Resilient Moderating Effect between Stress and Life Satisfaction of Mothers and Fathers with Children with Developmental Disorders Who Present Temporary or Permanent Needs.

(1) Background: The stress experienced by parents with children with developmental disorders who present temporary or permanent needs, makes them experience a series of daily situations that may be linked to coping strategies. Resilient attributes are considered one of the factors that have a decisive influence on the behavior of parents related to raising their children and that affect greater well-being and life satisfaction. The objective of this research is to study the mediating effect of resilient attributes between parental stress and life satisfaction; (2) Methods: In this study, mothers and fathers of boys and girls from 0 to 6 years old with developmental disorders from different Early Childhood Care Centers (CAIT) in the Province of Jaén (Andalusia) [Spain]. Of them, 96 are mothers (78.0%) and 27 are fathers (22.0%), with a mean age of 37.85 years (±5.043). The Parenting Stress Index-Short Form (PSI-SF), Resilience Scale (RS-14), and Satisfaction with Life Scale (SWLS) were used. The structural equations model (PLS-SEM) was applied to estimate the proposed theoretical model, from an explanatory-predictive perspective; (3) Results: The results showed the coefficients of determination Parental distress [(Q2 = 0.144); (R2 = 0.329)]; Personal competence [(Q2 = 0.106); (R2 = 0.246)]; Acceptance of self and life [(Q2 = 0.094); (R2 = 0.172)] and Life satisfaction [(Q2 = 0.182); (R2 = 0.563)], in the estimation of the reflective model, indicating a moderate fit; (4) Conclusions: The present investigation is not conclusive; however, the implications of these findings are discussed and suggestions for future research are considered.

Inspection Digital Literacy for School Improvement.

Educational inspection, as an essential part of the current educational environment, supports its mission through more pragmatic and comprehensive processes, techniques, and models, which guarantee the right of students to quality education. The aim of the present study was to determine the causal effect of gender and age on the dimensions of the instrument in the inspector population. Specifically, 118 male and female inspectors from the Educational Inspection Service of Andalusia (Spain) participated, with an average age of 47.56 years (±5.70). In terms of gender, 30 were women (25.40%) and 88 were men (74.60%). An instrument was developed specifically for this study with the purpose of assessing the participants' opinions of the extent to which their work contributes to educational improvement. The results evidenced the relationship between the dimensions of the instrument: attention to members of the educational community (AMEC), supervision of guidance and tutorial action (SGTA), attention and inclusion of diversity (AID), and technological resources (TR) (p < 0.01). Similarly, the multigroup model obtained good structural validity (χ2 = 68.180; RMSEA = 0.078; GFI = 0.923; CFI = 0.959; IFI = 0.967). In terms of gender, no significant differences were obtained, although the results were moderately superior among males compared to females. In relation to age, younger inspectors had better TR results, and older inspectors had better AMEC and SGTA results. The conclusions strengthen the importance of the Education Inspection Service in educational establishments, highlighting the need to supervise the processes of attention and inclusion for diversity. A great deal of resistance was observed, especially as there is a lack of training in information and communication technology (ICT).

Analysis of the Effect of Emotional Intelligence and Coping Strategies on the Anxiety, Stress and Depression Levels of University Students.

The present study examines the direct and indirect effects of trait emotional intelligence (trait EI) on levels of stress, anxiety and depression, and whether these are moderated by coping strategies. To this end, the Wong and Law Emotional Intelligence Scale, Coping Strategies Inventory and Depression Anxiety Stress Scales were administered to 567 university students. The findings point to a direct relationship between EI and the levels of anxiety, depression and stress. EI directly explained the university students' levels of anxiety, depression and stress, and it indirectly explained such levels through coping strategies. The article concludes by pointing out practical implications for university education and the improvement of students' socio-emotional well-being.

Internet Risk Perception: Development and Validation of a Scale for Adults.

Despite the importance of Internet risk perception, no instrument currently exists that measures this awareness in the Spanish population. The goal of this study was to provide information on studies of the validity and reliability of the Internet Risk Perception (IRP) Scale for adult Spanish citizens. We began with a literature review and validation using a mixed panel with 20 participants. We analyzed the degree to which the subjects agreed or disagreed with the criteria evaluated, including contributions for improving the instrument, and performed a pilot test with 517 adults aged 18 to 77. Construct reliability and validity were analyzed using various statistical analyses. The results from the confirmatory factor analysis showed a sufficient accuracy of the data with parameters that indicated an excellent fit for all items. The Spanish version of the scale for adults is a reliable and valid instrument for use in studies that investigate Internet risk perception in people over 18 years of age.

Impact of Confinement on Coping Strategies and Psychosocial Factors among University Students.

The pandemic has had psychological effects on the university population. Factors such as emotional intelligence, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by COVID-19. This study aims to analyze how EI, coping strategies and levels of anxiety, depression and stress have been affected by the situation generated by the pandemic in a population of 567 students from the University of Jaén (Spain). For this purpose, we administered three instruments: the Wong and Law emotional intelligence scale (WLEIS), the Spanish version of the coping strategies inventory (CSI) and the depression anxiety stress scales (DASS-21). At the same time, we asked students to describe their personal circumstances during confinement and their tendency to follow the measures and recommendations promoted by the Ministry of Health. The results obtained showed a positive relationship between EI and coping strategies and a negative relationship with levels of depression, anxiety and stress. A positive relationship was also found between coping and levels of anxiety, depression and stress. It was also found that the circumstances in which students experienced the period of confinement also modulated their levels of EI, coping strategies and their levels of depression, anxiety and stress.

What are pre-service teachers like? Analysis of their psychosocial profile.

Modern society is becoming increasingly interested in people who are emotionally competent and who have the psychosocial skills required to be successful within the current social environment. However, no studies have been published on the assessment of the role of Emotional Intelligence (EI) on mental health if we assume the possible mediation of resilience and personality factors in the case of pre-service teachers. Therefore, the aim of the study was to analyse the mediating role of resilience and personality factors in the relationship between EI and mental health of 1,022 pre-service teachers enrolled in different educational degrees. The results found support the mediating role of resilience in the relationship between emotional intelligence and mental health; nevertheless, this was not the case when personality traits were analysed. Furthermore, it has been found that EI and resilience positively affect mental health of university students. Practical implications of this study are oriented towards an advance within the emerging trend of deepening the EI and resilience constructs among mental health care providers. Only if we understand the complex interactions between the constructs which determine people will it be possible to develop educational and health programmes responding to current needs.

Analysis of Sexual Inhibition and Satisfaction from a Gender Perspective among University Students.

University is characterized by a critical stage where students experience their sexuality, across a range of relationships. From these experiences, university students consolidate their personality and their sexual role. Factors such as age, sex, or traumatic experiences of violence or sexual abuse can affect their sexual role. The present study aims to analyze how the variables age, sex and having suffered abuse or violence may predict sexual satisfaction and inhibition. In addition, we analyze the mediating effect that sexual role plays on these relationships. For this purpose, Bem Sex Role Inventory (BSRI-12), Sociosexual Orientation Inventory (SOI-R), Inhibited Sexual Desire Test (ISD) and New Sexual Satisfaction Scale (NESS) were administered to 403 university students. The findings report that sex (ß = -0.313), age (ß = -0.116) and being a survivor of sexual assault (ß = 0.413) are predictive of male role, but not from the female role. Also, people with more male features tend to have lower levels of commitment and inhibition than those who have more female ones.

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers.

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social-emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers' achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

The Mediating Role of Engagement on the Achievement and Quality of Life of University Students.

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students' performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students' life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Analysing Educational Interventions with Gifted Students. Systematic Review.

(1) Background: Educational attention to gifted students has not been a well-established line of research due to the multiple conceptions about their characterisation. While educational attention has tended to respond to students who present learning difficulties due to their limitations, it has been observed that gifted students may also fail in their studies. The purpose of this study is to examine educational interventions carried out with this population worldwide; (2) Methods: The methodological design is a systematic review, following the PRISMA guidelines, in the Scopus and WOS databases on educational interventions and gifted students; (3) Results: The papers were studied through a qualitative content analysis based on a population of 557 articles, with a final sample of 14, finding a great variety of didactic strategies and models oriented to meet the needs of this group. In relation to the quality of the studies, the lack of pre-post methodological designs focused on performance stands out; (4) Conclusions: Educational research with gifted population demands more interventions personalised to the specific characteristics of the students. In addition, there is a need for further research with quasi-experimental designs with this population to identify quality, not generalised, interventions to meet these needs and replace them with individualised adaptations regarding the needs and interests of these students in order to increase their motivation and reduce failure.

Self-Concept as a Mediator of the Relation Between University Students' Resilience and Academic Achievement.

Academic achievement is a factor of interest in both psychology and education. Determining which factors have a negative or positive influence on academic performance has produced different investigations. The present study focuses on analyzing the relationship between resilience, emotional intelligence, self-concept and the academic achievement of university students. For this purpose, different self-report tools were administered to a sample of 1,020 university students from Southern Spain. The Structural Equation-based mediational analysis suggests that there is no direct relationship between resilience and academic achievement, nor between emotional intelligence and academic achievement. Likewise, self-concept is positioned as a mediating factor in the relationship between resilience and academic achievement. The findings indicate that university students who exhibit high levels of resilience tend to cope better with difficult moments and understand and value the effort required and invested in study time. This study supports positive beliefs and behaviors for better academic achievement.

Emotions as Predictors of Life Satisfaction among University Students.

Emotional management is a decisive factor in building stimulating environments for the comprehensive development of individuals. In this study, 338 students enrolled in education degrees (n = 338), with an average age of 22.88 years (±5.50), participated. The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEI-S), Trait Meta Mood Scale 24 (TMMS 24) and Emotional Quotient Inventory (EQi-C). The objective was to determine the complementarity of certain dimensions of EI that predict greater life satisfaction based on the multivariate statistics of structural equations. The multi-group model obtained good structural validity (χ2 = 103,729; RMSEA = 0.078; GFI = 0.917; CFI = 0.942; IFI = 0.943). In addition, significant correlations were found between life satisfaction and all dimensions were included in the emotional intelligence instruments used (p < 0.01). In terms of gender, we found that women had higher scores in all EI dimensions, in contrast to life satisfaction, where men had higher scores. The findings suggest the importance of working emotions in future educators to become satisfied and effective professionals.

Repercusión en la capacidad funcional del ingreso en Hospitalización a Domicilio en pacientes mayores de 80 años / Impact of admission at Hospital at Home on the functional status in patients older than 80 years

INTRODUCCIÓN: La hospitalización por enfermedad aguda en pacientes ancianos puede significar la aparición de deterioro funcional hospitalario (DFH). Por su elevada frecuencia y las graves consecuencias derivadas, analizamos el deterioro funcional en pacientes ingresados en una unidad de Hospitalización a Domicilio (HAD). MÉTODO: Estudio descriptivo retrospectivo de pacientes ≥ 80 años ingresados en HAD. Se obtuvieron variables demográficas y sociofamiliares, procedencia del ingreso, duración del ingreso previo e ingreso en HAD, variables clínicas y comorbilidad. Se recogió situación funcional basal, al ingreso, al alta y a los 3 meses según índice de Barthel (IB). Se excluyeron las estancias cortas, los paliativos, los fallecidos, aquellos con IB previo < 10 y los reingresos como motivo de alta. RESULTADOS: Se incluyeron 168 pacientes ≥80 años, 52.4% hombres. El 71.4% procedentes de urgencias. Los pacientes institucionalizados presentaron peor resultado funcional. El 40,5% presentó pérdida funcional (PF) al ingreso. Al alta, mejoraron 1.2%, se mantuvieron el 59,3% y empeoraron el 39,4%. La PF al alta es menor si la estancia hospitalaria es ≤ 2 días y la estancia total <7 días. El uso de sonda vesical se asocia a peor resultado funcional al alta y se mantiene a los 3 meses. CONCLUSIONES: La HAD puede reducir el DFH si se acorta la estancia hospitalaria previa

INTRODUCTION: Hospitalization for acute illness in elderly patients may precipitate the appearance of hospital functional impairment (HFI). Due to its high frequency and the serious consequences derived, we analysed functional results in patients admitted to a Hospital at Home (HAH) unit. METHOD: Retrospective descriptive study of patients ≥ 80 years admitted to HAH. We collected sociodemographic characteristics, source of referral, previous hospital stay and HAH stay, clinical assessment and comorbidity. Functional status previous, at admission, at discharge and after 3 months was collected according to the Barthel index (BI). Short stays, palliative care, deaths, those with a previous BI <10, and readmissions as a reason for discharge were excluded. RESULTS: 168 patients ≥80 years old, 52.4% men, were included. 71.4% admitted from the emergency department. Institutionalized patients presented worse functional results. 40.5% presented functional loss (FL) at admission. At discharge, they improved 1.2%, remained 59.3% and worsened 39.4%. The FL at discharge is lower if the previous hospital stay is ≤ 2 days and the total stay <7 days. The use of bladder catheter is associated with a worse functional result at discharge and is maintained at 3 months. CONCLUSIONS: HAH can reduce HFI if the previous hospital stay is shortened

Development of Emotional Intelligence through Physical Activity and Sport Practice. A Systematic Review.

At present, knowledge of physical and cognitive aspects is essential in the sporting context. Faced with this situation, the control and knowledge of emotions has a person on himself and on others, affects the sporting action. The aim of this work is to examine the relationship between emotional intelligence and the practice of physical activity. Through a systematic review in databases such as the Web of Science and Scopus that contain the terms of emotional intelligence along with the parameters of physical activity and sport. Twenty-four articles comprised the sample for further analysis. By way of conclusion it can be said that the main field of study of emotional intelligence related to the practice of physical activity is educational. Likewise, emotional intelligence is a determining factor in the improvement of sports competences.