We said in a previous issue that "it is a satisfaction to present a new issue of the" International Journal of Developmental and Educational Psychology. INFAD: Journal of Psychology”. We are healthy, we have overcome the  COVID-19 pandemic, and we remain active. We have gone from difficulty to positive improvement and learning. We have been and are resilient. And it is also a joy to be able to comment that we are not aware of colleagues who have left us because of the virus.

Positive Psychology and Health together are a good conjunction. The years 2020 and 2021 have been difficult, complicated, that we can hardly forget and that has cast doubt on many of the certainties we had, although it has helped us to find others. The Pandemic has had a profound impact on all areas of life and has made us face unimaginable situations.

We and our INFAD Journal are always keen on searching the positive side of things. INFAD has always Positive Psychology as its guide, north and support when facing difficulties. Ever! Even in complicated situations such as in the face of this harsh and difficult pandemic reality, we have helped each other with positive responses and we have learned a lot. We strongly believe this virus, which has turned the world we knew upside down, has taught us something positive. From all the positive or negative experiences that we have had to live throughout our lives, we can always draw a positive conclusion.

Published: 2021-12-09

Preliminary analysis of the 2020 BREBAS challenge results in Uruguay

Victor Koleszar, Daiana Clavijo, Emiliano Pereiro, Alar Urruticoechea

17-24

Computational thinking, creation process of a video game standardised measurement

Juan José Goyeneche, Emiliano Pereiro, Victor Koleszar, Esther Angeriz, Mónica Pérez, Alar Urruticoechea

25-32

Excessive alcohol consumption, are there gender differences?

Marcel Elipe Miravet, Verónica Cervigón Carrasco, Olga Fernández García, Verónica Estruch, Rafael Ballester Arnal

109-118

Gender identity and sexist attitudes of students from the University of Las Palmas de Gran Canaria

Míriam Lourdes Morales Santana, María Pilar Etopa Bitata, Gabriel Díaz Jiménez

119-128

Design of a socioemotional education program for elementary school teachers.

Maritza Palma Luengo, Nelly Lagos San Martín, Verónica López-López

129-134

Transgender realities in adolescence: bullying at this stage.

Tara Sánchez Sánchez, María del Pilar Etopa Bitata

155-162

Internet use to meet romantic and/or sexual partners: preferences according to gender and whether or not having a steady partner.

Verónica Cervigón-Carrasco, Marcel Elipe-Miravet, Jesús Castro-Calvo, Cristina Giménez-García, Rafael Ballester-Arnal

163-172

Emotional support for healthcare professionals children: virtual intervention during COVID-19 pandemic

Pedro Horta, Ana Vera Costa, Sandra da Silva Mendes, Sofia Pires, Sara Melo, Joana Calejo Jorge, Sandra Borges, Manuel Araújo, Graça Mendes

201-210

Dissemination and evaluation of the autostem project: example of an exhibition in a school context.

Sérgio Costa, Carlos Barreira, Ângela Rodrigues, Nazarete Catré, Graça Bidarra, Piedade Vaz-Rebelo

221-234

AutoSTEM for inclusion: adapting a teaching guide for blind and visual impaired children.

Conceição Costa, Rosário Gomes, Luís Barata, Graça Bidarra, Valentim Alferes, Anália Santos, Piedade Vaz-Rebelo

235-242

Design and application of the idecol program for the treatment of dyslexia in primary school children.

Julián Palazón López, Pablo Avilés Martínez, Andrea Mondéjar García, María Ángeles Ruiz Román, Marina López López

253-266

Socioemotional variables and mindfulness in happiness

Isabel Luján Henríquez, Rosa Delia Martín Rodríguez

281-292

Educational pills: how they are valued by undergraduate students at the University of Leon.

María José Fínez Silva, M. Consuelo Morán Astorga, Gema Vallejo Pérez

293-300

Global gender identity: profiles of the student body at the University of Las Palmas de Gran Canaria.

Míriam Lourdes Morales Santana, María Pilar Etopa Bitata, Gabriel Díaz Jiménez

301-306

Evolution of the interpersonal metaperceptions of boys and girls during primary education. Introduction

Ghislaine Marande Perrin, Francisco J. García Bacete, Victoria Muñoz Tinoco, Irene Jiménez Lagares

393-400

Predictive capacity of attributional style in language on the manifestation of high levels of school anxiety responses

Aitana Fernández-Sogorb, María Vicent Juan, Carlos Edisson Jiménez Ayala, Nancy Cargua García

421-430

Adherence to physical activity in people with type 2 diabetes

Carlos Albuquerque, Carla Correia, Sara Oliveira Albuquerque

475-482

EVIN, an adaptive, comprehensive application to support home-based visual training for children with low vision.

Carlos Manuel Santos Plaza, Yolanda Matas Martín, Félix Hernández Del Olmo, Elena Gaudioso Vázquez

483-488