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Background: The Positive Organizational Culture construct is a set of shared practices, values, and behaviors within an organization that promote healthy and motivating working environments. This study develops a new scale called the Positive Organizational Culture Scale (POCS) to assess how organizational values affect well-being and work performance.

Method: The sample consisted of 1,420 workers in Chile, with an average age of 39.48 years (SD = 11.13). Over half (55.0%) worked in the public sector, 34.5% worked in private organizations, and 10.5% worked in private non-profit organizations. The study examined item descriptions, the scale's internal structure, its measurement invariance regarding sex and organization, and its relationship with other psychological variables (organizational climate, professional burnout, psychosomatic symptomatology).

Results: The POCS showed a good fit to a correlated two-factor structure (People-Oriented Culture and Results-Oriented Culture; CFI = .94; RMSEA = 0.08), demonstrating measurement invariance regarding sex and type of organization. The findings show that the POCS has 36 items exhibiting satisfactory psychometric properties and a structure consisting of two first-order factors, which exhibit distinct associations with the other recorded variables.

Conclusions: The POCS provides relevant information for formulating actions aimed at enhancing the work environment in the Chilean context.

Background: Incorporating artificial intelligence (AI) as standardized patients (SPs) in psychology education may enhance experiential learning and student confidence. The aim of the study was to analyze the effectiveness of using AI-based simulations to develop communication skills and influence psychology students' affective state.

Method: A mixed-methods intervention study was conducted with 31 third-year psychology students. Participants engaged in clinical simulations using ChatGPT as an SP. Quantitative data on affective state, communication attitudes, and perceptions of knowledge and skills were collected pre- and post-intervention via questionnaires. Qualitative data were obtained through open-ended questions and a focus group. Data were analyzed using repeated measures ANOVA and thematic analysis.

Results: Significant reductions in negative affect and increases in perceived knowledge and skills were observed post-intervention. No significant changes were found in communication attitudes. Qualitative findings supported the quantitative results, indicating improved confidence and reduced anxiety during simulated patient interactions.

Conclusions: Utilizing AI as SPs is an effective pedagogical tool that enhances experiential learning, increases student confidence in professional skills, and positively influences the affective state. This innovative approach offers a valuable supplement to traditional teaching methods in psychology education.

Background: Developing assessments in multiple languages is hugely complex, impacting every stage from test development to scoring, and evaluating scores. Different approaches are needed to examine comparability and enhance validity in cross-lingual assessments.

Method: A review of literature and practices relating to different methods used in cross-lingual assessment is presented.

Results: There has been a shift from source-to-target language translation to developing items in multiple languages simultaneously. Quantitative and qualitative methods are used to link and evaluate assessments across languages and provide validity evidence.

Conclusions: This article provides practitioners with an overview and research-based recommendations relating to test development, linking, and validation of assessments produced in multiple languages.

Background: Sexting is now widely acknowledged as a common sexual behavior among adolescents and young adults. However, the occurrence of abusive interactions, such as non-consensual sexting, warrants attention. Prevalence rates of non-consensual sexting vary between countries, influenced by gender and age. The present study examined the relationship between three facets of callous-unemotional (CU) traits (i.e., callousness, uncaring, and unemotional) and the sharing of non-consensual sexts across different relationship contexts (i.e., acquaintances, strangers, or partners).

Method: Data were drawn from a cross-countries project encompassing 11 countries: Belgium, China, Czech Republic, Ireland, Italy, Malaysia, Poland, Russia, Turkey, Uganda, and the USA. The sample comprised 6093 young adults (3682 girls; 2401 boys), aged 13 to 30 (M=20.35; SD=3.63).

Results: Results from a logistic mixed-model indicate that CU traits predict non-consensual sexting, with high callousness and uncaring, and low unemotional traits associated with non-consensual sexting involving partners and strangers. Younger individuals and women were more likely to engage in all forms of non-consensual sexting compared to older individuals and men.

Conclusions: It is important to promote sexual education programs to increase emotional self-awareness and challenge gender stereotypes in order to reduce adverse outcomes associated with sexting.

Background: With repeated measures, the traditional ANOVA F-statistic requires fulfillment of normality and sphericity. Bootstrap-F (B-F) has been proposed as a procedure for dealing with violation of these assumptions when conducting a one-way repeated measures ANOVA. However, evidence regarding its robustness and power is limited. Our aim is to extend knowledge about the behavior of B-F with a wider range of conditions.

Method: A simulation study was performed, manipulating the number of repeated measures, sample sizes, epsilon values, and distribution shape.

Results: B-F may become conservative with higher values of epsilon, and liberal under extreme violation of both normality and sphericity and small sample sizes. In these cases, B-F may be used with a more stringent alpha level (.025). The results also show that power is affected by sphericity: the lower the epsilon value, the larger the sample size required to ensure adequate power.

Conclusions: B-F is robust under non-normality and non-sphericity with sample sizes larger than 20-25.

Background: Age-related cognitive decline is rising due to longer life expectancy, necessitating new treatments as current drugs are ineffective and costly. Transcranial alternating current stimulation at the theta frequency (theta-tACS) has shown promise in enhancing cognitive function in both young and elderly adults, but its effectiveness in those with cognitive decline is not well-studied.

Method: This study involved 27 participants with subjective cognitive decline (SCD), mild cognitive impairment (MCI), and dementia, who underwent multiple sessions combining computerized cognitive training with theta-tACS to assess its efficacy. Participants were randomly assigned to either a real-tACS or sham-tACS group. Before and after treatment, they completed several cognitive tasks, and their behavioral and EEG data were collected.

Results: Only the real-tACS group improved in the oddball task and exhibited increased event-related EEG amplitude in the theta range.

Conclusions: These findings suggest that theta-tACS can improve cognitive performance in individuals with cognitive decline at both behavioral and psychophysiological levels, supporting its potential for alleviating cognitive decline in elderly populations.

Background: Sexting is a phenomenon that has transformed people's sexual interactions. Nevertheless, few studies have assessed these changes over time. The aim of this study was to analyze the differences in behaviors, motivations and attitudes towards sexting between two groups of young people assessed at two different times: 2017 (Sexting group; SG17) and 2023 (Sexting group; SG23).

Method: The Sexting Behaviors Scale, Sexting Motivations Scale, and Sexting Attitudes Scale were administered to 1246 Spanish youths (51.4% female and 48.6% male) aged 17-25 years (M = 20.36, SD = 2.45).

Results: SG23 shared sexual images or messages on social networks more frequently and reported a higher frequency in eight of the ten assessed motivations for practice sexting. Being part of SG23 was also associated with an increased tendency to hold a positive attitude towards sexting within the context of a relationship and a reduced perception of the associated risks.

Conclusions: This study highlights the swift evolution of sexual trends in the digital era. It is essential to understand these changes in order to design up-to-date preventive strategies aimed at mitigating potential adverse effects of sexting on mental health.

Background: Well-being is crucial for children's and adolescents' mental health. Despite numerous interventions, innovative technological options are still underexplored, particularly for younger populations. This study aims to review, summarize, and discuss experimental studies on the effects of technological interventions on well-being in childhood and adolescence.

Method: We conducted a systematic review and meta-analysis following PRISMA guidelines, including studies published since 2013. Searches were conducted in PubMed, PsycInfo, Scopus, and Web of Science including randomized and non-randomized controlled trials. The quality of studies was assessed using the Cochrane Risk of Bias (ROB-2) and ROBINS-I tools. Meta-analyses were performed using R studio.

Results: Of the 2705 articles screened by title and abstract, 55 underwent full-text review. Seventeen articles were included, showing a diversity of technology-based interventions, including apps, web-based intervention, digital intervention, and chatbots. The meta-analysis (n = 5636 participants) showed a small but statistically significant effect in promoting well-being (Hedges's g = 0.18; p < .01). App-based interventions demonstrated a notably larger effect size (Hedges's g = 0.33; p < .001).

Conclusions: The findings highlight a range of technological interventions for promoting well-being in children and adolescents, with apps showing greater effectiveness. This supports their use as valuable resources for this population.

Background: Misconceptions about child sexual abuse persist to this day. Assessing and challenging these beliefs among childcare professionals is essential to improve the quality of care provided to victims. The aim of the present study was to validate the CSAM scale in a sample of Spanish professionals, as well as to analyse their level of agreement with these misconceptions.

Method: 1007 participants (86.1% female) with various professional profiles related to childcare completed the CSAM scale as part of a training programme.

Results: The scale scores show a unidimensional structure (CFI = .99, TLI = .99, RMSEA = .05, SRMR = .06) and good internal consistency (α and ω = .83). Spanish childcare professionals generally disagreed with the myths presented (M = 18.2; SD = 4.3). However, men had higher scores on some items; prior training decreased the level of agreement with the myths; and police officers showed the lowest knowledge of child sexual abuse.

Conclusions: Knowledge among Spanish childcare professionals is generally adequate, however further training is still needed.

Background: Schadenfreude is a moral emotion consisting of enjoyment when seeing other people suffer, and whose activation has been related to transgressive behaviour in adulthood. Despite this, the study of this emotion in aggression phenomena among schoolchildren has received little scientific attention, possibly due to a lack of instruments. We aimed to design and provide evidence of the validity and reliability of a scale for measuring schadenfreude in situations of online and offline bullying.

Methods: The sample consisted of 3,183 primary and secondary school pupils (48.4% girls; M _age = 12.76; SD = 1.52).

Results: The data confirmed that the two-dimensional model was the best fit (χ ² S-B = 81.800; CFI = .984; SRMR = .036; RMSEA = .049). Scale scores were shown to be invariant with regard to gender and age, and evidence was provided of predictive validity, with a clear relationship found between schadenfreude, bullying and cyberbullying.

Conclusions: These findings confirm the validity of the instrument scores, which may be useful for measuring this emotion in educational contexts and guiding psycho-educational interventions aimed at improving moral emotion regulation and preventing bullying and cyberbullying.