The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception, and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students’ needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. A total of 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = 0.019) and Life Satisfaction (r² = 0.402), with a mean square error (SRMR) of 0.079. These findings show the need to develop actions within the university training program in effective stress management strategies.

(1) Background: To achieve a quality education, within the university context, has become a fundamental issue in the educational agenda and objectives of Sustainable Development, mainly by corroborating that the knowledge acquired and the level of competence determine academic performance and are related to motivational factors. The objective was to analyze the relationship of the learning strategy through its different dimensions (learning support strategies, intrinsic motivation, and study habits) according to the motivational profile of Education students. (2) Methods: In this study, 436 students from the Faculties of Education of Granada and Jaén (Spain) participated, 318 women (73.6%) and 118 men (26.4%), with a mean age of 19.40 years (±3.67). The ACRA scale on Learning Strategies and the Academic Motivation Scale were used. (3) Results: The results showed that the determination coefficients Learning support strategies [(Q2 = 0.216); (R² = 0.559)], Intrinsic motivation [(Q2 = 0.225); (R² = 0.364)], and Study habits [(Q2 = 0.149); (R² = 0.315)], in the estimation of the measurement model, indicated a great adjustment of the model. (4) Conclusions: The present investigation is not conclusive; however, it presents evidence that could indicate a better performance in the students when implementing motivational strategies.

Emotional management is a decisive factor in building stimulating environments for the comprehensive development of individuals. In this study, 338 students enrolled in education degrees (n = 338), with an average age of 22.88 years (±5.50), participated. The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEI-S), Trait Meta Mood Scale 24 (TMMS 24) and Emotional Quotient Inventory (EQi-C). The objective was to determine the complementarity of certain dimensions of EI that predict greater life satisfaction based on the multivariate statistics of structural equations. The multi-group model obtained good structural validity (χ² = 103,729; RMSEA = 0.078; GFI = 0.917; CFI = 0.942; IFI = 0.943). In addition, significant correlations were found between life satisfaction and all dimensions were included in the emotional intelligence instruments used (p < 0.01). In terms of gender, we found that women had higher scores in all EI dimensions, in contrast to life satisfaction, where men had higher scores. The findings suggest the importance of working emotions in future educators to become satisfied and effective professionals.

El presente estudio pretende mostrar evidencias sobre la relación entre inteligencia emocional, calidad de vida (criterios objetivos y subjetivos) y satisfacción vital en personas con Discapacidad Intelectual. La muestra está compuesta por 15 sujetos (n=15), con una edad media de 34.93 años (±12.28) y grado de discapacidad promedio del 64.07%. Se utilizaron los siguientes instrumentos: Trait Meta Mood Scale 24 (TMMS 24), Escala INICO-FEAPS (modalidad autoinforme e informe de otras personas) y Satisfaction with Life Scale (SWLS). Los resultados evidenciaron la relación positiva entre algunas de las dimensiones de inteligencia emocional, calidad de vida y satisfacción vital (p<.05). Por otra parte, los análisis de regresión mostraron la asociación positiva entre inteligencia emocional (reparación) y satisfacción vital (criterios subjetivos); calidad de vida (bienestar físico y bienestar emocional) y satisfacción vital (criterios objetivos). Las consecuencias prácticas de este estudio sugieren fomentar programas de inteligencia emocional para este colectivo. The present study attempts to provide evidence of the existing relation between emotional intelligence, quality of life (objective and subjective criteria) and life satisfaction in people with Intellectual Disability. The sample of the study is composed of 15 subjects (n=15) aged 34.93 on average (±12.28) who have a disability degree ratio of 64.07%. The following tools were used: Trait Meta Mood Scale 24 (TMMS 24), INICO-FEAPS Scale (self-report and other people’s report) and Satisfaction With Life Scale (SWLS). The results proved the positive relation between some of the dimensions of emotional intelligence, quality of life and life satisfaction (p<.05). On the other hand, the regression analysis showed a positive association between emotional intelligence (reparation) and life satisfaction (subjective criteria); quality of life (physical and emotional wellness) and life satisfaction (objective criteria). The practical consequences of this study suggest that emotional intelligence programs for this collective ought to be encouraged.

Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers’ academic stress.

In recent decades, the exponential growth that sports practice in mountain and climbing disciplines have experienced has led to trying to find an explanation for the predisposition of those socio-emotional factors of these athletes that are considered in the search for sensations and the achievement of greater satisfaction with life. In this study, 4818 people with a sports license in the Spanish Federation of Mountain and Climbing Sports (FEDME) participated; 67.1% were men and 32.9% women. The mean age of the participants was 49.42 years (±11.9), between a range of 18 to 76 years. The following instruments were used: the Self-concept scale (AF5), the Rosenberg Self-esteem Questionnaire and the Life satisfaction scale (SWLS). The objective of this research was to study the enhancing effect of self-esteem between self-concept (physical, emotional and social) and life satisfaction. A reflective model of structural equations (PLS-SEM) was applied based on the proposed theoretical framework from an explanatory–predictive perspective. The results show the self-esteem determination coefficients [(Q² = 0.141); (R² = 0.302)] and life satisfaction [(Q² = 0.243); (R² = 0.342)] in the estimation of the model, indicating an adequate fit. Mountaineering and climbing sports can be very rewarding, but they can also be challenging and frustrating. Having a good self-concept and good self-esteem allows the athlete to enjoy achieving greater life satisfaction.