Jesús María Alvarado

This study explores age-related differences in conformity to masculine norms between two distinct groups—emerging adults (26 and younger) and older adults (over 26)—using the Conformity to Masculine Norms Inventory (CMNI-29). The total sample consisted of 837 male participants (100%), aged between 18 and 64 years. Group distributions were as follows: emerging adults (≤ 26 years; n = 439, M = 22.42, SD = 2.16) and older adults (> 26 years; n = 398, M = 39.54, SD = 10.33). The research examined the factorial structure of the CMNI-29 in a Spanish sample, accumulated evidence of its internal validity, and tested its measurement invariance across both age groups. A novel methodological approach was applied, combining Exploratory Graph Analysis (EGA), Confirmatory Factor Analysis (CFA), and Multiple Indicators, Multiple Causes (MIMIC) models to assess changes in measurement due to the transition to adulthood. The theoretical structure was confirmed by EGA and CFA, showing scalar invariance across groups. Furthermore, significant differences in latent means were observed, with the older group reporting lower adherence to norms, particularly in winning, risk-taking, violence, self-reliance, and heterosexual self-presentation. These findings suggest that masculinity ideologies differ between emerging and older adulthood, reflecting shifts in life priorities and social expectations.

Oral communicative competence (OCC) is a key skill for students’ academic and professional development; however, its effective integration into higher education teaching practices remains uneven. This study examines university teachers’ perspectives on student participation, their readiness to adopt active learning methodologies, and the strategies used to promote OCC in the classroom. A survey was administered to 867 teachers across different disciplines Spanish universities. The results reveal a growing awareness of the need to move towards more participatory teaching approaches, although important gaps persist between teachers’ intentions and actual classroom practices. Differences across disciplines and teaching contexts highlight structural and pedagogical barriers to student engagement. Findings suggest that fostering OCC requires not only methodological change but also targeted professional development and institutional support. The study contributes to current debates on students’ participation and oral communicative cpmpetences in higher education by identifying key challenges and opportunities for enhancing them.

Mexico presents a unique linguistic context with extensive linguistic and cultural diversity. This study presents the results of a quantitative descriptive-correlational and inferential analysis based on the perceptions of 202 elementary school teachers regarding oral language teaching in Mexican intercultural educational contexts. It addresses the difficulties and strategies they use in the classroom, as well as the significant differences found among the various educational contexts in Mexico. The main results reveal challenges in the teaching of oral communicative competence, with highly significant differences between the public and private sectors, geographic location (urban or rural), and years of teaching experience. There is also a difference between theory and practice in the teaching of oral communicative competence and intercultural competence. These results underscore the need to strengthen teacher training and generate more contextualized strategies that articulate theory and practice in culturally diverse educational settings.

Background: Attention/ processing speed deficits with or without executive function and episodic memory deficits have been suggested as a relatively characteristic cognitive profile of people with post-COVID condition (PCC). Most studies have been performed using standardized paper and pencil neuropsychological assessment. Sensitive and applicable tests are needed to improve the diagnostic capacity of patients with PCC. Objectives: In this study, we aimed to investigate the dimensions of a comprehensive computerized neuropsychological battery and to characterize the cognitive characteristics of patients with PCC. Materials and methods: Five hundred and eight participants were enrolled in the study (PCC = 227, Healthy Controls, HC = 281) and underwent cognitive assessment focused on attention, concentration, executive functions, and episodic memory. We conducted a multi-group confirmatory factor analysis. Factor scores were obtained to compare the PCC and HC groups and partial invariance analysis was performed to identify relevant cognitive processes that differentiate the two groups. Results: The proposed four-factor model showed adequate fit indices. There were differences in attention, concentration, and executive functions factor scores with small to moderate effect sizes and with a particular implication of attention processes based on measurement invariance analysis. Impairments in reaction times and divided attention were especially relevant in patients with PCC. Conclusions: The battery revealed four factors representing attention, concentration, executive functions, and episodic memory. The PCC group performed worse than the HC group in attention, concentration, and executive functions. These findings suggest the validity of computerized neuropsychological assessment, which could be particularly useful in PCC.

La evaluación de estrategias metacognitivas y la motivación son de gran interés para los procesos de enseñanza universitaria. No obstante, la mayor parte de la investigación se ha centrado en niños, niñas y adolescentes. El objetivo de este artículo es explorar las relaciones que hay en estudiantes universitarios/as entre estrategias cognitivas, estrategias metacognitivas aplicadas a la lectura y a la escritura y varios aspectos de la motivación, a través de una muestra de estudiantes universitarios españoles (N = 415). Se utilizaron dos escalas adaptadas para estos estudiantes sobre metacomprensión lectora y escritora (Escola y Evapromes, respectivamente), junto a una escala de motivación y una de estrategias metacognitivas de carácter general. Se contrastaron medidas repetidas (Anova-A-mr) para diferenciar entre subescalas, se valoraron las correlaciones producto-momento de Pearson entre escalas, y se aplicó un modelo de regresión lineal múltiple para valorar el poder predictivo de la metacomprensión lectora y escritora sobre la motivación y las estrategias metacognitivas generales. Los resultados indican la existencia de correlaciones significativas entre todas las escalas, siendo mayores en Evapromes que en Escola. Además, cuando ambas escalas se analizan conjuntamente, los coeficientes de regresión indican un alto potencial predictivo de Evapromes, mientras que Escola tiene una capacidad sensiblemente menor, especialmente respecto a la motivación. Este trabajo ha permitido avanzar en aspectos teóricos relacionados con la importancia de la motivación en el proceso de aprendizaje mediante la aplicación de estrategias metacognitivas en población universitaria, y supone un avance en cuanto al uso de instrumentos de medida con adecuadas propiedades psicométricas.

Research on analogical reasoning has facilitated the understanding of response processes such as pattern identification and creative problem solving, emerging as an intelligence predictor. While analogical tests traditionally combine various composition rules for item generation, current statistical models like the Logistic Latent Trait Model (LLTM) and Embretson’s Multicomponent Latent Trait Model for Diagnosis (MLTM-D) face limitations in handling the inherent complexity of these processes, resulting in suboptimal model fit and interpretation. The primary aim of this research was to extend Embretson’s MLTM-D to encompass complex multidimensional models that allow the estimation of item parameters. Concretely, we developed a three-parameter (3PL) version of the MLTM-D that provides more informative interpretations of participant response processes. We developed the Generalized Multicomponent Latent Trait Model for Diagnosis (GMLTM-D), which is a statistical model that extends Embretson’s multicomponent model to explore complex analogical theories. The GMLTM-D was compared with LLTM and MLTM-D using data from a previous study of a figural analogical reasoning test composed of 27 items based on five composition rules: figure rotation, trapezoidal rotation, reflection, segment subtraction, and point movement. Additionally, we provide an R package (GMLTM) for conducting Bayesian estimation of the models mentioned. The GMLTM-D more accurately replicated the observed data compared to the Bayesian versions of LLTM and MLTM-D, demonstrating a better model fit and superior predictive accuracy. Therefore, the GMLTM-D is a reliable model for analyzing analogical reasoning data and calibrating intelligence tests. The GMLTM-D embraces the complexity of real data and enhances the understanding of examinees’ response processes.

The adoption of open science practices (OSPs) is crucial for promoting transparency and robustness in research. We conducted a systematic review to assess the frequency and trends of OSPs in psychometric studies focusing on measures of suicidal thoughts and behavior. We analyzed publications from two international databases, examining the use of OSPs such as open access publication, preregistration, provision of open materials, and data sharing. Our findings indicate a lack of adherence to OSPs in psychometric studies of suicide. The majority of manuscripts were published under restricted access, and preregistrations were not utilized. The provision of open materials and data was rare, with limited access to instruments and analysis scripts. Open access versions (preprints/postprints) were scarce. The low adoption of OSPs in psychometric studies of suicide calls for urgent action. Embracing a culture of open science will enhance transparency, reproducibility, and the impact of research in suicide prevention efforts.