Prevalence and Predictors of Food Insecurity among Students of a Spanish University during the COVID-19 Pandemic: FINESCOP Project at the UPV/EHU.

Research related to food insecurity (FI) among European university student populations is currently limited, especially the studies carried out during the COVID-19 pandemic. The present study aimed to assess the prevalence and identify possible predictors of FI among students from a Spanish public university, the University of the Basque Country UPV/EHU, during the COVID-19 pandemic. A cross-sectional observational study design was used, in which a total of 422 students completed an online survey. Results were weighted according to age and field of education. Binary logistic regressions adjusted by sex, age, and campus were applied to identify FI predictors. FI in 19.6, 2.6, and 0.7% of the population was mild, moderate, and severe, respectively. The three main predictors of FI were a decrease in the main source of income (OR, 2.80; 95% IC, 2.57-3.06), not receiving scholarships during the pandemic (OR, 2.32; 95% IC, 2.18-2.47), and living arrangements before the pandemic (not living with parents/relatives) (OR, 2.03, 95% IC, 1.89-2.18). This study found a high prevalence of FI among the students surveyed, and the strongest predictors of this FI were related to socioeconomic status. A robust and comprehensive policy response is recommended to mitigate FI in this population.

Social climate in university classrooms: A mindfulness-based educational intervention.

There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students.

Belonging and Social Integration as Factors of Well-Being in Latin America and Latin Europe Organizations.

BACKGROUND: Studies and meta-analyses found individual, meso and micro-social factors that are associated with individual well-being, as well as a positive socio-emotional climate or collective well-being. AIM: This article simultaneously studies and examines these factors of well-being. METHOD: Well-Being is measured as a dependent variable at the individual and collective level, as well as the predictors, in three cross-sectional and one longitudinal studies. Education and social intervention workers (N = 1300, K = 80) from Chile, Spain and Uruguay participate; a subsample of educators (k = 1, n = 37) from the south central Chile and from Chile, Uruguay and Spain (n = 1149); workers from organizations in Latin America and Southern Europe, military cadets from Argentina (N < 1000); and teams (K = 14) from Spanish companies. RESULTS: Individual and collective well-being indicators were related, suggesting that the emotional climate as a context improves personal well-being. Individual factors (emotional creativity and openness and universalism values), psychosocial factors (low stress, control over work and social support supervisors and peers) were positively associated with personal well-being in education and social intervention context. Organizational dynamic or transformational culture is directly and indirectly associated with individual well-being through previously described psychosocial factors. Group processes such as internal communication and safe participation, task orientation or climate of excellence as well as leadership style that reinforces participation and belonging, were positively associated with collective well-being in labor and military context and predict team work socio-emotional climate in a longitudinal study- but were unrelated to individual well-being. Transformational leadership plays a mediating role between functional factors and social-emotional climate in work teams. Organizational role autonomy, functional organizational leadership, integration and resources were associated with collective well-being in organizations. Organizational leadership moderates the relationship between task orientation and collective well-being in military context. CONCLUSION: Individual and microsocial factors influence personal well-being. Meso level factors favorable to well-being through processes which reinforce social belonging, influence directly collective well-being and indirectly personal well-being. Leadership that reinforces participation and belonging play a central role for emotional climate. Stress and emotional climate playing an important pivotal role for psychological well-being.