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The teaching process in medicine has challenges that can induce academic stress and thus affect mental health, so it is essential to take care of the mental health of future physicians. This study aimed to identify the factors associated with the mental health of medical students at a private university in Colombia, adjusted for academic stress. Using a cross-sectional design, 443 students were recruited (68.4% women, 31.6% men) who completed a questionnaire with sociodemographic and academic variables, the Systemic Cognitive Inventory for the Study of Academic Stress and the Symptom Checklist-90-Revised inventory. Risk factors were analyzed using a Generalized Linear Model by Poisson family and log link. Thirty-eight point three percent of the students presented a level of mental health risk. Protective factors included regular physical activity (RPa = 0.78) and extracurricular activities (RPa = 0.75), while risk factors were psychoactive substance use (RPa = 1.36), energy drinks (RPa = 1.35) and having an alternative occupation to studying (RPa = 1.47). The study provided information on the need for intervention in factors beyond academic stress, seeking to maintain the well-being of students and thus avoid academic dropout. [ABSTRACT FROM AUTHOR]

Gender issues have emerged as a global problem; both international and national organizations have promoted research on it, understanding that both causes and effects must be approached (Peixoto Caldas & Gessolo, 2008). The objective of this work is to investigate the kinds of manifestation of violence for gender reasons in the Partido de La Matanza, Buenos Aires, Argentina. The data source of this writing is based on the survey carried out on university students (N: 298) from the Partido de la La Matanza, during the period of November 2021. [ABSTRACT FROM AUTHOR]

The purpose of this research was to analyze how the stimulation of learning improves the academic performance and personal growth of the students of the Faculty of Pedagogy of the "Luis Vargas Torres" Technical University of Esmeraldas. Therefore, the methodology used to carry out this research was the historical-logical method, structural, empirical system and the techniques of documentary analysis of researchers and the survey of 200 students and 20 teachers with closed questions. The results show that a large percentage of students, despite the difficulties, are clear about the goals they want to achieve. It is concluded that teachers should not lose heart in their eagerness to apply new strategies that allow instruction and motivation to reach students in the best way and not drop out of the university. [ABSTRACT FROM AUTHOR]

This study concentrates on the analysis of the factors which encourage the development of students and their teachers, as well as making their happiness and wellbeing more attainable. 300 teachers from the province of Granada (Spain) took part. 113 of them were preschool teachers while 187 worked in primary education, their ages ranging from 25 to 64. A descriptive, transversal comparative was used. Results confirmed that: 1) teachers obtained higher marks in the positive aspects analyzed than the negative ones, especially if have taken part in courses or activities to improve their personal wellbeing; 2) there is a significant relationship between age and happiness, total self-esteem and its positive side. [ABSTRACT FROM AUTHOR]

School well-being has a growing interest in educational research and practice, although its multidimensional nature and the imprecision in its definition limit its knowledge and make more in-depth study necessary. The aim was to deepen the understanding of the construct of school well-being identifying perspectives, models and definitory elements. A systematic review of 53 bibliographic sources from internationally databases (APA, PsycInfo, ERIC, Scopus, WoS) was conducted. PICO approach for formulating the eligibility criteria and searching for research questions, and PRISMA-compliance systematic review recommendations were followed. There were included articles and papers conferences, from 2000 to 2020, with the keywords school wellbeing or well-being, in English, French, Portuguese and Spanish languages. Topics related to health and illness, work, university, and social, economic, politic, or cultural issues were excluded. Information was analysed descriptively using the meta-narrative. The characteristics of the studies (methodology, participants, years of publication and countries) were presented; the perspectives classically linked to school well-being as a subjective (hedonic) and psychological (eudemonic) concept as well as the social well-being were explained; and the factors that operationalize it were identified. [ABSTRACT FROM AUTHOR]

This study examines forms of coping with sources of academic tension, as assessed by an adaptation of the Multidimensional Measure of Coping (MMA, in Spanish), an instrument that identifies how adolescents respond to the challenges of education. The adaptation of the MMA involved a sample of 1,602 Colombian adolescents (mean age = 12.8; standard deviation = .98), including both male (49.2%) and female students from public (73.2%) and private schools. Confirmatory factor analysis was used to establish the validity of the instrument. The correlations calculated were used to evaluate the convergent and discriminant validity of the MMA scales, with "school adjustment" used as a contrast variable. Measurement invariance was addressed in a multi-group comparison. The indicators yielded by this research are adequate to consider the reported adaptation of the MMA valid and reliable for the sample studied. [ABSTRACT FROM AUTHOR]

The objective of this research is to analyze psychological well-being and virtue of courage in late adolescence, their possible relationships and their differentiation by sex. The method applied a non-experimental, trans-sectional correlational design, with a sample of 345 adolescents. For data collection, psychological scales were used to measure the variables of psychological wellbeing and virtue of courage. They were analyzed through non-parametric inferential statistics. The results are as follows: a) there are average levels of well-being and virtue of courage in adolescents, b) there are no statistically significant differences in well-being and virtue of courage according to sex, and c) there are statistically significant positive correlations between virtue of courage and psychological well-being with each of their dimensions. The results are discussed from the perspective of developmental psychology of adolescence and positive psychology. [ABSTRACT FROM AUTHOR]

The level of academic engagement of 307 second-year high school students is analyzed based on their previous results in the studies. For data collection, a questionnaire based on the Utrecht Work Engagement Scale for Students (Carmona-Halty, Schaufeli & Salanova, 2017) was designed. The analyzes carried out confirmed that the students who obtained the highest values on the engagement scale were those who had not repeated a year in their academic history, nor had they had difficulties in the prior learning process. The data obtained is relevant for educational practice and the development of preventive orientation programs. [ABSTRACT FROM AUTHOR]

This work is based on the review of secondary sources gathered from the main theories and constructs of environmental psychology, on the interrelationship of the person and the physical environment, in order to study the scope and implications of this relationship in the educational environment and the components considered to determine the school climate. In addition to identifying the aspects related to the physical environment that have a proven incidence in the teaching and learning process and that, therefore, could limit or promote the educational process and the well-being of students, a synthesis of characteristics of the environment and its possible effects on students, associated with the school climate, is presented. Taking into account the wide impact of the socio-physical environment on the educational process, especially when its conditions are unfavorable, the importance of including the study of the interrelationship with the person, in the training and education programs of teachers and principals is highlighted. [ABSTRACT FROM AUTHOR]

The Compuabuelitos project had the objective of analyzing an intergenerational experience where teenagers taught seniors how to use information and communication technologies. The students aimed to apply the Pierre Faure's pedagogy in their teaching, experienced by them in their own academic life. Here, the respect to the person's rhythm and characteristics is emphasized. The research component was developed on a qualitative way, used the Basic Interpretative Method and benefited from semi structured interviews. The main findings are that adolescents participating in the project had three types of learnings: about the characteristics of third age persons; about the ways to relate with them, and about their role as learning facilitators. Data analysis used Symbolic Interactionism in order to interpret the meaning the experience had for the students, described as enjoyable and enrichening by the participants. [ABSTRACT FROM AUTHOR]

In recent years, interest in learning about the role played by the continued practice of mindfulness has grown exponentially, especially in the educational field. The objective of this work is to analyze the effect of a mindfulness program on the emotional well-being, as well as on the teacher's perception of attention capacity, school performance, and classroom climate in preschool children. The educational intervention program, focused on the practice of mindfulness, was implemented for 12 weeks in a public educational center in the autonomous community of Madrid (Spain), in a class of 25 students in the last year of early childhood education (5- 6 y.o.). In parallel, a control group of 24 children with the same age and in the same school was evaluated. Using a mixed methodology (quantitative and qualitative analysis), a questionnaire was completed to find about the emotional well-being and interviews were also conducted with the teacher to assess his/her perception of the students' attention span and academic performance, as well as the classroom climate. The results showed a positive relationship between the program implementation and the emotional well-being of the students. Additionally, after the program, the teacher reported improvement in the attention span and school performance, as well as in the classroom climate. In conclusion, the continued practice of mindfulness could favor emotional well-being, attention span, school performance, and classroom climate in early childhood education. Further studies are required to clarify the influence of the implementation and integration of the mindfulness practice in the educational field on these variables. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the effect of positive psychology and exercise interventions on psychological well-being and ill-being indicators in Costa Rican college students. This study had a quasi-experimental factorial (4 x 2) design, 233 college students (18.97 ± 2.18 years, 135 females, 98 males) were assigned to one of four different conditions: positive psychological interventions (PP), exercise interventions (E), combined (PP + E) interventions, and control group (C). Psychological well-being and ill-being indicators were measured pre and post interventions. Positive psychological interventions improved the "negative emotions" indicator (p = .022); but did not have a significant impact on well-being indicators (p > .05). The combination of PP and E interventions produced the same effects as PP alone; a decrease in "negative emotions" was observed (p = .028). This effect might contribute to improve the experience of university life for higher education students and protect them from the risks associated with psychological ill-being. Exercise interventions alone did not change either the psychological well-being or ill-being indicators (p > .05). [ABSTRACT FROM AUTHOR]

The studies highlight the need to research the psychological mechanisms that intervene the learnings' development in the classroom. The aim of the study was to assess the mediating role of the types of regulation that compose the autonomous motivation, in the relation among the perception of autonomy support, academic satisfaction and academic performance perceived by university students. The participants were 229 first-year students from four Chilean universities. The mediating effect was assessed using the PROCESS macro for SPSS. The results indicated that both the intrinsic regulation and the identified regulation partially intervene the effect of the perception of autonomy support on academic satisfaction, but only the intrinsic regulation totally intervenes the effect on the academic performance. It is concluded that the types of autonomous regulation are mechanisms through which it is positively influenced the well-being and academic achievement of university students. [ABSTRACT FROM AUTHOR]

Background The Positive Psychological Functioning scale (PPF) is a newly developed measure in Spain. It consists of 11 psychological resources: autonomy, resilience, self-esteem, purpose in life, enjoyment, optimism, curiosity, Creativity, humor, environmental mastery and vitality. All of them are grouped into a second order factor called Positive Psychological Functioning. This measure has adequate validity and reliability. In addition, the confirmatory factor analysis showed a good level of adjustment. Objective The goal of this research is to validate the PPF in Mexico. Method We used a sample of 184 college students from the Universidad Nacional Autonoma de Mexico (UNAM). They applied the PPF and other scales to calculate the reliability and validity in Mexico. Results The results obtained in the PPF scale showed good psychometric properties (reliability and validity). Moreover, the scale has hierarchical factorial structure formed by 11 prime order factors, and one second order general factor. The same result was found in the Spanish scale validation. Discussion and conclusion This measurement is innovative because, to our knowledge, there is no scale to measure Positive Functioning in this country, since attempts to adapt other similar scales have not been satisfactory. The results allow us to recommend the application of this scale in Mexico. [ABSTRACT FROM AUTHOR]

This article spread the proposal of university students about elements to design and implementation of alcohol prevention programs. Levels, situations and characteristics about alcohol consume was taking into account in 350 students in the daytime in a university in Bogota. The form general data, the CEAL and ISCA and focus groups were using. Consumption is high, and there are early indicators of intoxication, abuse and dependence. Situations associated with consumption are both unpleasant and pleasant emotions, the urge to consume, social pressure and pleasant times. It stand up programs implemented since the University Welfare that aimed at reducing consumption and responsible consumption using shocking activities under the responsibility of all stakeholders. [ABSTRACT FROM AUTHOR]

Online education requires the development of different welfare activities in an online campus with the use of TIC and Web 2.0's tools. This will generate a far more comprehensive, dynamic and interesting virtual learning environment. According to this and as a final result of the present research, a structural proposal is put under UNAD's community's consideration, which identifies the elements, types of interaction and subsystems of the Virtual University Welfare System -BUV. [ABSTRACT FROM AUTHOR]

Objective: to explore some of the life style components from students of the faculty of Psychology of the Universidad de Manizales, in Manizales, Caldas (Colombia). Method: cross-sectional study executed during the second semester of 2008, with a sample of 172 students. Results: average age of 21.42 years, 82% are women, 64.7% come from Manizales. Students live with an average of 3 people, 85,4% are single. 39.4% practice an activity outside the study; in 52,9% this is activity some kind of sport and work in the same proportion. 65.1% are non-smokers, 34.6% have problems with alcohol and 21.1% present alcohol dependence. 65% protect themselves from STD's, 87.2% protect themselves from pregnancy. Close relationships only with family, in majority good relationships with their friends, classmates teachers and human development; far relations with support networks. Highlight 62.9% of family dysfunction, from mild to severe. Only 13.6% of the students have an adequate nutrition, 65,2% have a light form of somnolence, 24,7% present a positive risk factor of impulsiveness. Around 40% of the population has anxiety problems, 7,7% a probability for depression, 14,8% have a suicidal risk factor. Conclusions: the high indicators of health risk factors for this population confirm what is described in other studies developed with young university students. [ABSTRACT FROM AUTHOR]