Invited symposium
Invited symposium by subject
Area 1. Social networks
Joana Jaureguizar Alboniga-Mayor.
Universidad del País Vasco (UPV/EHU).
New challenges in the use of the Internet and social networks among adolescents and young people: state of the art, consequences and future prospects
Area 2. Evaluation and counseling
María Lucía Morán Suárez
Universidad: Universidad de Cantabria.
Assessment in People with Intellectual Disabilities
María Del Mar García Señorán
Universidad de Vigo.
Constructs and measures of student adjustment, retention and academic success in Higher Education
Area 3. Neuro-education
Aitor Larraceleta González.
Department of Education of the Principality of Asturias
Autism: psychoeducational responses in childhood and adolescence
Sylvia Sastre i Riba.
Universidad de La Rioja.
High intellectual capacity: Advancements in research and intervention
Mercedes Isabel Rueda Sánchez.
Universidad de Salamanca.
Challenges in identifying Language Development Disorder, as a single disorder or in comorbidity with Specific Reading Difficulties
Antonio De Fano.
University of Chieti-Pescara “G. D’Annunzio”.
Fostering and assessing creativity in the school context: interdisciplinary perspectives and practical approaches
Francisco Alcantud.
Universidad de Valencia.
Early socio-cognitive development and its implication in the detection of neurodevelopmental disorders.
Fabien Bitu.
University of Rouen Normandy.
Nurturing lifelong creativity: insights on the understanding, assessement and intervention in children.
Stephen John Loew.
University of New England.
Reading and Learning Disabilities: The potential role of modern-day visual media.
Ignasi Navarro Soria.
Universidad de Alicante.
Synergies between Neuroeducation and the “Living and Active School” Methodology
Eliseo Diez-Itza.
Universidad de Oviedo
Assessment of specific cognitive and linguistics phenotypes in neurodevelopmental genetic syndromes
Area 4. Social relations at school and socio-emotional development
Eduardo Fonseca Pedrero.
Universidad de La Rioja.
Mental health in educational contexts
Noelia Muñoz Fernández
María Luisa Rodríguez de Arriba.
Universidad de Sevilla. Acoso basado en el estigma en la adolescencia:
Stigma-based bullying in adolescence: When differences become inequality
Esperanza del Rocío Espino Peñate.
Universidad Loyola.
Factors associated with adolescent risk prevention
Jesús de la Fuente Arias
Universidad de Navarra
The Conceptual Utility Model and the Academic Well-Being Index as heuristics for psychoeducational management of stress and psychological well-being
Teresa Pozo-Rico
Universidad de Alicante.
Transformación educativa y bienestar socioemocional: innovación y fortalecimiento docente para una educación inclusiva en contextos diversos
Miguel Ángel Carbonero Martín
Universidad de Valladolid.
Socioemotional Skills and Innovative Practices in Teacher Education for Transformative Learning
Iker Izar de la Fuente Díaz de Cerio.
Universidad del País Vasco (UPV/EHU).
Keys in adolescent psychosocial adjustment
Irene García Moya.
Universidad de Sevilla.
Reducing school stress and fostering wellbeing in educational settings
Mª del Carmen Pérez Portillo.
Aviles Educational Guidance Team
Responding to emotional needs in the educational context: programs, experiences and resources
Cirenia Luz Quintana Orts.
Universidad de Málaga.
Positive personal resources and psychological well-being in the educational context: evidence and intervention proposals
Rosario Cabello.
Universidad de Málaga.
Health and socio-emotional well-being in the university context
Luis Jorge Martín Antón.
Universidad de Valladolid.
Interpersonal context and social competence in educational contexts: preventing and reducing peer- rejection
Alejandro Rodríguez Martín.
Universidad de Oviedo.
Inclusive education: advances and challenges
Alejandra Barreiro Collazo.
UNIR.
Situation of Students with Disabilities in the European Higher Education Area
Virginia Sánchez Jiménez.
Universidad de Sevilla.
Unlocking the potential of Virtual Reality to address aggressive behaviour in children and adolescents
María del Carmen García Mendoza.
Universidad de Sevilla
The Present and Future Challenges of Emerging Adulthood in South Europe
María del Mar Molero Jurado.
Universidad de Almería.
Lorena Valdivieso León.
Universidad de Valladolid.
Developing emotions through the use of interactive platforms in Primary Education
M. Carmen Pichardo Martínez.
Universidad de Granada.
School coexistence: actors and determining factors.
Alejandro Veas Iniesta.
Universidad de Murcia.
Psychological wellbeing and educational achievement: Analyses of associated factors from an integrative perspective
Rosario Ortega Ruiz
Eva Romera Félix.
Universidad de Córdoba.
Exploring the sociomoral and relational dimensions of bullying and cyberbullying
María Eugenia Martín Palacio.
Universidad Complutense de Madrid.
Teachers’ beliefs and their relationship to different variables conditioning factors of teacher performance.
Area 5. Gender and sexuality
Verónica Riquelme Soto.
Universidad de Valencia.
Sexuality, Pornography and Comprehensive Affective-Sexual Education
Carmen Viejo Almanzor.
Universidad de Córdoba.
Risk and protective factors for the socio-affective adjustment and violent behaviours in the adolescent couple context
Area 6. Teaching/learning process in formal contexts
José I. Navarro Guzmán.
Universidad de Cádiz.
Update on Early Mathematical Cognition and its Applications.
Javier Fernández Ruiz.
Universidad Autónoma de Madrid.
Exploring assessment practices in higher education
Carlos Saiz
Universidad de Salamanca.
The formation of critical thinking for good academic and professional performance in the new times.
Ana María Casino-García.
Universidad Católica de Valencia “San Vicente Mártir”.
Educational keys to improve wellbeing of students with high abilities.
Rosa María Pons Parra.
Universidad de Murcia.
Factors that support talent development
Isaías Martín Ruíz.
Universidad de Málaga.
Personal and contextual variables relevant to socioemotional risk in adolescence
Raquel Fidalgo Redondo
Universidad de León.
Response to Intervention in writing: advances and challenges
Olga Arias-Gundín.
Universidad de León.
Self-assessment through rubric as a self-regulation tool in learning scientific-academic writing
Alberto Fernández Costales.
Universidad de Oviedo.
Language Attitudes and Multilingualism in the Principality of Asturias: Research and Empirical Evidence
Josetxu Orrantia.
Universidad de Salamanca.
Estudios avanzados en cognición numérica.
Luis J. Rodríguez Muñiz.
Universidad de Oviedo.
Research advances in statistics and probability education
Ana Belén Bernardo Gutiérrez.
Universidad de Oviedo.
Factores detrás del fracaso académico y el abandono universitario: claves para la intervención.
Joana R. Casanova
Universidade do Minho, Portugal
Challenges and predictors of academic success in higher education
Pedro Rosário.
Universidade do Minho.
Investigating Agency and motivational variables in educational contexts: data and challenges
Elena Escolano Pérez.
Universidad de Zaragoza.
Contributions of Systematic Observation to achieve SDG 4: Quality Education
Nuria Carriedo.
Universidad Nacional de Educación a Distancia (UNED).
Executive functioning and academic achievement
Marta Martínez Vicente.
Universidad Internacional de la Rioja (UNIR).
Affective-motivational self-regulation in mathematical learning: students’ perceptions and attitudes
Débora Areces
Trinidad García.
Universidad de Oviedo.
Multilevel Approach for the Assessment and Intervention in Executive Functions and Self-Regulatory Skills
Area 7. Educational digitalization
María Consuelo Sáiz Manzanares.
Universidad de Burgos.
Use of integrated multichannel eye tracking and biofeedback technology in educational and health psychology
Marisol Cueli.
Universidad de Oviedo.
New Digital Tools for Addressing Reading Literacy Learning Difficulties
Juan Fernández Sánchez.
Universidad Complutense de Madrid.
Psychoeducational digitalization: Yes, but for the benefit of citizens
Area 8. Family and society
Susana Torío López.
Universidad de Oviedo.
Parental Educative practices in a society of (in) change
Joaquín Manuel González Cabrera.
Universidad Internacional de La Rioja (UNIR).
Online parental mediation: reducing risks and maximising benefits on the Internet for Generation Alpha.
María José Rodrigo López.
Universidad de La Laguna.
Analysis of the quality of programs for the promotion of Positive Parenting in Spain.
Judit Janés Carulla.
Universitat de Lleida.
The Management of Cultural and Linguistic Diversity in Teaching: Attitudes, Competencies, and Educational Practices
Isabel Piñeiro Aguín. Universidade da Coruña.
Burnout and parental involvement in children’s education
Olga Gómez Ortiz.
Universidad de Córdoba.
Current challenges of parenting: family-work conciliation, co-responsibility, emotional education and new technologies
Ángel De-Juanas Oliva.
Universidad Nacional de Educación a Distancia.
Time Self-Regulation in Youth: Keys to Well-Being and Social Inclusion
Fàbia Morales Vives.
Universitat Rovira i Virgili.
Psychopathic traits and conduct problems in childhood and adolescence
Victoria Hidalgo.
Universidad de Sevilla
Family support interventions. Achievements and pending challenges.
Juan Carlos Martín Quintana.
Universidad de Las Palmas de Gran Canaria.
Family Support and Psychosocial Development: Challenges and Opportunities
Sonia Byrne.
Universidad de La Laguna.
Digital resources in children, adolescents and families support
Javier Rosales Pardo.
Universidad de Salamanca.
Supporting basic needs at home and at school during early literacy
Juan Jorge Muntaner Guasp.
Universidad Illes Balears.
Inclusive education, a challenge for everyone
Mª Ángeles Espinosa Bayal.
Universidad Autónoma de Madrid.
The rights-based approach in the first cycle of Infant Education
Area 9. Ageing
Isabel González-Abraldes
Iglesias. Universidad de A Coruña.
Promotion of well-being and quality of life in older people and their environment: an interdisciplinary vision
Carmen Requena Hernández.
Universidad de León.
Narratives of aging in the digital era: family and ai as meaning makers