Many governments invest public funds in communication interventions and campaigns against prostitution and sexual exploitation in an attempt to change attitudes toward prostitution and eventually decrease its consumption. Despite the considerable investment that public institutions have made in campaigns against prostitution and sexual slavery, no known empirical studies have evaluated the effectiveness of such campaigns on attitudes and behavioral change. The messages of these campaigns usually center on one of two thematic focuses: Prostituted women who suffer exploitation and male consumers of prostitution. The present study examines the impact of different anti-prostitution advertisements on attitudes among male participants (N = 155 male participants). Specifically, the experiment aims to test the differential effect of these two focuses, compared to a no-advertisement control condition, on social support for prostitution, negative and incorrect beliefs about prostitutes, and family values related to prostitution. The results show that compared with the no-advertisement control condition, advertisements focused on men who use prostitutes have a significant effect on social support toward prostitution and incorrect beliefs about prostitutes, whereas advertisements focused on female prostitutes have no effect. The results have practical implications for governments and councils regarding the efficacy of this kind of public communication campaign against prostitution consumption.

This study analyses the publications by Spanish institutions indexed by the Web of Science in the thematic category of “Psychology, Social”. The objectives are to determine whether such publications address topics related to the Sustainable Development Goals (SDGs) and to what extent the research conducted contributes to achieving the goals proposed in each of the SDGs. Publications were classified by their relationship with the SDGs using OSDG tool, and an in-depth content analysis was performed to validate the results. A corpus of 1,632 papers published by Spanish institutions was identified. The results show that 34% percent of the papers address matters related to the SDGs; 23% of these are related to Goal 3 (good health and well-being), and 5%, to Goal 5 (gender equality). For achieving SDG 3 goals, the reviewed papers evidence the need that institutions, governments and society to provide, especially for children and adolescents, healthy social environments to prevent harmful social relationships while improving individual skills to manage emotions in everyday life and promoting cultural integration. Regarding SDG 5, it should be a priority the application of effective strategies to change stereotypes, assigned sexual roles and sexist attitudes that sustain inequality and violence against women.

This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (M age = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children’s WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children’s SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children’s SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students’ SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children’s performance in problem-solving in math.

Likert items are often used in social and health sciences. However, the format is strongly affected by acquiescence and reversed items have traditionally been used to control this response bias, a controversial practice. This paper aims to examine how reversed items affect the psychometric properties of a scale. Different versions of the Grit-s scale were applied to an adult sample (N = 1,419). The versions of the scale had either all items in positive or negative forms, or a mix of positive and negative items. The psychometric properties of the different versions (item analysis, dimensionality and reliability) were analyzed. Both negative and positive versions demonstrated better functioning than mixed versions. However, the mean total scores did not vary, which is an example of how similar means could mask other significant differences. Therefore, we advise against using mixed scales, and consider the use of positive or negative versions preferable.

Theorists acknowledge that conspiracy beliefs represent an established psychological construct. The study of conspiracy beliefs is important because allied ideation potentially influences everyday attitudes and behaviors across a range of domains (i.e., cognitive, social, cross-cultural, and political psychology). In this article, we analyze the internal structure and construct validity of the Spanish adaptation of the Generic Conspiracist Beliefs Scale (GCBS). Correlational and confirmatory factor analyses using an international sample of 732 Spanish-speakers revealed a five-factor structure equivalent to the original instrument. Convergent validity was demonstrated using educational level, political orientation, need for uniqueness, and four social axioms (social cynicism, religiosity, reward for application, and fate control). In comparison to two English samples (N = 794 and N = 421), the adaptation demonstrated satisfactory, although restricted, levels of invariance. Accordingly, findings support the use of this translated form of the GCBS with Spanish speakers.

We investigated the interrelations between chronological age, theory of mind (ToM), Yield (as a measure of individual suggestibility), memory and acceptance of experimental suggestion in a sample of children between 3 and 7 years old (N = 106). One week after participants interacted with ‘a Teacher’, they were asked to recall activities carried out with the Teacher (direct experience) and the contents of a story read to them by the Teacher (indirect experience). Data were examined with an analysis of developmental trajectories, which allows establishing the predictor value of socio-cognitive developmental factors regardless of participants’ chronological age. It also estimates predictor values in interaction with the age and determines whether age is the best predictor for performance. As in previous research, results showed that chronological age was the main predictor of memory performance, both for direct experience (i.e., activities performed) and indirect experience (i.e., contents of the story). However, ToM and Yield, together with participants’ ages, modulated their acceptance of the external suggestions received (presented only once, one week after the event). A turning point was observed at age 4.6. Below this age, the greater the mentalist skills (higher ToM), the lower was the vulnerability to external suggestion. Still, children below this age characterized individually as being suggestible (Yield medium or high) were more vulnerable to suggestion the younger they were. Thus, developmental socio-cognitive factors might modulate young children’s vulnerability to external suggestions, even if received only once.

Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed “the healthy context paradox”. In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from “the healthy context paradox”.

School represents an important context for children’s social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunately, teacher bias as well as peer exclusion based on group identity (gender, race, ethnicity, and nationality) pervade many school contexts. The presence of these biases in the classroom is negatively related to students’ academic development, especially for children who are minoritized and marginalized. Very little research has connected teacher bias and children’s reasoning about bias and inequalities in the classroom context. The classroom is a complex environment in which to examine children’s social and moral reasoning about bias, given teachers’ position of authority which often includes power, status, and prestige. We propose that understanding both teacher bias and peer intergroup exclusion are essential for promoting more fair classrooms. This paper reviews foundational theory as well as the social reasoning developmental model as a framework for studying how children think about fairness and bias in the classroom context. We then discuss current research on children’s social-cognitive and moral capacities, particularly in the contexts of societal inequality and social inclusion or exclusion. Finally, this article proposes new directions for research to promote fairness and inclusivity in schools and suggests how these new lines of research might inform school-based interventions.

Prior research on goal self-concordance (GSC) and goal attainment (GA) has studied these dimensions as transversal sections through a person’s life domains. Blending the recent developments in self-determination theory and pro-environmental behavior literature, the current study introduced the concept of non-restricted goals and explored whether work climate (WCQ) and environmental identity (EID) impact GA and, through it, in-role job performance (IRB), organizational citizenship behaviors (OCB) and wellbeing, as well as organizational citizenship behaviors for the environment (OCBE). It also explored GSC along with basic psychological needs’ satisfaction (BPNS) and GA, as explanatory mechanisms. The study relied on data collected at two different moments in time, with a retained sample of 201 employees from different organizations. Results confirmed that WCQ and EID are relevant antecedents for IRB, OCB and wellbeing, as well as OCBE. Except for the direct relationship between EID and OCB/OCBE, most of these impacts were indirect, through BPNS, GSC or GA. The current study did not find a significant relationship between GSC and GA, adding to the line of mixed results regarding their relationship. The findings inform pro-environmental interventions in the workplace, as well as human resource management practices that foster employee wellbeing, work-life balance, and job performance.

Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers’ discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers’ awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers’ perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.

Dyadic coping-based gratitude (DC-G) refers to the reaction of appreciation and thankfulness in response to received problem-focused and emotion-focused positive dyadic coping (DC) behaviors by the partner. The actor-partner interdependent mediation model was used to test the mediating role of DC-G between DC and relationship satisfaction in a purposive sample of 300 Pakistani married couples, which were treated as indistinguishable following the use of a test for distinguishability. Mediation analysis demonstrated that DC-G partially mediated the couples’ DC and relationship satisfaction implying that the association between DC and relationship satisfaction strengthened as the DC-G intervenes in the path model. Additionally, the actor-actor or partner-partner indirect effects were stronger compared to the cross-partner effect suggesting that husbands or wives’ DC more strongly predicted corresponding relationship satisfaction via DC-G compared to husbands-wives’ DC. Implications are discussed within collectivistic cultural orientation and Islamic religious obligations regarding marital relationships in Pakistani couples.

Empirical and theoretical advances and application to society are moved at different speed. Application work is frequently developed later because it requires the integration of knowledge from different research areas. In the present paper, we integrate literature coming from diverse areas of research in order to design a deductive reasoning intervention, based on the involved executive functions. Executive functions include working memory (WM)’s online executive processes and other off-line functions such as task revising and planning. Deductive reasoning is a sequential thinking process driven by reasoners’ meta-deductive knowledge and goals that requires the construction and manipulation of representations. We present a new theoretical view about the relationship between executive function and higher-level thinking, a critical analysis of the possibilities and limitations of cognitive training, and a metacognitive training procedure on executive functions to improve deductive reasoning. This procedure integrates direct instruction on deduction and meta-deductive concepts (consistency, necessity) and strategies (search for counterexamples and exhaustivity), together with the simultaneous training of WM and executive functions involved: Focus and switch attention, update WM representations, inhibit and revise intuitive responses, and control the emotional stress yielded by tasks. Likewise, it includes direct training of some complex WM tasks that demands people to carry out similar cognitive assignment than deduction. Our training program would be included in the school curriculum and attempts not only to improve deductive reasoning in experimental tasks, but also to increase students’ ability to uncover fallacies in discourse, to automatize some basic logical skills, and to be able to use logical intuitions.