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Self-regulation of learning refers to the actions that students perform before, during and after their learning processes take place and has a social and collaborative component. This article analyses key dimensions of learning regulation in a sample of 697 students from different subject areas (Education, Engineering, Economics and Law studies) at a Spanish university. The study determines how sex and subject area influence learning regulation, and analyses its relationship to peer learning, perceived value of peer learning and Study-Related Exhaustion (SRE). Our findings indicate that women usually have greater external regulation, place greater value on peer learning and suffer from greater academic exhaustion; however, they have higher levels of academic satisfaction. In relation to subject area, Education students disclose higher levels of self-regulation than students from other subject areas. Engineering and Economics students seem to engage more actively with peer learning, and Engineering students value peer learning the most. Engineering students also display fewer problems in their self-regulation of learning yet have higher levels of SRE and lower academic satisfaction. Our study also shows a positive relationship between external regulation and SRE, and a negative relationship between self-efficacy and SRE. Furthermore, findings suggest that peer learning may improve academic performance and student satisfaction, especially among those students with less external regulation. Our study lends support to the value and positive impact that formative feedback can have on students and to encourage autonomous and self-related forms of learning, which would ultimately improve student academic performance and well-being.

Research on the relationship between learning approaches and variables such as the perceived impact of some university activities is limited. The present study proposes a reduced Student Process Questionnaire (SPQ) to relate learning approaches to high-impact educational practices (HIEPs). The sample consisted of 893 first and final-year university students of different degrees. As expected, the subscales correlate academic self-concept and self-efficacy positively with the deep approach, and negatively with the surface approach. The results show that students who maintain a deep learning approach obtain a more significant impact on their personal and professional development by HIEPs (especially conferences, workshops and service-learning activities). Women have a lower surface approach and social and humanities students have higher levels of the deep approach.

El término «colectivismo» ha sido siempre la etiqueta utilizada para estereotipar la sociedad japonesa. Sin embargo, en este mundo modernizado, esta etiqueta nos puede dirigir a una conclusión errónea debido a la flexibilidad de la conducta humana. En este artículo, se abordará la forma en que se ha percibido la sociedad japonesa desde la mirada occidental. Además, se aportan datos para ilustrar cómo dicha percepción se contrasta con la sociedad japonesa moderna real. Sugerimos que «colectivismo» puede no ser del todo apropiado para la descripción de la sociedad japonesa actual, teniendo en cuenta que la sociedad moderna global promueve el individualismo de muchas maneras.

Although in the last years there has been an important and sudden increase in children violence against their parents, there are very few publications about this family and social drama. Bearing in mind that this phenomenon obeys to a multicausal reality, this article analyses the main elements that constitute this problem from a sociological, psychological and legal perspective.

Se conoce como posmodernidad a la etapa histórica situada entre los años setenta del siglo XX y el presente. Los principales rasgos de esta época revierten en concepciones culturales e ideológicas. Algunos de ellos son: individualismo, materialismo, auge de las nuevas tecnologías, globalización, crítica al racionalismo y culto al cuerpo. Tras el inicio de la edad posmoderna y su desarrollo, el campo de la salud mental ha vivido un incremento notorio de los trastornos de personalidad, entre otros. En el presente trabajo, revisaremos la posible relación de la posmodernidad y la génesis de trastornos de personalidad a partir de dos fenómenos básicos en esta era: la personalización (incremento del individualismo, concepción existencial basada en el Yo) y la fragmentación del Yo (dificultad para integrar en una vivencia coherente de identidad, la amplia gama de influencias y referentes de sí, que el individuo alcanza mediante las nuevas tecnologías).