SISTO, M., MARTOS MARTÍNEZ, Á., BARRAGÁN MARTÍN, A.B., SIMÓN MÁRQUEZ, M.D.M., MOLERO JURADO, M.D.M. y MORALES RODRÍGUEZ, F.M., 2026. Inteligencia emocional y empatía en la adolescencia: relaciones y diferencias de género en estudiantes españoles. Análisis y Modificación de Conducta, vol. 52, no. 190, pp. 100-115. ISSN 2173-6855, 0211-7339. DOI 10.33776/EUHU/amc.v52i190.9375
Emotional Intelligence (EI) and empathy are essential resources for promoting well-being in adolescence and preventing school violence. This cross-sectional study examined the relationship and gender differences in EI and empathy among 1251 Spanish adolescents (Age M=14.65). Correlational analyses confirmed a positive relationship between all dimensions of EI and empathy, while non-parametric findings showed significant gender differences, with girls scoring higher in empathy (cognitive and affective) and overall EI. Furthermore, the results revealed that cognitive empathy was a significant predictor of total EI in both genders. In conclusion, the findings reinforce the crucial role of these resources in adolescent development, especially cognitive empathy, validating the need to integrate gender-sensitive intervention programs to enhance prevention and psychosocial well-being during this educational stage.
LINNE, J., 2026. Usos problemáticos de tecnologías digitales en jóvenes: revisión sistemática actual. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, vol. 24, no. 2, pp. 1-30. ISSN 2027-7679, 1692-715X. DOI 10.11600/rlcsnj.24.2.7075
This study presents a systematic review of 80 studies (2020-2025) on problematic uses of digital technologies among young people. Through thematic analysis, three approaches are integrated: problematic use of the Internet, smartphones, and social networks. The findings indicate greater vulnerability among adolescents and young adults, associated with fear of missing out (FoMO), phubbing, nomophobia, and technostress, as well as with patterns of immediate gratification. Impacts are observed on mental health (anxiety, depression, sleep disturbances), academic performance (procrastination and fragmented attention), and social relationships. Protective factors include self-regulation and socio-emotional competencies, digital literacy, and family or school support. In the state of the art, several gaps are identified, such as the scarcity of longitudinal and interdisciplinary studies. The review concludes that promoting youth digital well-being requires comprehensive educational and community interventions that avoid pathologizing approaches and strengthen self-regulatory skills.
MARTÍN GÓMEZ, S., GONZÁLEZ RUIZ, C.J. y GONZÁLEZ MARTÍN, D., 2026. Desafíos y oportunidades intergeneracionales. La integración de las tecnologías digitales en la educación escolar ante la mirada del profesorado. Bordón. Revista de Pedagogía, vol. 78, no. 1, pp. 153-171. ISSN 2340-6577, 0210-5934. DOI 10.13042/Bordon.2026.116504.
INTRODUCTION: The generational gap in education refers to disparities in opportunities, access, and educational approaches that may exist between different generations. This reality is present within educational systems, generating differences in teaching practices that range from conceptions of learning to the implementation of active methodologies supported by technology. This article examines the impact of teachers’ age on their evaluation of digital educational resources (DER), their level of knowledge, frequency of use, and perceptions of the resources’ impact on teaching practices. METHOD: To address this objective, an ad hoc online questionnaire was administered within the framework of a national project to 2,242 in-service Early Childhood Education teachers from schools belonging to 15 Autonomous Communities in Spain. Additionally, analyses of covariance (ANCOVA) were conducted. RESULTS: The findings show that no generational differences were observed in any of the variables analyzed, except for knowledge level, where younger teachers reported higher scores. Teaching experience did not show significant effects on the variables, whereas school ownership was associated with statistically significant differences in some of them. DISCUSSION: These findings are consistent with those reported in other studies conducted in this and other educational stages. They also suggest that the differences may be more closely related to factors such as organizational culture and shared innovation, educational policies, resource availability, or teacher training. Overall, the study supports a critical perspective on certain prejudices and stereotypes generated within the educational field regarding teachers’ age.
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