This paper explores the relationships in adolescence, examining beliefs about gender violence from a cognitive-developmental perspective. The sample consists of 297 students from 3 different state-subsidized schools, between the ages of 13-18 (2nd and 4th years of Secondary Education and 2nd year of High School). The students’ representations of relationships are analyzed from the point of view of both genders and the degree to which they consider violence to be justified. The study is based upon a transversal design (quasi-experimental) with survey. The instrument used is an adaptation of the Cuestionario de Actitudes hacia la Diversidad y la Violencia (Questionnaire of Attitudes towards Diversity and Violence). The results demonstrate a partial relationship between moral-evolutionary development and the degree of justification applied to different situations in which there is violence. The data shows that the acceptance of sexist beliefs and the justification of violence decrease as students get older. However, from 15-16 years old (4th ESO) is the age at which students most justify gender stereotypes. The study indicates middle- adolescence as the ideal time to carry out psycho-educational interventions, taking into account the values related to equality and respect between genders.

El presente trabajo indaga en las relaciones de pareja en la adolescencia, analizando las creencias de los y las adolescentes atendiendo al factor violencia de género desde una perspectiva cognitivo-evolutiva. La muestra está compuesta por 297 estudiantes con edades comprendidas entre los 13 y 18 años (2º ESO, 4º ESO y 2º Bachillerato) de tres centros privados-concertados de Madrid. Analizamos sus representaciones de las relaciones de pareja desde el punto de vista de ambos géneros y su grado de acuerdo con la justificación de violencia. El estudio responde a un diseño transversal (cuasi-experimental) con encuesta. El instrumento utilizado es una adaptación del Cuestionario de Actitudes hacia la Diversidad y la Violencia (CADV). Los resultados muestran una correspondencia parcial en la relación entre el desarrollo evolutivo-moral y el grado de justificación de diferentes situaciones en las que se presenta la violencia. De acuerdo con nuestros datos, el acuerdo con creencias sexistas y justificación de la violencia desciende según se avanza en la escolarización. Al mismo tiempo, obtenemos que es en el tramo de edad de quince a dieciséis años (4º ESO) donde justifican más los estereotipos de género. Todo ello nos lleva a señalar la adolescencia media como curso diana en el que realizar una intervención psicoeducativa considerando los valores relacionados con la igualdad y el respeto entre los géneros. Palabras clave: Adolescencia, violencia de género, diferencias de género, intervención psicoeducativa.Beliefs about gender violence. Sexism in adolescent relationships. This paper explores the relationships in adolescence, examining beliefs about gender violence from a cognitivedevelopmental perspective. The sample consists of 297 students from 3 different statesubsidized schools, between the ages of 13-18 (2nd and 4th years of Secondary Education and 2nd year of High School). The students' representations of relationships are analyzed from the point of view of both genders and the degree to which they consider violence to be justified. The study is based upon a transversal design (quasi-experimental) with survey. The instrument used is an adaptation of the Cuestionario de Actitudes hacia la Diversidad y la Violencia (Questionnaire of Attitudes towards Diversity and Violence). The results demonstrate a partial relationship between moral-evolutionary development and the degree of justification applied to different situations in which there is violence. The data shows that the acceptance of sexist beliefs and the justification of violence decrease as students get older. However, from 15-16 years old (4th ESO) is the age at which students most justify gender stereotypes. The study indicates middle-adolescence as the ideal time to carry out psycho-educational interventions, taking into account the values related to equality and respect between genders.

El pasado mes de junio de 2019 ha sido presentada la Cátedra de investigación Isabel Muñoz Caravaca, fruto de un convenio entre la Universidad de Alcalá y el Instituto de la Mujer de Castilla-La Mancha. El objetivo de esta cátedra es promover la investigación en temas relacionados con la violencia de género, la igualdad y la visibilización de la contribución de las mujeres a lo largo de la historia. Con este propósito se realizarán durante el primer año actividades de I+D+I, así como la transferencia y divulgación de los resultados de investigaciones relacionadas con los estereotipos y prejuicios de género y su percepción y vivencia por adolescentes de la región. Este trabajo expone la fundamentación que sustenta las primeras actividades de investigación y divulgación de dicha cátedra.

This paper explores the relationships in adolescence, examining beliefs about gender violence from a cognitive-developmental perspective. The sample consists of 297 students from 3 different state-subsidized schools, between the ages of 13-18 (2nd and 4th years of Secondary Education and 2nd year of High School). The students’ representations of relationships are analyzed from the point of view of both genders and the degree to which they consider violence to be justified. The study is based upon a transversal design (quasi-experimental) with survey. The instrument used is an adaptation of the Cuestionario de Actitudes hacia la Diversidad y la Violencia (Questionnaire of Attitudes towards Diversity and Violence). The results demonstrate a partial relationship between moral-evolutionary development and the degree of justification applied to different situations in which there is violence. The data shows that the acceptance of sexist beliefs and the justification of violence decrease as students get older. However, from 15-16 years old (4th ESO) is the age at which students most justify gender stereotypes. The study indicates middle- adolescence as the ideal time to carry out psycho-educational interventions, taking into account the values related to equality and respect between genders.

The present paper synthesises the results obtained in an exploratory study about adolescents’ online cyberdating relationships. The main objective of the study was to verifywhether the quality of these relationships depends on pornography consumption, beliefs about sexism in Spanish society, and sex as a variable associated with differentiatingsocio-cultural factors. A total of 240 secondary school students randomly selected from the Castilla-La Mancha region in Spain constituted the sample for the study. The Cyberdating Q_A questionnaire was used to measure the quality of dating relationships among adolescents on social networks. The relationship between the variables considered was tested in a multivariate analysis of the variance model. According to the results, pornographyconsumption was the only factor differentiating the selected dimensions of cyberdating relationships. Sex and sexism turned out to be insignificant. The results were discussed.