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Background: Emotional attention refers to the capacity to recognize and properly respond to one's and others' emotional states. On another note, family is a primary source of socialization that influences the development of various social skills. In another line, adolescence is a complex stage that has been associated with emotional difficulties that could be related to competences such as prosociability and inclusion. It is inferred that through the family context and the attention that is processed, a series of competencies are transmitted to the youngsters, but this relationship is still unclear. For this reason, the study's purpose was to examine the relationship between the emotional attention of mothers and fathers and the social and prosocial competencies of their children. Methods: To accomplish this, a cross-sectional study and ex post facto design were conducted. The Trait-Meta Mood Scale (TMMS-24)-to assess emotional attention-, the Strengths and Difficulties Questionnaire (SDQ)-to determine the prosociality dimension-, and the Test on Passing Developmental Tasks in Adolescence (TCS-A)-to measure social inclusion-were administered. The participants were N = 228 families composed of n = 114 mothers/fathers (67.5% females) and n = 114 daughters/sons (38.5% females) selected through non-probabilistic sampling using a convenience sample in the Bari region of Italy. A descriptive and inferential analysis-Student's test and Pearson's correlation-was performed with the statistic package SPSS version 28 (significance level p < 0.05). Results: The findings showed that the families possessed an adequate background in emotional attention and that their daughters and sons were also generally well-adjusted in social inclusion and prosociality. It also found certain signs that the prosocial competence of the children could be related to the behavior of their mothers and fathers. Conclusion: In conclusion, social inclusion is related to prosocial behavior, and maybe primarily cultivated within families where parents' emotional self-regulation serves as a model for children although further research is necessary. Comparative studies between different cultures are also proposed. [ABSTRACT FROM AUTHOR]

Investigating the contribution of mindfulness training to psychological well-being and quality of life in the university setting is of interest. The objective of the study is to present a comparative analysis of the scores in the variables of self-efficacy, resilience, coping strategies, and communication skills before and after the application of an intervention program based on mindfulness. An ex post facto cross-sectional design and a convenience sample of participants were adopted. The participants were students belonging to Education Sciences who benefited from the activities of the program. Instruments were administered to assess mindfulness, self-efficacy, resilience, coping strategies, and communication skills. The correlations of the mindfulness variable with the other psychoeducational variables evaluated were also analyzed. The results indicate an increase in the scores in the selected variables of mindfulness, resilience, communication skills, and some of the coping strategies considered productive or functional such as problem solving, self-criticism, emotional expression, desiderative thinking, social support, and cognitive restructuring. Statistically significant correlations were also observed between the variable mindfulness and those of perceived self-efficacy, resilience, coping strategies, and communication skills. The development of mindfulness training programs in the university setting is necessary to contribute to the improvement of more adaptive coping skills and the promotion of resilience. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate a program in which an outdoor training methodology was applied to develop self-efficacy and self-esteem. Specifically, the study aimed to determine the change in psychological variables, such as general self-efficacy and self-esteem, in a large sample of university students undertaking social sciences and participating in this program. A multivariate analysis was conducted on a group of 123 individuals to determine the composition of each variable and examine the moderating effect of the outdoor training program. Changes in the scores of these variables measured before and after implementing the program, in which different outdoor activities were carried out, are presented. The experiential training program positively affected general self-efficacy and self-esteem. Finally, the importance of this program, wherein an innovative outdoor training methodology has been applied to improve motivation, academic success, well-being, health, and adjustment of students in the university environment, is discussed. [ABSTRACT FROM AUTHOR]

Adaptive sports could produce multiple health benefits in people with physical disabilities. The aim is to evaluate if adaptive sports practice has an influence on physical and mental quality of life. A meta-analysis was performed using electronic databases and other sources. A within- and between-group analysis for physical and mental quality of life was conducted. Standardized mean difference (SMD) was used as a measure of the mean size effect. The statistical heterogeneity, the risk of bias, and the quality of evidence were evaluated. Eight studies met the inclusion criteria and four of them were included in the meta-analysis. In mental quality of life, significant differences were observed in the within-group analysis (SMD = 0.71, p < 0.001) and between people practicing adaptive sports and those not engaging in them (SMD = 0.62, p = 0.009). In physical quality of life, significant differences were also found between pre- and post-practice of adaptive sports (SMD = 1.03, p = 0.007). The engagement in adaptive sports showed a positive impact on the mental quality of life among adults with physical disabilities. However, the positive effect of adaptive sports practice on physical quality of life was shown only in the pre–post-test analysis. Further studies are required to validate the obtained findings. [ABSTRACT FROM AUTHOR]

Mathematics and statistical skills are crucial to daily life. However, many students found mathematics difficult to learn and understand. This research aimed to find relationships between mathematics and statistical attitudes and emotional dimensions, such as anxiety or self-efficacy. The sample consisted of two groups: the first group was formed by 276 Spanish students (75.7% female with an average age of 19.92 years) from different degrees at the University of Granada and the second one by agroup of 19 secondary school students from of a Secondary School in Granada, Spain (57.9% male students between 14 and 16 years of age from a public school). The instruments applied were a scale of attitude toward mathematics, a scale of attitude toward statistics, a scale to assess mathematical anxiety, and a scale to assess self-efficacy. An artificial neural network for the backpropagation algorithm was designed using dependent variable. The results showed a negative impact of anxiety on those attitudes, while self-efficacy had a positive impact on those mentioned attitudes. Therefore, emotional education is important in the well-being, and teaching in mathematics. The usefulness of the innovative neural network analysis in predicting the constructs evaluated in this study can be highlighted. [ABSTRACT FROM AUTHOR]

Coping strategies vary depending on the individual when facing potential stressors. This study focuses on the variability of coping strategies implemented by individuals in potentially stressful situations, with a particular emphasis on how gender may influence the utilization of these strategies. An investigation was conducted to examine the levels of use of various coping strategies among adolescents and explore potential gender-based discrepancies. To achieve this goal, the Children's Coping Scale (CCS) was utilized to assess adolescent students in a specific region of Italy. Results indicated that the most adopted coping strategy was cognitive avoidance, followed by sharing the problem with others. Avoidance behaviors and keeping problems to oneself were also employed strategies, while active information seeking, and guidance were the least used. Findings from this study emphasize the importance of considering which coping strategies are adaptive when developing programs aimed at fostering proactive behaviors during adolescence. [ABSTRACT FROM AUTHOR]