Objective: Although there is an established link between parenting stress, postnatal depression, and anxiety, no study has yet investigated this link in first-time parental couples. The specific aims of this study were 1) to investigate whether there were any differences between first-time fathers’ and mothers’ postnatal parenting stress, anxiety, and depression symptoms and to see their evolution between three and 6 months after their child’s birth; and 2) to explore how each parent’s parenting stress and anxiety levels and the anxiety levels and depressive symptoms of their partners contributed to parental postnatal depression.Method: The sample included 362 parents (181 couples; mothers’ MAge = 35.03, SD = 4.7; fathers’ MAge = 37.9, SD = 5.6) of healthy babies. At three (T1) and 6 months (T2) postpartum, both parents filled out, in a counterbalanced order, the Parenting Stress Index-Short Form, the Edinburgh Postnatal Depression Scale, and the State-Trait Anxiety Inventory.Results: The analyses showed that compared to fathers, mothers reported higher scores on postpartum anxiety, depression, and parenting stress. The scores for all measures for both mothers and fathers decreased from T1 to T2. However, a path analysis suggested that the persistence of both maternal and paternal postnatal depression was directly influenced by the parent’s own levels of anxiety and parenting stress and by the presence of depression in his/her partner.Discussion: This study highlights the relevant impact and effects of both maternal and paternal stress, anxiety, and depression symptoms during the transition to parenthood. Therefore, to provide efficacious, targeted, early interventions, perinatal screening should be directed at both parents.

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict with teachers significantly predicted an increase in conduct problems and hyperactive behaviors. This study supports the significance of student-teacher relationships as a protective factor during students' transition to high-school. Our findings also highlight the importance of relationship quality in preventing students' risk of school failure.

Objective: In the 1st year of the post-partum period, parenting stress, mental health, and dyadic adjustment are important for the wellbeing of both parents and the child. However, there are few studies that analyze the relationship among these three dimensions. The aim of this study is to investigate the relationships between parenting stress, mental health (depressive and anxiety symptoms), and dyadic adjustment among first-time parents.Method: We studied 268 parents (134 couples) of healthy babies. At 12 months post-partum, both parents filled out, in a counterbalanced order, the Parenting Stress Index-Short Form, the Edinburgh Post-natal Depression Scale, the State-Trait Anxiety Inventory, and the Dyadic Adjustment Scale. Structural equation modeling was used to analyze the potential mediating effects of mental health on the relationship between parenting stress and dyadic adjustment.Results: Results showed the full mediation effect of mental health between parenting stress and dyadic adjustment. A multi-group analysis further found that the paths did not differ across mothers and fathers.Discussion: The results suggest that mental health is an important dimension that mediates the relationship between parenting stress and dyadic adjustment in the transition to parenthood.

The sample was recruited online (145 men with a mean age of 30.0 years) and participants were asked to fill out the Muscle Dysmorphic Disorder Inventory (MDDI), Symptom Cheklist-90-R (SCL-90-R), Dissociative Experiences Scale (DES-II), and to provide other socio-demographic data. Bodybuilders at risk of muscle dysmorphia display greater global psychopathology and present higher scores on all SCL-90-R dimensions when compared to bodybuilders not at risk of muscle dysmorphia. Furthermore, risk of muscle dysmorphia is positively associated to dissociative symptoms. The Competitiveness dimension and anabolic steroid intake were not related to muscle dysmorphia, while age appeared to be more significant. Findings are discussed based upon previous studies and directions for future research are suggested.

ResumenIntroducción . Un número creciente de estudios sugiere que la calidad de las relaciones entre maestros y niños es un factor determinante en la competencia de los niños, en el desarrollo socialemocional, en el funcionamiento de la conducta y en las habilidades académicas . La mayor parte de la investigación sobre las relaciones alumno-maestro se ha basado en estas percepciones de la relación.Un instrumento utilizado para evaluar estas percepciones es la Student-Teacher Relationship Scale (STRS). Hasta ahora, sólo unos pocos estudios se han centrado en la validez transcultural de la STRS.De momento, sólo un estudio ha examinado la validez factorial confirmatoria en los Estados Unidos.En el contexto europeo, otros investigadores han examinado y confirmado la aplicabilidad de la STRS en España, Grecia y en los Países Bajos.Método. El objetivo de este estudio es analizar la validez factorial de la Escala de relación profesoralumno (STRS) en un contexto escolar italiano formado por 1256 niños, con una edad comprendida entre los 3 y los 9 años y 210 profesores.Resultados. La estimación de las variables obtenidas a través del análisis factorial confirmatorio identifica ítems con cargas factoriales bajas, lo cual sugiere una revisión del contenido de dichos ítems en la versión original del STRS, que abarca 28 ítems. El análisis factorial evidencia que la eliminación de 6 ítems de la escala encaja bien con el modelo, lo cual indica que los restantes 22 ítems miden con validez y fiabilidad los constructos de la muestra entera: cercanía (α = .85), conflicto (α = .92) y dependencia (α = .69). Discusión y Conclusiones.Estas conclusiones se atribuirían a la diferencia entre los conocimientos culturales de los profesores italianos y el contexto cultural originario de la STRS. Este estudio otorga nuevos elementos para la investigación de la validez de constructo y la investigación sustantiva utilizando la STRS, dado que la STRS se utiliza extensivamente en intervención e investigación sobre educación infantil. Según los resultados obtenidos, el cuestionario resulta ser un instrumento válido para estudiar la relación profesor-alumno, ya sea como escala de monitorización de una relación dada, ya sea como método para ayudar a los profesores a conseguir una mayor conciencia de sus habilidades educativas.Palabras Clave: relación profesor-alumno, análisis factorial confirmatorio, STRS, psicología educativa. Recibido