The aim of the study was to examine the factor structure and psychometric properties of the Spanish version of the Mini-Mental Adjustment to Cancer Scale (Mini-MAC) in a large sample of patients with non-metastatic, resected cancer. Prospective, observational, multicenter study for which 914 patients were recruited from 15 Spanish hospitals. Exploratory and confirmatory factor analyses, validity and reliability analyses were conducted. Factor-analytic results indicated a 4-factor structure of the Spanish version of the Mini-MAC. Three subscales have psychometric properties similar to those of Helplessness, Anxious preoccupation, and Cognitive avoidance of the original the Mini-MAC. The Fighting spirit and the Fatalism subscales were combined on the Positive attitude scale. The four factor-derived scale scores exhibited acceptable accuracy for individual measurement purposes, as well as stability over time in test-retest assessments at 6 months. Validity assessments found meaningful relations between the derived scale scores, and Brief Symptom Inventory depression and anxiety scores and Functional Assessment of Chronic Illness Therapy spiritual well-being scores. The Spanish version of the Mini-MAC provides reliable and valid measures for patients with non-metastatic, resected cancer, and results corroborate the instrument’s cross-cultural validity.

Internet Addiction (IA) and phubbing are prevalent, disruptive behaviours among university students. The aim of this study was to explore the relationship between IA and Phubbing with psychological variables (impulsiveness, self-esteem, and psychological distress), academic performance and self-perception of mathematical competence (SMC), as well as possible gender differences. Results showed (n = 715; Mean Age = 21.7) gender differences in lack of planning, emotional investment and somatisation and IA correlated positively with app addiction, mobile addiction, and psychopathology. A total of 26.3% of IA can be explained by a lack of self-control, time and performance management, mobile phone addiction, anxiety and psychological distress. Finally, 71% of students believe that the use of new technologies has worsened their SMC and this is correlated with impaired communication, obsession with mobile phones, IA (Total Phubbing Scale) and impulsiveness. Our results indicate the importance of taking into account psychological variables that affect the development of IA, phubbing, and SMC in the university population.

The active participation of teachers in the process of diagnosis and intervention of Attention-Deficit/Hyperactivity Disorder (ADHD) is relevant to helping mitigate future problems in children with ADHD. In training programmes, teachers usually implement strategies to improve the child’s functioning after participating in an ADHD management-training programme. However, they receive little psycho-educational training and coaching and have low-to-moderate levels of knowledge of the disorder, mostly in terms of training in classroom management strategies. This study analyses the effectiveness of training in increasing knowledge and perceived self-efficacy with regard to ADHD in 40 primary school teachers. Twenty of these teachers participated in a long-term psycho-educational training programme on the management of ADHD (intervention multimodal group), while the other 20 did not (control group). The results of the post-treatment phase revealed statistically significant differences between the two groups of teachers with regard to their knowledge (Z = −5.427; p = 0.000; d = 0.89) and perceived self-efficacy (Z = −5.150; p = 0.000; d = 0.79), in favour of the participants who had received training. Our findings have important implications for the design of training programmes for teachers in the management of ADHD in the classroom.

As a teaching method, tutorials are fundamental to university education, and are underpinned by the following goals: to accompany students; to help them establish a clear training pathway; and to promote their academic achievement. Our proposal aims to introduce psychological aspects into the Tutorial Action Plan (TAP) which, while often left unattended, are closely related to academic achievement. Our objective is to identify the relation between the academic commitment of pre-service teachers (preschool education, primary education and double degree students) at the UB and stress and coping skills, academic motivation, achievement and self-efficacy, as well as the opinions of students and tutors on the resources used during TAP and potential improvements to it. This is a transversal prospective exploratory study, applying the following questionnaires: Academic commitment (UWESS-9); Perceived Stress Scale (PSS); Self-efficacy (NGSE); Motivation (MSLQ); and two ad hoc online questionnaires. In conclusion, we hope that the results of this study will help us reformulate the TAP of said degree programmes, improving personalized attention and the quality of the student tutorial system, which is one of the standards used to assess universities.

Universalism, as defined in Schwartz’s theory of basic human values, reflects a motivational orientation toward understanding, appreciation, and protection of all people and nature. This study examines the psychological foundations of ethical concern and ecological sensitivity among university students, focusing on the role of transcendence strengths. A cross-sectional correlational design was employed and a total of 1240 students from five Spanish universities participated in the study, completing validated instruments designed to assess both transcendence strengths—spirituality, gratitude, hope/optimism, humor, and appreciation of beauty—and universalism. Stepwise regression analysis identified four strengths—gratitude, appreciation of beauty, hope/optimism, and spirituality—as significant predictors of ethical concern for others and nature, explaining 20.1% of the variance. These findings contribute to the growing body of research linking positive psychological traits with ethical engagement and environmental responsibility. They also suggest that fostering transcendence-related strengths in educational settings may enhance students’ capacity for global empathy and moral development. Moreover, rather than functioning in isolation, spirituality interacts dynamically with other transcendence strengths. The study highlights the importance of integrating transcendental dimensions into sustainability discourse. Future research should explore these relationships across cultures and developmental stages to inform policy and educational practice.