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In the last decade, we have witnessed increasing knowledge production on populism at the level of individuals. However, the systematization of these studies' conclusions is still scarce. There is also little research on the relationship between populism and education. Based on a systematic literature review, this article contributes to this by first focusing on what studies have revealed about the relationship between populist attitudes and socioeconomic, political, emotional characteristics and media-related preferences. Based on predefined criteria and a double-screening process, our literature search led to the selection of 68 studies focused on populist attitudes. The analysis of these articles enables us to understand that populist attitudes (i) are influenced by socioeconomic characteristics; (ii) have a nuanced relationship with politics; (iii) are driven by emotional dimensions; and (iv) are associated with diverse views about the media and media consumption preferences. We discuss the main findings of this systematic literature review and point out possible educational responses to individual populist standpoints according to their various causes, particularly in terms of the role of political and media education.

Coming to terms with the multidimensionsionality of civic and political engagement implies analyzing it in a comprehensive manner: not limited to conventional modes of expression, nor to dichotomic perspectives or observable acts of participation. Studies in this field tend to overlook cognitive and emotional dimensions as types of engagement which, alongside with behavior, constitute citizenship. In this article, we analyze data from the Portuguese sample of the CATCH-EyoU Project's survey (1,007 young people aged between 14 and 30 years old). The main result is the identification of four distinct profiles according to behavioral, emotional and cognitive forms of engagement: Alienated, Passive, Disengaged and Engaged. These profiles are then examined to assess whether and how they differ in terms of: i) national and European identification, ii) relationships with alternative and traditional media, iii) democratic support, and iv) attitudes towards immigrants and refugees. The relationship between the different profiles and individual socio-demographic variables is also examined. We discuss how different dis/engagement profiles relate with socio-political dimensions and have different consequences both in terms of the political integration of young people and of the political challenges faced by democratic societies.

Even if recently the notions of citizenship and community have become buzz words of very positive connotation, significant tensions underlie any of them: between homogeneity and difference, belonging and diversity, inclusion and exclusion and, more recently, between freedom and security. Real communities are places of cooperation and mutual recognition as much as they are places of inevitable conflict, social control and exclusion. Following an ecological and contextual perspective, and a relational definition of community, concepts such as sense of community and social capital are explored. An analysis of citizen's participation in their communities illustrates significant dimensions of participation: power, dialogue, initiative, formality, pluralism and time. The discussion considers how these dimensions might contribute to making community organizations turn into 'schools of democracy' (de Tocqueville 2000), and illustrates this potential with young migrants, as long as the diversity of diverse migrant groups is not only recognized but furthered.

Proponemos pensar a los videojuegos como escenarios donde se producen aprendizajes socio-políticos, esto es, como ámbitos de socialización política. Considerando esto, el trabajo indagó el potencial político de videojuegos explorando los aprendizajes socio-políticos identificados por sus usuarios/as, y precisando su vinculación con hábitos, experiencias y actitudes hacia los videojuegos y con variables psicopolíticas (eficacia política interna, participación política individual y colectiva). Se realizó un estudio empírico cuantitativo con 750 estudiantes y docentes universitarios/as de Argentina, seleccionados/ as mediante muestreo no probabilístico accidental. ; We propose to conceive video games as scenarios where socio-political socialization takes place. Thus, the study explored the political potential of video games, analysing the socio-political learning experiences identified by their users, and determining their link with habits, experiences and attitudes towards video games, and with psychopolitical variables (internal political efficacy, individual and collective political participation). A quantitative empirical study was carried out with 750 university students and professors from Argentina, selected by accidental non-probabilistic sampling. ; Propomos pensar os videogames como cenários de aprendizagem sociopolítica, ou seja, como espaços de socialização política. Diante disso, o trabalho investigou o potencial político dos videogames, explorando os aprendizados sociopolíticos identificados por seus usuários/as, e especificando sua vinculação com hábitos, experiências e atitudes frente aos videogames e com variáveis psicopolíticas (eficácia política interna, participação política individual e coletiva). Foi realizado um estudo empírico quantitativo com 750 estudantes universitários/as e professores/as da Argentina, selecionados/as por amostragem não probabilística acidental.

Proponemos pensar a los videojuegos como escenarios donde se producen aprendizajes socio-políticos, esto es, como ámbitos de socialización política. Considerando esto, el trabajo indagó el potencial político de videojuegos explorando los aprendizajes socio-políticos identificados por sus usuarios/as, y precisando su vinculación con hábitos, experiencias y actitudes hacia los videojuegos y con variables psicopolíticas (eficacia política interna, participación política individual y colectiva). Se realizó un estudio empírico cuantitativo con 750 estudiantes y docentes universitarios/as de Argentina, seleccionados/ as mediante muestreo no probabilístico accidental.

Objective: Many studies point to the negative impact of discrimination on the psychological and social functioning of ethnic minority persons. The realization of these studies across multiple European countries enables a systematization of this knowledge, which is our goal in the present work. Method: This study presents a systematic review and a meta-analysis of the correlates of perceived ethnic discrimination among ethnic minority persons living in European countries. Results: The analyses of 121 effect sizes reveal that discrimination is positively associated with symptoms of psychiatric disturbances, depression, psychosis, perceived stress, and externalizing behavior. Discrimination is also negatively associated with the self-esteem, positive evaluation of life, self-efficacy/mastery, well-being, and psychological adaptation of migrants. The results show that the strength of these relationships is, in some cases, moderated by persons' gender, age, and ethnicity and countries' multicultural preference and countries' rating in the Migrant Integration Policies Index (MIPEX), namely, in regard to labor market mobility, permanent residence, and antidiscrimination policies. Conclusions: The detrimental effect of discrimination on many psychosocial dimensions emphasizes the need for governmental agencies to develop systemic and concrete interventions to decrease ethnic prejudice in Europe. Moreover, the results show that fostering multiculturalism, and implementing broad antidiscrimination policies has a protective function in the face of discrimination. Enforcing the implementation of these policies can be a fundamental way to promote the psychological adjustment of ethnic minority persons.

Objective: Many studies point to the negative impact of discrimination on the psychological and social functioning of ethnic minority persons. The realization of these studies across multiple European countries enables a systematization of this knowledge, which is our goal in the present work. Method: This study presents a systematic review and a meta-analysis of the correlates of perceived ethnic discrimination among ethnic minority persons living in European countries. Results: The analyses of 121 effect sizes reveal that discrimination is positively associated with symptoms of psychiatric disturbances, depression, psychosis, perceived stress, and externalizing behavior. Discrimination is also negatively associated with the self-esteem, positive evaluation of life, self-efficacy/mastery, well-being, and psychological adaptation of migrants. The results show that the strength of these relationships is, in some cases, moderated by persons' gender, age, and ethnicity and countries' multicultural preference and countries' rating in the Migrant Integration Policies Index (MIPEX), namely, in regard to labor market mobility, permanent residence, and antidiscrimination policies. Conclusions: The detrimental effect of discrimination on many psychosocial dimensions emphasizes the need for governmental agencies to develop systemic and concrete interventions to decrease ethnic prejudice in Europe. Moreover, the results show that fostering multiculturalism, and implementing broad antidiscrimination policies has a protective function in the face of discrimination. Enforcing the implementation of these policies can be a fundamental way to promote the psychological adjustment of ethnic minority persons. ; This work was funded by the Portuguese Science Foundation (CPUP UID/PSI/00050/2013; FEDER/COMPETE2020 POCI-01-0145-FEDER-007294) ...