Technology-facilitated sexual violence (TFSV) is an emerging form of gender-based violence that encompasses behaviours such as image-based abuse, online harassment, and coercion. While research on the prevalence and impact of TFSV has grown, there is a lack of validated measures assessing attitudes toward these behaviours. This study aimed to develop and validate the Technology-Facilitated Sexual Violence Myth Acceptance (TFSVMA) scale. A systematic review of the literature informed item generation, followed by expert panel evaluations and a pilot study to establish content validity. A total of 433 participants completed the initial 47-item scale, which underwent exploratory and confirmatory factor and network analyses. A bifactor model yielded the best fit; however indices supported essential unidimensionality, resulting in a final 12-item scale measuring TFSV myth acceptance (TFSVMA). The TFSVMA demonstrated strong internal consistency (α = .83), construct validity, and measurement invariance across demographic groups. Convergent validity was supported through correlations with existing measures of sexual violence myth acceptance. This scale provides a psychometrically sound tool for assessing attitudes toward TFSV, with implications for research, prevention, and intervention strategies.

Cognitive diagnosis modeling (CDM) is a proposed framework for the creation and analysis of measurement tools that originated in the field of education and have extended to other areas of interest in psychology. These models have received a lot of attention in recent years, resulting in an abundance of theoretical contributions. However, there is still a shortage of studies applying these methodologies to real data. It is essential to evaluate the procedures in their natural context of application and to provide solutions tailored to the problems that may arise in practice. The purpose of this study is to apply CDM to a large-scale evaluation that assesses high school teachers in Mexico, which was designed based on a CDM framework. Five issues are identified that arose in the analysis of these data and provide guidelines on how to explore and find solutions to these issues with implementation in R. Besides discussing psychometric solutions, this paper also emphasizes the importance of consulting with content experts. By highlighting potential challenges that can arise even when all necessary elements for a large-scale CDM educational assessment are in place, this study aims to guide future empirical applications and methodological proposals.

Several explanations have been given for underrepresentation of women within gifted population, including differences in personality traits, competencies and/or motivations, beliefs and gender stereotypes expectations, and gender-differentiated behaviors; which highlights the importance of including these factors in observation, evaluation and screening protocols for children and adolescents. Therefore, this study aims to define if there are significant differences in gender-related personality styles and behavior patterns in highly talented adolescents. Participants were 159 adolescents between 11-16 years of age, divided into two groups. (1) High abilities group: a group of 85 adolescents (40 boys, 45 girls); (2) Typical group: a group of 74 adolescents (49 boys, 25 girls). All participants were assessed using personality, resilience, perfectionism, rule-following, perseverative thinking and experimental avoidance tests. Results revealed that gifted girls had higher scores than boys in some personality styles and behavior patterns considered as “negative”. Specifically, girls score significantly higher in anxiety, dominance, aggressiveness, among others and lower than boys on emotional stability, self-concept, self-confidence and cognitive control. Finally, implications for assessing and supporting gifted population are discussed.

Background: The aim of this study was to adapt the Attitudes Toward Safety Regulations (ATSR) questionnaire for professional drivers (Douglas & Swartz, 2009) to Spanish and to analyze the scale’s psychometric properties. Method: A version adapted to Spanish was administered to 507 participants, 91.2% of whom were men and 8.8% were women. Results: Confirmatory factor analysis (ESEM) was applied. This results were replicated with the same number of items. The resulting subscales showed good reliability. When we related the scores obtained on these subscales to various external correlates and other scales, they showed good convergent and criterial validity. Conclusions: The ATSR questionnaire in Spanish version for all kinds of professional drivers of all areas is a reliable and valid instrument for assessing attitudes towards driving safety regulations. Future research could use the ATSR as a screening tool in combination with other instruments to select drivers who exhibit safe driving behaviors. This would result in fewer traffic collisions and fewer penalties for traffic violations.

The aim of this study was to investigate whether there is a relationship between suicide probability and psychological flexibility/rigidity in adolescents and to examine the effect of an ACT-based psychoeducation programme developed by the researchers on reducing suicide probability and psychological rigidity in adolescents. Therefore, the study consists of two stages. The first stage was conducted with the relational screening model and the second stage was conducted with the experimental model. Suicide Probability Scale and Acceptance and Action Questionnaire-II were used as data collection tools. The first stage of the study was carried out with 485 students studying in a high school. The second stage was conducted with a total of 24 students from this group who had a high suicide probability. In the study, it was found that there was a positive and moderately significant relationship between adolescents' psychological rigidity levels and suicide probability. In addition, it was concluded that ‘ACT Based Psychoeducation Programme’ was effective on suicide probability, suicide probability sub-dimensions and psychological rigidity levels of adolescents. Improving the psychological flexibility of adolescents is important in terms of preventing many mental health problems, including suicide.

Identifying dysfunctional beliefs about romantic relationships is important for fostering healthy relationship dynamics. This study aimed to translate into Spanish and verify the psychometric properties of the Relationship Belief Inventory (RBI) in community samples from Spain and Mexico. A two-phase study was conducted: Phase I involved translation, while Phase II focused on psychometric analysis. The results showed that an 18-item scale considering only three beliefs (“Disagreement is destructive”, “Mindreading is expected”, and “Sexes are different”) fit better than the original proposal. Validity was also supported by correlations with neuroticism, relationship power imbalance, and parents’ relationship; as well as by group differences between clinical and community samples, and between men and women. Reliability was confirmed only for the three beliefs included in the final model. In conclusion, the validity and reliability of the Spanish version of the Relationship Belief Inventory (RBI-S) were sufficiently supported in this study.