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Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6-12 years (37 samples, n = 15,777). The methodology based on the PRISMA protocols was applied: phases of inclusion and exclusion of articles, analysis of effect size, heterogeneity, publication bias, and, finally, meta-regressions and moderation analysis. The results showed a moderate positive effect size (0.321) for motivational and social factors (0.210) and a small positive effect size (0.172) for emotional factors. The moderating effects of age (65% on social factors) and geographical area (52% on motivational factors, 17% on emotional factors, and 76% on social factors) were studied. These results highlight the importance of motivational and social factors regarding academic achievement. In addition, along with the moderating effect of age, that of geographical area emerges strongly given the diversity of contexts studied. Our results highlight the importance that these factors have on academic performance and, therefore, the need to design school plans that address the correct development of these variables.

This study had the goal to examine factors that are associated with burnout and engagement among teachers from diverse educational stages. Among these factors, we analyzed socio-demographic aspects, such as gender, age and years of experience, and other psychological teacher-related variables like teacher's self-efficacy and teacher-student relationships. We also considered the potential mediating role of mindfulness in these relationships. The sample was made up by 425 Spanish teachers who answered an online survey. We administered the following measures: Revised version of the Teacher's Burnout Questionnaire, Utrecht Work Engagement Scale, Mindfulness in Teaching Scale -which distinguished between intrapersonal and interpersonal mindfulness-, Teacher's Sense of Self-efficacy Scale, and some questions related to the relationships between students and teachers in the classroom. We conducted a mediational analysis through structural equation modeling (SEM). Our findings indicated that both intrapersonal and interpersonal mindfulness mediated the relation between self-efficacy, which played a direct and an indirect role, the teacher-student relationship, and burnout and engagement. The socio-demographic variables of gender and years of experience played a significant role in mindfulness. The teachers with more self-efficacy were more likely to pay attention to their daily activity and to show more receptivity with their students, which resulted in lower burnout and more engagement. In addition, better relationships with students led to higher intrapersonal mindfulness levels, which mediated the relation with burnout and engagement. These relations varied depending on specific burnout and engagement dimensions. We discuss the implications of these findings for improving teachers' implication in the education field., Author(s): Nieves Moyano [sup.1] , Maria C. Perez-Yus [sup.2] [sup.3] , Paola Herrera-Mercadal [sup.3] [sup.4] , Mayte Navarro-Gil [sup.2] [sup.3] , Sandra Valle [sup.4] , Jesus Montero-Marin [sup.5] Author Affiliations: [...]

Mindfulness in the educational field provides several benefits. The assessment of mindfulness is a fundamental previous step for evidence-based interventions. Therefore, the present study aimed to adapt and validate the Mindfulness in Teaching Scale (MTS) among Spanish teachers. This scale comprises 14 items on two dimensions: intrapersonal and interpersonal. The sample comprised 398 teachers (31% males, 68% females) whose ages ranged from 25 to 69 years (M = 44.14; SD = 10.16). Once the scale was adapted in Spanish, we examined its psychometric properties. To do so, we conducted a Confirmatory Factor analysis (CFA), which supported the two-factor structure. As evidence for validity, the MTS scores correlated with perceived teaching self-efficacy. The reliability values using Cronbach's alpha were good. This scale has adequate psychometric properties and is useful for assessing mindfulness among Spanish teachers. We discuss its implications for the education field., Author(s): Nieves Moyano [sup.1] , Mayte Navarro-Gil [sup.2] [sup.3] , María C. Pérez-Yus [sup.2] [sup.3] , Paola Herrera-Mercadal [sup.3] [sup.4] , Sandra Valle [sup.4] Author Affiliations: (1) grid.21507.31, 0000 0001 [...]

The present study investigated the relationship between attachment patterns -trust, communication and alienation- related to mother, father and peers, depression and impulsivity in suicidal intention among adolescents, by a mediational and moderational analysis. We evaluated the data of 395 Ecuadorian adolescents (54.2% males, 45.8% females) aged 14-19 years (M = 15.86, SD = 1.00) recruited from several schools. They completed the following measures: the Inventory of Parent and Peer Attachment, the Beck Depression Inventory and the Plutchik Impulsivity Scale. The mediational analyses indicated that, attachment -paternal trustworthiness and alienation from both mother and peers- predicted suicide intention by two pathways: a more direct one mediated by depression; another pathway in which the mediating role of impulsivity was added between attachment and depression. No moderation effects were found. The role of lack of paternal trustworthiness and alienation/negative feelings toward mother and peers are highlighted in the development of depression, which played a mediating role in suicide intention. The role of negative social interactions and negative emotions in relation to suicide intention is discussed, which has several implications for prevention programs for adolescents., Author(s): Nieves Moyano [sup.1] , Katherine Vélez [sup.2] , Andrea Arias [sup.2] , Maria del Mar Sánchez-Fuentes [sup.3] [sup.4] Author Affiliations: (1) grid.21507.31, 0000 0001 2096 9837, Faculty of Humanities [...]

Conceptions or ideas that couples hold about sexual consent could be a key factor in their communication, mutual respect, and the prevention of sexual violence. The multifaceted nature of sexual consent makes it a complex concept. The aim of the present study was to explore individuals' ideas and understanding of sexual intercourse in two distinct contexts: consensual and non-consensual. We used a qualitative approach, adopting the methodology of thematic analysis. In total, 113 surveys obtained from the general population (76.1% women and 23.9% men aged 18 to 59 years) were studied. Two open-ended questions were asked about the general topic of sexual consent, where we distinguished sexual activity in which there is sexual consent vs. no consent. The phases of the thematic analysis approach were applied. For the consensual context, the following themes emerged: mutual reciprocity and respect; open, clear communication and agreements; and awareness and emotional well-being. For the non-consensual context, the following themes emerged: violence and sexual assault, absence and ambiguity of sexual consent, and lack of communication. All of these aspects should be considered in couples' communication and sexual education to facilitate and improve sexual relationships and, in turn, prevent violence and sexual aggression. [ABSTRACT FROM AUTHOR]

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Relational and Bodily Experiences Theory has contributed to female sexual desire. We aimed to add evidence to RBET by examining an integrative model of sexual body self-representations, sexual desire, and sexual functioning. The sample consisted of 278 heterosexual Spanish-speaking women. The model showed that some dimensions from body self-representations such as sexual self-efficacy, pleasure from the partner, and self-reflection were part of a Dyadic Context, while solitary desire and pleasure from the self were comprised of Solitary Context. The sexual subjectivity dimensions from the Dyadic Context, predicted satisfaction, dyadic desire for the partner, low pain, and orgasm, while Solitary Context only predicted orgasm in a negative direction. These results are relevant for both future research and clinical practice, since it is shown that the dimensions of sexual subjectivity, such as self-efficacy, pleasure from the partner, and sexual self-esteem have an impact on the sexual functioning of women. This paper adds evidence to the RBET by providing a greater knowledge of female sexual desire and the role that body self-representations play on it. In contrast to previous research on this topic, our study contributes to better understand the implications of the RBET for female sexual functioning. Therefore, our results may guide future research and clinical practice. [ABSTRACT FROM AUTHOR]

Lack of consent is an essential characteristic of sexual violence. The present study was conducted to analyze the relation between sexual consent and the risk of perpetrating sexual aggression by men and victimization suffered by women in more depth. The sample consisted of 1681 heterosexual Spanish men and women aged 18–66 years. The participants completed an online survey containing the Spanish versions of the Sexual Consent Scale Revised and the Sexual Experiences Survey. The results showed that 70.2% of the women had been sexual victims, and 20.8% of men reported having perpetrated sexual violence. On the one hand, sexual aggressors, unlike non aggressors, underestimated the relevance of obtaining sexual consent, and more aggressors reported lack of perceived behavioral control for requesting sexual consent and endorsed less positive attitudes to obtain sexual consent than non aggressors. On the other hand, sexual victims, compared to non victims, considered requesting explicit sexual consent relevant, but held certain ideas, attitudes, and behaviors that did not go along with obtaining sexual consent, which leaves women in a position of vulnerability. [ABSTRACT FROM AUTHOR]