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.

Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?

Understanding the emotional profile of students during their training, as well as associated psychosocial factors such as optimism versus pessimism and self-esteem, is critical to improving student performance, especially in the post-pandemic period. In this study, 798 university students participated, belonging to the Degrees of Early Childhood and Primary Education, with a mean age of 24.52 years (±5.48). The following instruments were used: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The objective was to determine the predictive value of self-esteem on emotional intelligence and optimism vs. pessimism. A positive relationship between several dimensions of the instruments used (p < 0.01) were found. Moreover, the regression model predicted an association between emotional intelligence (use of emotions), pessimism and self-esteem. The practical consequences suggest the importance of the acquisition of emotional competences by university students is essential to obtain higher performances.