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Author(s): Carlos Salavera [sup.1] [sup.2] , Pablo Usán [sup.1] [sup.2] Author Affiliations: (1) grid.11205.37, 0000 0001 2152 8769, Investigation Research Group OPIICS, Universidad de Zaragoza, , Zaragoza, Spain (2) grid.11205.37, [...], This study aims to analyse the relationship between eudaimonic well-being, emotional intelligence and affects in early adolescents. Eudaimonic well-being is based on the development of personal skills, based on the premise that people are happy if they have a life purpose, challenges and growth. Emotional intelligence and affects can play a key role in this. The sample analysed comprised 344 first- and second-year secondary school students, aged 12 to 15 years (49.13% boys; M age = 12.86 years), and the relationship between the three target constructs - eudaimonic well-being, affects and emotional intelligence - was analysed. The survey was designed as a lateral study based on natural groups. The instruments used were the Eudaimonic well-being questionnaire, the Emotional intelligence questionnaire and the Positive and negative affect scale for children and adolescents. The results show that these constructs are related to one another. One in three participants yielded low scores in terms of eudaimonic well-being, emotional intelligence and positive affects. One in three yielded high values. The study also analysed the mediating role that emotional intelligence plays in well-being, which is increased when affects play a mediating role. According to our research, the emotional intelligence has a direct positive effect on well-being of 0.31 (p < 0.001), with a total effect (direct + indirect effects) mediated by positive and negative affects of 0.48 (p < 0.001), which suggests that positive and negative affects directly mediate the relationship between EI and eudaimonic well-being. Regression analysis revealed that three of the components of emotional intelligence (emotional self-awareness, emotional regulation and the use of emotions in problem-solving) and positive and negative affects can be used to predict eudaimonic well-being, with an aggregate variance of 70.2%. It is concluded that emotional intelligence and affects play a role in eudaimonic well-being in early adolescents. Therefore, early emotional and affective training can lead to an increase in eudaimonic well-being, which opens interesting avenues for future research.

Author(s): Carlos Salavera [sup.1] [sup.2], Pablo Usán [sup.1] [sup.2], Laurane Jarie [sup.1] [sup.2] Author Affiliations: (1) grid.11205.37, 0000 0001 2152 8769, Research Group OPIICS, University of Zaragoza, , Zaragoza, Spain [...], Styles of humor and social skills could significantly determine a person's functioning. This study aimed to analyze whether styles of humor and social skills correlate, and also the relation that links these variables according to gender. We employed the Humor Styles Questionnaire (HSQ) and the Social Skills Scale (EHS, in Spanish) to assess 643 participants. The results showed that males used styles of humor (Affiliative, Self-enhancing, Aggressive and Self-defeating) more than females. We found gender differences for social skills only in the factors Expression of disapproval (higher scores for females) and Say no and interrupt interactions (higher scores for males). The data indicate correlations among the factors styles of humor and social skills, but not in them all. When we formed groups that allowed the classification of participants according to styles of humor and social skills, females showed a more even distribution, while three of every four males obtained high levels for styles of humor (except for Self-defeating humor) and social skills (except for Making requests). The model created with styles of humor and social skills indicated an optimum fit: [chi].sup.2(25) = 56.921 p < 0.001; [chi].sup.2/gl =2.27; CFI = 0.97; NFI = 0.94; TLI = 0.94; RMSEA = 0.044, 95%CI (0.029-0.060), with minor gender differences in the relation between styles of humor and social skills. In conclusion, this research shows how males scored higher than females for all four humor styles and dimensions, and not only for negative humor styles as in previous research works. We found that gender differences for social skills revealed only two factors, which may be related to the use of negative humor styles (Expression of disapproval and Say no and interrupt interactions). Finally, one in every three males and two in every three females had problems in some, or several, sections to manage styles of humor and social skills. Hence we should work on this matter in classrooms. Further research on the interpersonal context of humor and the role of gender in humor styles and social skills is warranted.

Drug use in Spain is one of the most serious problems faced by society today, and is particularly relevant in adolescence. Practicing physical sport activity is considered one of the most representative habits of a healthy lifestyle, and can act as a preventive factor in drug use. The physical self-concept of the people who practice sport plays a key role in drug adherence. This study aims to analyze the relation and influence of physical self-concept in drug, tobacco, and cannabis use in a sample of 682 adolescent athletes (M = 15.85; SD = 1.404). The results suggest significant influences on the competition perceived in different drug uses. Some practical implications can be deduced for coaches and instructors to bear in mind for their athletes, who aim to acquire a more adaptive and self-determined behavior away from drug use.

Parenting stiles (authoritative, democratic, permissive and neglectful) play a key role in personal development and can be related to aggressive beliefs and affects in the individual. In order to examine this relationship, 769 subjects (359 men; 46.68%), with an average age of 21.89 years, SD = 2.65, were assessed in terms of parenting styles, aggressive beliefs and affects; the mediating role of affects in the relationship between aggressive beliefs and parenting styles was also explored. The study revealed that these constructs are interrelated. The democratic parenting style was found to be the most widespread. In terms of gender, authoritative styles were used more often on men than on women, among which the permissive style was the most common. No significant gender differences were found concerning democratic and neglectful parenting styles. Women were revealed to be more exposed to negative affects, and aggressive beliefs were found to be more prevalent in men. Children educated according to a democratic style scored higher in positive affects and lower in aggressive beliefs. Authoritative styles tend to lead to above-average scores in positive affects and aggressive beliefs. In addition, one in five people educated according to a permissive style returns a high negative affect score, and one in four people educated according to a neglectful style yields high scores in aggressive beliefs. Finally, parenting styles were found to have a direct effect on aggressive beliefs, an effect enhanced by the mediating role played by affects. In conclusion, the study suggests that parenting styles are related to aggressive beliefs and affects. In addition, affects were shown to play a mediating role in the relationship between parenting styles and aggressive beliefs. Finally, it is worth emphasising that, owing to the far-reaching implications of parenting styles on the psychological, social and personal development of the individual, more research needs to be undertaken, not only to examine their relationship with affects and aggressive beliefs, but also with other psychological variables involved in personal development. [ABSTRACT FROM AUTHOR]

Introduction: Knowing what strategies users use in the difficult task of driving has always been a priority objective in road safety, given that road accidents are one of the main causes of death in the world, as confirmed by the WHO. In this sense, the metacognitive skills questionnaire for drivers was validated. Methods: The questionnaire measures the metacongitive skills used by vehicle drivers at three times before, during and after driving. Results: The results of both the exploratory factor analysis (0.92 alpha by Cronbach) and the confirmatory factor analysis show the existence of three factors, a planning factor, a self-realization factor, and a third evaluation factor. Discussion: Finding these results together with a psychoeducational intervention design, will improve the behavior of drivers and in turn will serve to improve the training programs of the same to the different institutions and centers responsible for such training. [ABSTRACT FROM AUTHOR]

Secondary education needs to find learning strategies that favor student engagement, particularly in socially deprived communities. The objective of this study is to analyze the influence of gamification on educational flow and academic performance. A quasi-experimental pre-test/post-test study has been carried out with 207 secondary school students that compares the gamified cooperative learning method with the directive teaching methodology. The results show statistically significant differences in perceived class flow and academic performance in favor of the gamified group. In addition, it has been analyzed whether these improvements vary according to sex, proving that the gamified methodology is just as effective for girls as for boys. It is concluded that the game systems achieved with gamification favor student engagement because they perceive the tasks as enjoyable and immersive. [ABSTRACT FROM AUTHOR]