Artículos Psicología

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Resilience as empathy predictor in nursing students
(2025) Díaz-Narváez, Víctor P.; Madero Zambrano, Kendy; Fortich-Mesa, Natalia; Hoyos Hoyos, Vivi; Vilca Quiro, Lindsey W.; Reyes-Reyes, Alejandro; Reyes Reyes, Fernando Teddy; Gamarra-Moncayo, José
Objective. To determine if resilience can predict empathy. Specifically, explain what would be the effect of the resilience dimensions on the dimensions of empathy in the nursing students examined in this study. Methods. Cross-sectional study with the participation of 340 nursing students from a private university in Colombia. Jefferson’s Empathy Scale (student version) and the Resilience-Trait Scale were used. The complete psychometry of the Empathy and Resilience scales was carried out, followed by the application of Structural Equations. Results. Ecological Resilience predicts negatively the dimensions of “Compassionate Care” (ß = -0.11) and “Walking in the patient’s shoes” (ß = -0.19); the Engineering Resilience predicts positively the dimension “Walking in the patient’s shoes” (ß = 0.08). Conclusion. Overall, resilience predicts empathy, thereby, introducing empathetic training of nursing students in the population studied must also include training in resilience.
The power of food advertisements: A brief mindfulness instruction does not prevent psychophysiological responses triggered by food ads
(2025) Baquedano, Constanza; Martinez-Pernia, David; Soto, Vicente; Rivera-Rei, Álvaro; Zepeda, Antonia; Vasquez-Rosati, Alejandra; Guzmán-Lavín, Eugenio J.; Ugarte, Carla; Cepeda-Benito, Antonio; Lopez, Vladimir; Silva, Jaime
Background: Exposure to visually appealing food items can enhance their subjective realism, leading to increased cravings, salivation, and automatic approach tendencies. Prior research suggests that brief mindfulness instructions promoting dereification—recognizing stimuli as transient mental events—can mitigate these automatic reactions. Objectives: This study assesses whether brief mindfulness instruction can mitigate automatic consumption tendencies induced by food advertisements, exploring the corresponding behavioral, physiological, and neurophysiological mechanisms. Methods: Sixty participants were randomly assigned to two groups: one receiving brief mindfulness instruction and the other a non-dereifying control instruction while exposed to advertised foods. This was followed by an approach–avoidance task (AAT), during which behavioral data, salivary volume, event-related potentials (ERPs) from electroencephalogram recordings, and self-reports were collected. Results: The results showed no significant differences in approach behaviors between the groups. Hunger, food craving, and salivation levels increased uniformly in response to food cues for both groups. The N1, N2, P3, and late positive potential (LPP) ERPs remained unaltered by the instructions and consistent with the established AAT literature. Advertising heightened the appeal of neutral foods, as evidenced by increased N2, P3, and LPP responses. Conclusions: The brief mindfulness instruction failed to shield participants from the automatic responses elicited by food advertising, contrasting with the effects seen with non-advertised food.
Protecting educators: A scoping review of interventions that address teacher victimization
(2025) Stilwell, Sarah M.; Guzmán, Paulina; Varela, Jorge; McMahon, Susan D.; Bare, Kailyn; Heinze, Justin; Zimmerman, Marc
The prevalence of teacher-directed violence has been well-documented around the world. However, interventions focused on the prevention of teacher victimization have received less attention. Understanding how to reduce teacher-directed violence is vital to preserving the overall well-being of teachers, supporting their teaching, reducing teacher burnout, and providing recommendations for future research. The current scoping review reports on teacher-directed violence interventions in K–12 school settings (n = 2). In addition, emerging evidence is described that provides recommendations for developing teacher-directed violence interventions (n = 6). The results from this scoping review reinforce the need for further study of teacher victimization-focused interventions to support the essential work of teachers
Gestión del proceso educativo utilizando analíticas del aprendizaje y big data en la universidad
(2025) Villarroel-Henríquez, Verónica; Gallardo-Aguayo, Consuelo
El desarrollo de una cultura de aprendizaje institucional donde el uso de datos sea parte integral de la práctica educativa, es una necesidad de hoy en día. Mediante un enfoque mixto de investigación, se estudia el uso de analíticas de aprendizaje y big data para la mejora educativa. Se encuestó a 30 directivos de universidades chilenas estatales y privadas. Los resultados muestran que gran parte de los directivos están familiarizados con la recolección y el uso de datos para la mejora educativa. Es frecuente analizar el aprendizaje logrado por los estudiantes y es menos habitual predecir el futuro desempeño del egresado. Destaca la recolección de información del perfil de ingreso y el rendimiento académico para implementar correctores. Existen oportunidades de mejora en el levantamiento de datos desde el mundo del trabajo. Se requieren equipos capacitados y más recursos para el aprovechamiento de la información recopilada.
Resilience and empathy in health science students
(2025) Díaz-Narváez, Víctor P.; Sandoval, Mildred A.; Acosta-Martínez, Adán A.; Monterroza, Leida G.; Reyes Reyes, Fernando Teddy; Vilca, Lindsey W.; Reyes-Reyes, Alejandro
Introduction: To determine whether resilience dimensions are able to predict empathy dimensions based on individual resilience scores in a sample of health sciences students. Methods: The sample consisted of 1,093 students from the Faculty of Health Sciences of El Salvador. Descriptive statistics were estimated to characterize the sample and the prediction of the dimensions of resilience on those of empathy was estimated using structural equations. Results: It was found that the Engineering and Adaptive dimensions of resilience negatively predict the Adoption of Perspective and Compassionate Care dimensions of empathy, while the ecological dimension positively predicted the Adoption of Perspective and Compassionate Care dimensions of empathy. Conclusion: Individual resilience is a variable that can influence empathy and predict empathic behaviour in students from different careers or study programmes belonging to a Faculty of Health Sciences. These findings provide empirical evidence supporting the concept that empathy can be defined as a dependent variable regarding individual resilience. It is necessary to introduce training in resilience and empathy in a coordinated manner in the teaching-learning process in health sciences students.
Instruments for measuring hedonic and eudaimonic well-being of adolescents in the Latin American school contexts: a systematic review
(2025) Bravo-Sanzana, Mónica; Casas, Ferran; Rodríguez-Rivas, Matías E.; Oriol, Xavier; Varela, Jorge; Miranda, Rafael; Terán-Mendoza, Oscar
Well-being is crucial for understanding adolescent health and quality of life and is related to positive physical, emotional, and social indicators. This systematic review developed from PRISMA criteria sought to identify and evaluate instruments in Latin America to measure hedonic and eudaimonic well-being in adolescents. A total of 1737 articles were identified in the Web of Science (WOS), Scopus, ScieLO, and PsycINFO databases, with the search limited to scientific articles published after 2010. Of these, 45 met the inclusion criteria and were synthesized in this review. Most of the studies focused on hedonic well-being, especially life satisfaction, while eudaimonic well-being was less explored; in addition, some studies were identified that do not have a clear theoretical approach, and only two studies considered a multidimensional perspective of well-being. By way of conclusion, the diversity of instruments to assess well-being in Latin America is highlighted, and it is proposed that future research should incorporate solid theoretical models and a comprehensive understanding of adolescent well being in the region; in this way, the present study provides a basis for future research that includes the application, design or validation of instruments with a comprehensive theoretical model of adolescent well-being in the Latin American context.
Cognitive assessment in the Accelerating Medicines Partnership® Schizophrenia Program: harmonization priorities and strategies in a diverse international sample
(2025) Allott, Kelly; Yassin, Walid; Alameda, Luis; Billah, Tashrif; Borders, Owen; Buccilli, Kate; Carrión, Ricardo E.; Castillo-Passi, Rolando I.; Cho, Kang Ik K.; Chin, Kota; Coleman, Michael J.; Colton, Beau-Luke; Corral, Sebastián; Dwyer, Dominic; Gundersen, Kristina Ballestad; Gur, Ruben C.; Hoftman, Gil D.; Jacobs, Grace R.; Kelly, Sinead; Lewandowski, Kathryn E.; Marcy, Patricia J.; Matneja, Priya; McLaughlin, Danielle; Nunez, Angela R.; Parsa, Setari; Penzel, Nora; Ray, Susan; Reinen, Jenna M.; Ruparel, Kosha; Sand, Michael S.; Santorelli, Gennarina; Seitz-Holland, Johanna; Spark, Jessica; Tamayo, Zailyn; Thompson, Andrew; Tod, Sophie; Wannan, Cassandra M. J.; Wickham, Alana; Wood, Stephen J.; Zoupou, Eirini
Cognitive impairment occurs at higher rates in individuals at clinical high risk (CHR) for psychosis relative to healthy peers, and it contributes unique variance to multivariate prediction models of transition to psychosis. Such impairment is considered a core biomarker of schizophrenia. Thus, cognition is a key domain measured in the Accelerating Medicines Partnership® program for Schizophrenia (AMP SCZ initiative). The aim of this paper is to describe the rationale, processes, considerations, and final harmonization of the cognitive battery used in AMP SCZ across the two data collection networks. This battery comprises tests of general intellect and specific cognitive domains. We estimate premorbid intelligence at baseline and measure current intelligence at baseline and 2 years. Eight tests from the Penn Computerized Neurocognitive Battery (PennCNB), which measure verbal learning and memory, sensorimotor ability, attention, emotion recognition, working memory, processing speed, verbal memory, visual memory, and motor speed are administered repeatedly at baseline, and four follow-up timepoints over 2 years. Watch Dr. Kelly Allott and Dr. William S. Stone discuss their work and this article: https://vimeo.com/1023396087.
Social cues for experimenter incompetence influence choice blindness
(2025) Marchant, Nicolás; Navarrete, Gorka; De Gardelle, Vincent; Silva, Jaime; Sackur, Jérôme; Reyes M., Gabriel
Choice blindness refers to a surprising blind spot we have about choices made only seconds ago. After making a choice between two items, observers presented with the unchosen item may fail to report the incongruence, and even provide justifications for a choice they did not make. Here, we show that this effect is modulated by participant’s perception of the reliability of the environment. In three experiments, we introduced cues about the competence or incompetence of experimenters, either during or before the traditional choice blindness phase. When manifest reliability of the experimenter decreased, participants were more likely to report the mismatch between the chosen item and the item presented to them. Our results reinforce the notion that choice blindness is a context dependent phenomenon, permeable to social cues in the context of psychological experiments. Dataset and the analysis scripts are available at the Open Science Foundation at: https://osf.io/ht769/
Bullying victimization and subjective well-being in 10- and 12-year-old children from 24 countries: The buffering effect of family and teacher support
(2025) Oriol, Xavier; Miranda, Rafael; Varela, Jorge; Garcia, Nuria
Bullying victimization in children is a recognized public health concern in many countries worldwide. Specifically, studies have consistently demonstrated that bullying victimization is one of the indicators that most significantly and negatively influences the subjective well-being (SWB) of children. Following this assumption, a study was conducted to examine the impact of bullying victimization on subjective well-being among 75,877 students aged 10 and 12 years across 24 countries. Additionally, the moderating role of support from teachers and family members in the relationship between bullying victimization and subjective well being was investigated using structural equation modeling (SEM) analysis. The results show that, in many countries, there is an interaction effect of both family support and teacher support figures in both age groups (10 and 12 years). However, significant variability in these interaction effects was observed across countries, and in some countries, no moderating effect was detected. Specifically, in the 12-year-old group, a larger number of countries show no interaction effect from any adult support figure in the relationship between bullying victimization and SWB. The findings are discussed with a focus on the buffering effects of both types of support, the variability observed across countries, and the practical implications of these results.
An intersectional approach to the understandings of well-being of Latin American adolescent migrants living in Barcelona-Spain
(2025) Carrillo, Gisela; Carmona, Moisés; Alfaro Inzunza, Jaime
Research on adolescent migrants has prioritized deficit- and adaptation-based approaches, with scarce attention to non-pathologizing perspectives. Faced with this challenge, the study of this population’s understanding of well-being was articulated as a framework capable of strengthening the available knowledge. Qualitative studies on understandings of well-being have contributed to its perception as contextual, multifaceted and changing (Fattore et al., 2021). However, as Hunner-Kreisel and März (Child Indicators Research, 12(2), 425–442, 2019) posit, progress is still required in integrating critical perspectives. Considering this gap, incorporating the intersectional approach allowed the present study to learn about the understandings of well-being from a critical perspective, with a focus on the experiences in the new local space, elaborated by Latin American adolescent migrants living in Barcelona. These understandings were analyzed and articulated following the proposal of Winker and Degele (European Journal of Women’s Studies, 18(1), 51–66, 2011), organized in the levels: identity constructions, symbolic representations and social structures. For the case of adolescent migrants, exploring understandings of well-being from this critical analytical approach strengthens a contextual and historically situated understanding by making oppressions and agencies visible. A qualitative design was used that included semi-structured interviews and the use of photographs as triggers for dialogue with 10 participants between 11 and 18 years of age. The results identify and describe four central understandings of well-being that Latin American adolescent migrants, participants in the study, construct around their new local space: (1) Process of transformations (new identifications, differentiations, belongings) and facing challenges as experiences that enhance a positive sense of self, by perceiving capabilities and growth; (2) Nuclear and extended family as a space of continuity and emotional support; (3) Development of reflective capacity, in terms of comparative analysis between the territory of origin and the new one, generating a sense of understanding of the world and evaluations of present and future living conditions; and (4) Practices that challenge social asymmetry: agency, oriented to include difference; recognition of the relevance of bonds and social support, of linguistic integration and of the inclusive functioning of the school system. This study contributes to advancing critical perspectives on well-being, challenging universalist and psychologistic approaches. The findings offer practical insights for the design of psychosocial interventions and inclusive policies that strengthen adolescents’ agency, promote their inclusion, and address the complex challenges faced by migrant youth in transnational contexts.
Effects of sex, gender stereotypes and gender identity in male and female students’ reading motivation
(2025) Espinoza, Ana María; Strasser, Katherine; Carvacho, Héctor
This study aimed to enhance our understanding of the biological sex gap inthereading motivationof studentsby focusing on the role of gender variables. 303 Chilean secondary students (51% female) completed self-report questionnaires. Structural equation models were employed to assess whether gender identity mediated the relationship betweenbiologicalsex and reading motivation (reading self-concept and value) and to examine the differential effects of gender identity and reading-gender stereotypes on the reading motivation of male and female students. The results indicated direct effects of biological sex but no indirect effects. Multi-group analysis revealed that for female students, adherence to reading-gender stereotypes positively influenced reading self-concept, whereas for males, it negatively affected reading value. Implications for promoting equity in the teaching and learning of reading in secondary education are discussed.
Andean medicinal plants and their secondary metabolites: Connections between Aymara traditional medicine and modern pharmacology
(2025) Cortés, Ivania; Ceric Garrido, Francisco; Navarrete, Hellen; Rodríguez-Díaz, Maité; Otero, María Carolina
This review examines Aymara traditional medicine, which is deeply rooted in cultural perceptions of health and disease, and its utilization of medicinal plants rich in secondary metabolites—such as flavonoids, alkaloids, and saponins—to support immune function, emphasizing the synergy between ancestral knowledge and modern scientific research. Adhering to PRISMA 2020 guidelines, this review incorporates empirical studies from 2013 to 2024 on secondary metabolites and Aymara medicine, with a focus on the immunomodulatory effects of plants, while excluding non-indexed or irrelevant studies. Potential limitations include publication bias and reliance on secondary data. Three key plant genera—Azorella, Centaurium, and Amaranthus—were identified for their traditional medicinal uses, highlighting their pharmacological benefits, such as anti-inflammatory, antioxidant, and hepatoprotective effects. Specifically, xanthones, a class of secondary metabolites found in Centaurium, exhibit notable antioxidant, anti-inflammatory, antitumoral, and cardioprotective properties, which support their traditional use in treating hypertension and related ailments. Centaurium spp. is characterized by its bioactive compounds (secoiridoids, flavonoids, phenolic acids, and xanthones), offering valuable immunomodulatory, antiinflammatory, digestive, and antimicrobial properties recognized in both scientific and traditional Aymara medicine for treating diseases and maintaining physical and spiritual balance. Overall, the study of secondary metabolites in Andean medicinal plants like Azorella, Centaurium, and Amaranthus underscores their diverse bioactive compounds with pharmacological properties, highlighting the Aymara community’s integration of traditional and modern medicine through holistic practices that promote health, balance, and resilience against disease, while emphasizing the potential of these practices to enhance contemporary healthcare.
Robots teaching teachers: Acceptance of technology in higher education
(2025) López-Caudana, Edgar Omar; Suárez-Brito, Paloma; Baena-Rojas, José Jaime
Background/purpose. This study aimed to investigate teacher's perceptions of using advanced technological tools, specifically the NAO robot, in co-teaching settings to enhance class development and promote complex thinking in higher education. Complex thinking is a crucial skill in higher education, enabling students to effectively address and solve multifaceted problems. Materials/methods. A survey was conducted among 192 participants following a workshop where the NAO robot was used as a co-teaching tool. Participants were divided into three age groups: young adults (n=29, 15.1%), middle-aged adults (n=129, 67.2%), and older adults (n=33, 17.2%). The survey evaluated their experiences and perceptions of the robot's impact on the teaching-learning process. Results. Findings highlighted the importance of integrating technological innovations, like the NAO robot, in higher education. Participants reported that such tools not only fostered the development of complex thinking but also enhanced the overall educational experience by making classes more engaging and accessible. Conclusion. The use of cutting-edge technologies, such as the NAO robot, holds significant potential for driving innovation in higher education. These tools contribute to more interactive and effective teaching, supporting the development of essential cognitive skills and improving educational outcomes.
Exploring job satisfaction in the platform economy: a multidimensional study of mobile digital platform workers in Chile
(2025) Lay-Raby, Nelson; Cea González, Pablo Antonio; De la Fuente-Mella, Hanns; Ríos-Vásquez, Gonzalo
This study examines job satisfaction among mobile digital platform workers in Chile, addressing the gap in understanding the interplay between autonomy, social support, and technology in the platform economy. It explores how these factors shape job satisfaction through the following research question: How do autonomy, social support, and technological factors influence job satisfaction in the platform economy? Using a quantitative methodology, 398 platform workers from three Chilean regions participated in a survey, with data analyzed via logistic regression models to evaluate the impact of sociodemographic and psychological variables. The findings highlight that autonomy and social support significantly enhance job satisfaction, while technological usability and transformation are pivotal for positive work experiences. The study concludes that fostering worker autonomy, robust support systems, and user-friendly technologies is critical for improving job satisfaction in the gig economy. These insights contribute to the academic literature and inform strategies for policymakers and platform operators, emphasizing the need for tailored approaches to enhance worker well-being and organizational outcomes.
Subjective well-being of vulnerable children in Chile: differences by gender and risk assessment
(2024) Salazar-Muñoz, Miguel; Montserrat, Carmen; Alfaro Inzunza, Jaime; Melipillán, Edmundo Roberto
In recent years, research on subjective well-being in childhood and adolescence has gained importance at the international level. However, knowledge of the well-being of children whose rights have been violated and who are at risk of social exclusion is still scarce. The aim of this study was to examine the subjective well-being of children and adolescents receiving care in outpatient programs of the National Service for the Specialized Protection of Children and Adolescents of Chile, with emphasis on differences in gender and type of program (“Prevention”, “Recovery” and “Recovery + behavior”). The SLSS, OLS, PWI-SC, and Positive and Negative Affect Scale questionnaires were completed by 439 children between 10 and 18 years of age. By means of a multivariate analysis of variance (MANOVA), it was observed that girls presented significantly lower subjective well-being in all well-being measures compared to boys. Significant differences were also observed at the program level, with children admitted to the “Prevention” program showing significantly greater well-being with respect to those admitted to the “Recovery” and “Recovery + behavior” programs. It is worth noting that children admitted to the “Recovery + behavior” program presented significantly low values of well-being. We discuss the need to highlight gender differences in designing and implementing programs for children and adolescents currently living in vulnerable situations. Also discussed is the importance of strengthening preventive programs to ensure that the risk factors underlying the violations of the rights of this group do not become chronic.
Lifetime prevalence of psychotic-like experiences and associated factors in Chile
(2024) González-Medina, Gabriel A.; Corral, Sebastián A.; Castillo-Passi, Rolando I.; Irarrazaval, Matías; Maturana-Hurtado, Alejandro J.; Gaspar, Pablo A.
Introduction. Psychotic-like experiences (PLEs), which include hallucinations and delusional experiences, are usually present in healthy populations, and their persistence, quality, and severity are associated with the development of psychiatric diseases, including schizophrenia and other poor psychosocial outcomes. Urbanicity, depression, and other psychosocial stressors have been associated with PLEs. However, evidence of PLEs in Latin American (LATAM) countries is still scarce, and there are no studies about PLEs in Chile. The main aim of this study is to describe the prevalence of PLEs in a nationally representative sample according to other social determinants of health. Methods. The last results of the Chilean National Health Survey (ENS 2016–2017) were analyzed. PLEs were obtained from the Composite International Diagnostic Interview (CIDI) 3.0 and included in this survey. Other psychosocial variables (age, sex, educational level, financial stress, depressive symptoms, and urbanicity) were also included for further analysis. Exclusion criteria were (1) > = 65 and < 18 years old, and (2) previous diagnosis or treatment for schizophrenia or bipolar disorder. Descriptive statistics were used to describe data, and Poisson regression models were performed to weight variables and find psychosocial correlations with PLEs. Results. 2095 subjects were considered for this study (women 62.9% and mean age = 42.5, SD = 13.5). The lifetime prevalence of the PLEs (> = 1 PLE) in Chile was 12.9%. Visual hallucinations were the most common PLE (9.6%), and ideas of reference were the least common (0.4%). The Poisson regression model showed a higher prevalence of PLEs in the Gran Concepción conurbation (OR = 2.56) and Gran Valparaíso conurbation (OR = 1.69) compared with non-big cities. On the other hand, the 18–24 year group had higher PLEs prevalence compared to other age groups. No correlations were found with educational status, financial stress, or depressive symptoms. Conclusions. A relatively high prevalence of PLEs was found in the Chilean general population, particularly in youth living in large urban areas (Gran Valparaíso and Gran Concepción), which is compatible with previous research. Considering that there were no correlations between low educational level and financial or depressive symptoms, it is necessary to have more studies that correlate other urban relevant variables, such as natural disasters, drug consumption, and domestic or neighborhood violence.
Autism shapes social integration and reciprocity in elementary classrooms
(2025) Soto-Icaza, Patricia; Oyarzún, Melanie; Yaikin, Tamara; Arcos-Polanco, Mirla; Candia Vallejos, Cristian; Rodríguez-Sickert, Carlos; Billeke, Pablo
During childhood, schools are crucial environments for social interactions, making them ideal for evaluating the inclusion of students with special educational needs (SEN). In particular, autistic children often face challenges in peer relationships, yet the impact of autism on social dynamics in schools is not well understood. To address this issue, we examined social dynamics within elementary schools. We hypothesized that, compared to their non-autistic peers, autistic children occupy more peripheral positions in social networks and engage less in reciprocal relationships. To test these hypotheses, we introduced a novel ecological approach using experimental game theory to quantify social integration and reciprocity among autistic children. Social networks were constructed for each classroom based on the children’s peer selections during a distributive game where they had to send tokens to their peers. Six elementary schools took part in this study. From these schools, 26 classrooms from first to fourth grade were included, comprising a total of 625 students aged 6 to 11. Among them, 464 were students without SEN, 143 were students with SEN excluding autism, and 18 were autistic students. Our analysis showed that autistic children and children with SEN were significantly less central and less involved in reciprocal peer relationships compared to children without SEN. Due to the small sample of autistic students, further research with greater statistical power is needed to clarify the specificity of the results. These findings highlight the need for support in promoting social inclusion while also emphasizing the importance of exploring the intersection of neurodevelopmental conditions and social dynamics.
Math-gender stereotypes in Chile: Identification of associated factors across youth and adults
(2025) Morales, María Francisca; Espinoza, Ana María; Río, María Francisca del
Math-gender stereotypes that associate math more with males than females are a contributing factor to the underrepresentation of women in STEM fields. Given the pronounced gender disparities in math achievements in Chile, this study investigates these stereotypes within the Chilean context, examining their incidence and associated factors in two distinct age groups: adults and youth. Participants included adults (n = 5,038) and youth (n = 846) from the Encuesta Nacional de Percepción Social de la Ciencia, Tecnología, Conoci- miento e Innovación study. Information on math-gender stereotypes, sociode- mographics, and science perceptions were collected via participants’ reports. Logistic regression analyses using sampling weights were conducted in the two groups. Adults exhibited significantly higher levels of math-gender stereotypes compared to youth. Both groups shared factors associated with the probability of endorsing stereotypes (educational level, socioeconomic status, perception towards science). Conversely, sex emerged as a significant predictor for youth but not for adults. Findings suggest that math-gender stereotypes persist at different age groups in Chile, albeit with varying degrees. Socioeconomic disparities and the value towards science emerged as significant precursors across all groups.
Trans-Inclusive Couple Relationships in the Context of Gender Affirmation: A Systematic Review and Qualitative Metasynthesis
(Universidad del Desarrollo. Facultad de Psicología, 2025) Río, Marais del; López-Bauta, Adis; Salgado, Elizabeth; Bennett, Ana Flavia
Background: The gender affirmation process represents a fundamental identity milestone for transgender individuals, introducing unique stressors that affect both partners and their relationship. In trans-inclusive couples, this process entails significant adjustments in response to identity and relational changes. This systematic review aimed to characterize the empirical evidence regarding the experiences of trans-inclusive couples during the gender affirmation process of transgender individuals. Method: Literature searches were conducted in Web of Science, Scopus, and PubMed following PRISMA guidelines. The inclusion criteria for studies were as follows: (1) peer-reviewed empirical articles, (2) a focus on trans-inclusive romantic relationships in the context of gender affirmation, (3) publication between January 2000 and December 2024, and (4) written in English or Spanish. Of the 122 potentially eligible articles, six qualitative studies were included in the final analysis. The data were extracted using an ad hoc form and analyzed through thematic synthesis. Most studies presented a minimal risk of bias. Results: Five main themes were identified: (1) subjective trajectories in trans identity affirmation, (2) emotional and identity reconfiguration of the cisgender partner, (3) relational transformations in the context of gender affirmation, (4) relationships with family and the importance of support networks, and (5) social, political, and structural contexts of gender affirmation. Conclusions: The gender affirmation process, together with minority stress, has been shown to uniquely impact trans-inclusive couples, generating effects across multiple levels that extend beyond the couple relationship itself. The findings highlight the need for clinical support and public policies that recognize the relational dimension of this process. However, available studies are primarily based in Global North contexts and focus on limited couple compositions, which restricts the generalizability of the results.
Editorial: Neuropsychology of human growth
(2024) Semper, J.V. Orón; Asensio, Samuel; Ceric Garrido, Francisco; Cortés, Manuel E.; Lizasoain, Inmaculada

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