent trust and trait EI have to develop a positive self‐concept in adolescence.

Currently, suicide has become the second cause of death among adolescents, with some attempts occurring in middle schools. Cases of suicide attempts are becoming increasingly worrisome. In this research, a model for predicting suicide ideations associated with different variables was tested on 531 adolescents from the Dominican Republic to contribute to its understanding. Statistical analyses included Confirmatory Factor Analyses (CFAs) to test psychometric properties of the constructs of interest, and Structural Equation Models (SEMs) to test for the effects among the constructs. The results displayed the predictive power of factors as being bullied, emotional instability and prosocial behaviour on verbal and physical aggressiveness and self-esteem and, in turn, how these effects predict suicidal ideation. These results contribute to the understanding of the role bullying has on adolescent’s suicidal tendencies and the mediated paths for this effect, which may guide the design for future prevention programs.

INTRODUCCIÓN. El acoso escolar es un problema que está muy presente en los centros educativos de todo el mundo con efectos devastadores para el alumnado. Por ello, el objetivo de este trabajo es conocer qué características sociodemográficas y psicológicas en el alumnado dominicano vulnerable funcionan como factores de riesgo y de protección frente al acoso escolar. MÉTODO. Se contó con una muestra de 531 estudiantes de secundaria de ambos sexos, con edades comprendidas entre los 11 y los 21 años, de República Dominicana, en la que se aplicaron seis cuestionarios. Concretamente fueron: el Autotest Cisneros de Acoso Escolar, la Escala de Agresividad Física y Verbal, el Cuestionario de Conducta Prosocial, la Escala de Inestabilidad Emocional, el Inventario de Ideación Suicida Positiva y Negativa y la Escala de Autoestima Global. Se realizaron análisis de medias MANOVA y ANOVA de continuación para estudiar la relación entre las variables de estudio. RESULTADOS. Los resultados mostraron que, entre las variables sociodemográficas, solo el primer grado de escolarización y el sexo masculino se vinculaban con el acoso, mientras que las variables psicológicas mostraron relaciones significativas y positivas con la agresión física y verbal, la ideación suicida negativa y la inestabilidad emocional; y negativas con la conducta prosocial, ideación suicida positiva y la autoestima. DISCUSIÓN. Estos resultados arrojan información relevante para prevenir y luchar contra el acoso escolar, partiendo del control de los factores que pueden ser de riesgo, como la agresión física y verbal o la inestabilidad emocional, y promoviendo los que pueden resultar protectores, como la conducta prosocial o la autoestima.

Background: Modelling academic self‐concept through second‐order factors or bifactor structures is an important issue with substantive and practical implications; besides, the bifactor model has not been analysed with a Chinese sample and cross‐cultural studies in the academic self‐concept are scarce. Likewise, latent structure validity evidence using network psychometrics has not been carried out. Aims: The aim of this study is twofold: to analyse (1) the internal structure of ASC through the Self‐Description Questionnaire II‐Short (SDQII‐S) in Chinese and Spanish samples using two approaches, structural equation modelling and network psychometrics conducting an exploratory graph analysis; and (2) the measurement invariance of the best model across countries and investigate the cross‐cultural differences in ASC. Sample: The sample was composed by 651 adolescents. Seven models of ASC were tested. Results: Results supported the multi‐dimensional nature of the data as well as the reliability. The best‐fitted model for the two subsamples was the three‐factor ESEM model, but only the configural invariance of this model was supported across countries. The graph function shows that the school dimension appears more related to the verbal factor in the Spanish subsample and to the math dimension in the Chinese subsample. Likewise, the relationship between verbal and math factors in Spanish students is non‐existent, but this connection is more relevant for Chinese students. Conclusion: These two differences may be behind the difficulty in finding invariance using SEM models. It is a question of the construct's nature, less related to analytical phenomena, and deserves deeper discussion.

Understanding the specific factors associated with poor health is critical to improve the health of homeless people. This study aimed to analyze the influence of personal variables, interpersonal relationships, and the influence of social services on the health of homeless people. A secondary analysis was applied to cross-sectional data from a sample of 1382 homeless people living in the Basque Country (Spain) (75.69% male). Multinomial logistic regression modelling was used to analyze the relationship between health and personal variables, interpersonal variables, perceived help and use of the social services. Relationships with the family, using a day center, and a sufficient and high perceived help of the social services were significant factors associated with good health. On the other hand, spending the day alone or using mental and health care services are associated with poor health. In the same way, the longer a person has been homeless, the worse their expected state of health is. Addressing housing exclusion, promoting interpersonal relationships, using a day center, and developing the use and perceived helpfulness of social services stand out as key factors in improving health status. Social policies are usually focused on housing. However, this paper also highlights the relevance of developing interpersonal relationships and using day centers to improve homeless people’s health.

The Scale of Physical and Verbal Aggressiveness has been an instrument widely used in the scientific literature to measure physical and verbal aggressiveness, both in children and adolescents as well as in parents. The original scale has shown adequate psychometric properties. However, the scale has not been previously validated in Spanish, and no confirmatory analyses have been provided yet in Spanish contexts. The aim of this paper is to validate the Spanish version of the Physical and Verbal Aggressiveness Scale via confirmatory factor analysis, with a sample of 531 secondary school adolescents from the Dominican Republic. Reliability, factorial, convergent, and discriminant validity evidence is presented. The results showed that the scale has adequate one-factor confirmatory solution, with very good reliability, and adequate validity when assessed in a sample of Dominican students. The results contrast the differentiation between verbal and physical aggression, questioning the use of the scale for this purpose.

The aim of this study was to analyze the influence of some personal characteristics, health variables, and social support on the self-rated health of people in housing exclusion in Spain. For that purpose, we used the FOESSA Survey of Social Integration and Needs database, with a final sample of 1574 households. Being more educated and reporting a good life satisfaction stood out as the main factors preventing worse health status. Furthermore, results showed that being female, experiencing poverty-related food insecurity, not having health insurance, experiencing widowhood or partner bereavement, and having caring responsibilities for others or having a disabled person in the household are associated with increased reporting of regular or poor health. On the other hand, being young, having a diagnosed/long-term illness, and a big household size are preventive factors for good health. These results allowed identifying risk and prevention factors to inform interventions to improve the health of those living in housing exclusion. Promoting better education levels, social support, and overall life satisfaction could be important to improve health in this population. Developing social support policies for caring responsibilities and food insecurity must be a priority to improve the health of people living in housing exclusion.