The Well-Being of the Elderly: Memory and Aging.

The world population increases every day as a consequence of the increase in life expectancy and longevity of humans. There are several factors analyzed in the different studies that have been developed on this topic. The research carried out in this field distinguishes biological, cultural, and cognitive factors; some of them describing similar results, while many others showed antagonistic results. Our study was oriented to the accomplishment of a bibliographical revision with the objective to verify the scientific production on "memory, cognitive development, and aging linked with longevity"-international/ national studies were analyzed and identified. The method carried out was through a research in the databases: SciELO, UAM, PePSIC, LILACS, PubMed, PsycINFO, Dialnet, and Teseo; in a period of 10 years, considering the studies published between January 2008 and December 2017. From the results found at first, 16 articles were analyzed after the application of the exclusion criteria. Likewise, we analyzed the relationship of longevity with the level of studies in Spain from a group of people over 60 years of age counted in January 2017. The literature review determined that there are psycho-cultural aspects that have a decisive influence on the increase in longevity, such as the performance of activities with positive mental states, positive emotions and experiences, and the level of studies.

Exploring Teachers' Satisfaction and Students' Entrepreneurial Competencies in Four Entrepreneurial Programs Carried Out in Extremadura (Spain) Schools.

The question of whether the entrepreneur is born or made, forces us to respond that the entrepreneurial culture clearly breaks with the myth that entrepreneurs are born. Currently, it is considered that entrepreneurial skills can be acquired like any other discipline and that is why it should be taught (Timmons, 2003). Their teaching and learning are key to the well-being of the teacher and to the positive achievement of the students. The entrepreneurial culture is an educational objective of developed societies and has its origin in the business culture (Peña Calvo et al., 2015). There are two current models, American and European (Erkkilä, 2000). The one that develops in the Extremadura region (Spain), based on the European model, tries to create a vital state in the participating students that enhances competences such as creativity, personal initiative or self-confidence, elements that try to generate a true motivation to undertake. The motivated, accomplished and positive teacher contributes to that achievement and achieving it favors the well-being of teachers. It's a round trip. It is a "do ut des." In our research, we evaluated four entrepreneurial culture programs in the classroom: "Junioremprende," "Teenemprende," "Experemprende," and "Youthemprende." The teachers involved in the programs are 356, and the valid questionnaires are 154. The students enrolled in the programs are 4800, and the questionnaires valid 1198. In the questionnaire, one of the key questions is "general teacher satisfaction," with 17 common questions for all the programs. An essential question posed is: "I am satisfied with the achievements obtained by my students to participate in the program" The results of our research, according to a seven-point Likert scale, gives a very high degree of teachers' satisfaction. Their satisfaction was centered on the perception of their teachings are conducive to the achievement of his students. The degree of teacher satisfaction for each of the programs and significantly means differences were found with Junior program resulted the more satisfied for teachers. For students, participation in the programs resulted in high development of entrepreneurial competencies. Similarly to teachers results, Junior program was found more significant in developing students' entrepreneurial competencies indicating that entrepreneurial education is very appropriate for children. Findings of this study suggest that entrepreneurial education should be encouraged for students at every stage of education.

Trans-cultural Adaptation and Validation of the "Teacher Job Satisfaction Scale" in Arabic Language Among Sports and Physical Education Teachers ("Teacher of Physical Education Job Satisfaction Inventory"-TPEJSI): Insights for Sports, Educational, and Occupational Psychology.

Background: Job satisfaction is largely associated with organizational aspects, including improved working environments, worker's well-being and more effective performance. There are many definitions regarding job satisfaction in the existing scholarly literature: it can be expressed as a positive emotional state, a positive impact of job-related experiences on individuals, and employees' perceptions regarding their jobs. Aims: No reliable scales in Arabic language to assess job satisfaction in the sports and physical education field exist.This study aimed to trans-culturally adapt and validate the Pepe's "Teacher Job Satisfaction Scale" 9 items (TJSS-9), creating the "Teacher of Physical Education Job Satisfaction Inventory" (TPEJSI) in Arabic language. This scale was administered to a Tunisian population of sports and physical education teachers and analyzed according to the Pepe's theoretical model. More in detail, this investigation systematically tested its factor structure, in terms of internal consistency/reliability, predictive validity, sensitivity and convergent validity. Methods: A total of 417 Tunisian teachers of sports and physical education participated voluntarily in this study. The sample comprised of 258 males and of 159 females. More in detail, 189 were teachers teaching in primary schools of physical education, 105 teaching in secondary schools, and 123 were university teachers. Both exploratory (EFA) and confirmatory (CFA) factor analyses were performed on random-split halves of the sample. Results: The three-dimensional alpha coefficients of the TPEJSI were all >0.80: for satisfaction with colleagues, alpha was 0.865; for satisfaction with parents, alpha was 0.856 and for satisfaction with students alpha was 0.860. The CFA fit indices were satisfactory. Conclusions: Given the good EFA factor loadings, the CFA fit indices, the correlation matrix, the sensitivity analysis, the convergent validity and the excellent internal consistency, it can be concluded that the TPEJSI is a good psychometric tool that can be used to quantitatively assess the job satisfaction level among teachers of sports and physical education in the Arabic-speaking world.

Subjective Happiness and Compassion Are Enough to Increase Teachers' Work Engagement?

The present quantitative multi-trait cross-sectional study aims to gain a better understanding of the network of relationship between subjective happiness, compassion, levels of work engagement, and proactive strategies (self- and co-regulation) in a sample of teachers. Participants were 187 full-time in-service teachers (89% female; age M = 48.5; SD = 7.88) from Rome, Italy. We hypothesized that subjective happiness and compassion of early childhood teachers would be related with work engagement in such a way that subjective happiness would promote the engagement of teachers. In a similar fashion, we theorized that subjective happiness would be positively related to self- and co-regulation strategies and that proactive strategies would be in turn associated to work engagement. As expected, the results revealed that subjective happiness and compassion showed effects on work engagement and that this association among constructs was mediated by the role of proactive strategies (ß = 0.22, p < 0.001; ß = 0.37, p < 0.001, respectively). Proactive strategies also have a significant direct effect on work engagement (ß = 0.56, p < 0.001). The study's findings suggest the importance of investing in the quality of the working environment.

Trans-Cultural Validation of the "Academic Flow Scale" (Flow 4D 16) in Arabic Language: Insights for Occupational and Educational Psychology From an Exploratory Study.

Background: As an optimal psychological state, flow represents those moments when everything comes together for the performer. Flow is often associated with high levels of performance and is a positive psychological experience. Aim: Our study aimed to validate the "Academic Flow Scale" (Flow 4D 16) in Arabic language across Tunisian population, and to test its factor structure, in terms of internal consistency/reliability, predictive validity, and sensitivity. Methods: The population is composed of 320 students (139 men and 181 women) belonging to the University of Sfax, with a mean age of 22.26 years. The students voluntarily responded to the scale of academic flow (Flow 4D 16). Both exploratory (EFA) and confirmatory (CFA) factor analyses were performed. Results: The four-dimensional alpha coefficients of the Flow 4D 16 indicate an excellent internal consistency, respectively, of 0.902 (Cognitive), 0.959 (Time), 0.974 (Ego) and 0.960 (Well-being). The CFA fit indices were satisfactory. Conclusion: In summary, the 16-items model (original version) showed for all the indices an excellent fit to the theoretical model, confirming the four-dimensional factor structure among Tunisian student population.

Development and Preliminary Validation of the "Teacher of Physical Education Burnout Inventory" (TPEBI) in Arabic Language: Insights for Sports and Occupational Psychology.

Background: Burnout is an inappropriate response to chronic work stress, leading to emotional exhaustion (EE), depersonalization (D), and low personal accomplishment (PA). Burnout can affect workers in the helping professions. To quantitatively assess the burnout level among teachers, Maslach has adapted the "Maslach Burnout Inventory" (MBI) to the educational environment (the so-called MBI Educators Survey version or MBI-ES). Among teachers, sports and physical education teachers may suffer from burnout due to high workload. Aims: No reliable psychometric tool in Arabic language exists that can be used to measure the burnout level among sports and physical education teachers. The objective of the present study was to develop a burnout measurement scale according to the Maslach's three-dimensional theoretical model for physical education teachers in Tunisia and to test its factor structure, in terms of internal consistency/reliability, predictive validity, and sensitivity. Methods: A total of 525 Tunisian teachers teaching in secondary schools from different Tunisian governorates volunteered to participate in this study. The sample comprised of 285 males (54.3%) and of 240 females (45.7%). More in detail, 327 were teachers of primary school of physical education (62.3%) and 198 teachers of secondary school (37.7%). Teachers were administered both the ad hoc developed "Teacher of Physical Education Burnout Inventory" (TPEBI) and the MBI-ES. Both exploratory [principal component analysis (PCA)] and confirmatory factor analyses (CFAs) were performed. Results: The Cronbach's alpha coefficients were excellent (0.93, 0.94, and 0.91 for EE, D, and PA, respectively). The correlation matrix indicated significant correlations between the TPEBI and MBI-ED dimensions. However, CFA fit indices were not completely satisfactory. Conclusion: Given the good PCA factor loadings, the correlation matrix, the sensitivity analysis, and the excellent internal consistency, it can be concluded that the TPEBI is a reliable psychometric tool that can be used to quantitatively assess the burnout level among teachers of physical education in the Arabic-speaking world. However, considering the CFA fit indices, further modifications to fully support the model are warranted.