This paper studies the impact of formal education on entrepreneurship rates. We propose that different levels of education not only vary between each other in terms of their impact, but also according to whether we analysis either formal or informal entrepreneurship. Our results show that tertiary education increases formal entrepreneurship as a consequence of the higher self-confidence, lower perceived risk and enhanced human capital. At the same time, tertiary education also has a negative effect on informal entrepreneurship as it increases awareness of and sensitivity to the possible negative repercussions of this kind of activities. In addition, we show that the impact of secondary education on formal entrepreneurship is positive as well, although in this case the effect on informal entrepreneurship is not significant. Even though secondary education also increases awareness of the potential negative repercussions of informal entrepreneurship, this effect is counteracted by a lack of management skills.Spanish Ministryof Economy and Competitiveness (Ref. EDU2012-39080-C07-06) and Caja de Burgo

The objective of this study was to determine the level and relationship between the self-perceived health of adolescents in relation to the level of practice of physical activity, adherence to the Mediterranean diet, weight status and consumption of substance abuse, such as alcohol and tobacco. A total of 516 adolescent students between the ages of 12 and 16 completed a series of questionnaires to assess their health, physical activity, compliance with the Mediterranean diet and alcohol and tobacco consumption. Adolescents who practice more physical activity have better health and greater adherence to the Mediterranean diet. The level of health is higher among adolescents with greater adherence to the Mediterranean diet, evidencing better health among those who consume less tobacco. These results show the need to involve the educational community, families and the media to promote healthy lifestyle habits that can help physical activity and sports professionals in the development of theoretical–practical proposals aimed at improving the health of students.

The aim of this study was to understand the role of school satisfaction on life satisfaction, according to gender, age, body mass index (BMI), and physical activity (PA) level. This was a cross-sectional descriptive study, carried out on 2823 adolescents (1396 boys and 1427 girls), aged between 12 and 16. A specific questionnaire to measure life satisfaction (Brief Multidimensional Student Life Satisfaction Scale (BMSLSS)), a questionnaire to measure satisfaction with school (“Life circumstances of Young people: School”), and the International Physical Activity Questionnaire (IPAQ) were used to analyze PA practice. Gender, age, and BMI were used as control variables. In general, the main results showed that school satisfaction had a clear role in life satisfaction. Similarly, the findings allowed us to conclude that the role of school satisfaction on life satisfaction was more evident in male school children, those who were older, or those who have a higher BMI. The regular practice of PA enhanced school satisfaction and its role on life satisfaction. Therefore, it is very important to assess the importance of school satisfaction as a determinant of quality of life and the adoption of healthy habits, recognizing the fundamental role of teachers in this regard.

Despite the abundant scientific literature on entrepreneurship, there is still only limited information on young students’ entrepreneurial intentions. The reasons for this, may be generally found in the different conceptual approaches to entrepreneurial intention, and particularly in the variables that regulate and act as antecedents to such intentions. This bias has generated different lines of investigation into the factors relating to entrepreneurial intention among students. One line of investigation is centered on the variables that influence entrepreneurial intention, in particular, relational, educational, and psychological variables, and another is centered on the antecedents of entrepreneurial intention, amongst which is entrepreneurial interest. In this paper, we seek to analyze the relationship between the entrepreneurial interest of Spanish youth and a set of socio-educational, psychological, and health-related variables using principal component analysis. A previously validated ad hoc questionnaire was administered to 1764 students (15–18 years old). Notably, few Spanish youth expressed significantly high entrepreneurial interest; those who did were mostly men with a family tradition of entrepreneurial parents, who held high perceptions of their health and quality of life, and considered it important in business to detect opportunities beforehand and to create employment. Their principal motives were to improve their professional development, to put their ideas into practice, and to achieve economic independence. This paper proposes the early detection of entrepreneurial interests in young people in order to reinforce these interests as potential long-term initiatives.

As entrepreneurial interest is believed to represent a causal factor increasing entrepreneurship, research has begun to explore how family systems affect youth entrepreneurial interests. In the present study, we attempt to identify different types of family influence on the entrepreneurial interests of young people. A questionnaire was used to obtain data from 1633 Spanish adolescents (15 to 18 years old) and another questionnaire was used to obtain data from 839 parents. Principal component analysis identified unique family types and revealed that they have differential associations to entrepreneurial interest among youth. These findings reaffirm the influence of family on the entrepreneurial ecosystem and the promotion of an entrepreneurial family culture. This study further suggests that early attention should focus on the detection of entrepreneurial interest among youth so that actions can be implemented in the families to incentivize an entrepreneurial family culture.

Project-based learning (PBL) is considered to be one of the most highly valued methods in the development and acquisition of competencies at all educational levels. From an interdisciplinary and collaborative focus, pupils acquire knowledge and skills through investigative tasks, with a view to responding to a problem or challenge, in the form of a final product. The methodological implementation of PBL in specific teacher-training contexts is especially useful for curricular inclusion and the didactic treatment of relevant contemporary social problems and socially alive questions. In this investigation, the assessment of the perceived learning of a group of infant-education teacher trainees (n = 59), following a teacher-training program on social problems, is analyzed. The program is designed on the basis of the principal methodologies of PBL and the operational integration of information and communications technology (ICT) (WebQuests). The study begins with the pre-experimental quantitative designs of a cross-cutting prospective nature with a control group. The results provide information on the special didactic potential of active methodologies, including PBL, for the creative development of thought processes and the acquisition of social competencies and good citizenship in relation to social problems on interdisciplinary curricular projects for infant education. Likewise, it is evident that PBL methodology through ICT facilitates the acquisition of technological competencies, linked to the development of social and communicative competencies, as well as cooperative–collaborative work.