The aims of the present study are to analyze the associations of different forms of dyadic coping (i.e., own supportive dyadic coping = OSDC; perceived supportive dyadic coping provided by the partner = PSDC; common dyadic coping = CDC) with relationship satisfaction, and to investigate whether these effects differ depending on the amount of perceived stress. In 240 couples, the different forms of dyadic coping and stress of both partners were assessed annually across 5 measurement points. Data was analyzed by dyadic multilevel models, which allow for disentangling between-person (overall, timely stable) from within-person (yearly, time specific) variations. The results revealed that all different forms of dyadic coping enhanced overall and yearly relationship satisfaction. At the same time, relationship satisfaction depends on the amount of overall and yearly stress. Interestingly, for PSDC, we found that the more a member of the couple was supported by the partner yearly (time-specific PSDC) and the more the member was stressed overall (timely stable), the higher the member scored on relationship satisfaction. For CDC, we found that yearly CDC beyond the overall level of CDC interacted with the timely stable amount of stress. Dealing together with stress and perceiving the partner as helpful were especially beneficial for relationship satisfaction. Findings highlight the importance of addressing specific forms of dyadic coping in intervention and prevention programs for couples.

The aim of the present research was to investigate the association between spouses’ individual cognitive emotion regulation (CER) strategies, dyadic coping behaviors, and relationship satisfaction. Using a sample of 295 couples (590 individuals), we found that adaptive CER strategies (putting into perspective, positive refocusing, positive reappraisal, and planning refocusing) were related to positive dyadic coping (supportive, common, and delegated coping in couples), which in turn increased both partners’ relationship satisfaction. Analyses using actor–partner interdependence modeling indicated that dyadic coping mediated the association between spouses’ CER and their own relationship satisfaction. These findings support the importance of addressing both cognitive coping strategies and dyadic coping in prevention and intervention in couples.

Previous studies indicated that the balance of positive to negative affect (i.e., positivity ratio) is associated with subjective well-being and flourishing in the general population. Moreover, a positivity ratio of 2.9 is considered a critical value discriminating between flourishing and non-flourishing individuals. To date, however, there is limited research on the positivity ratio on samples of teachers. The present study aimed to investigate whether the positivity ratio affects work engagement and well-being among teachers. Based on the broaden-and-build theory (Fredrickson, 2001) and work engagement model (Bakker and Demerouti, 2007), we predicted that positivity ratio (the ratio between positive and negative emotions) experienced by teachers would increase their work engagement, which in turn would positively affect their well-being. A sample of 1,335 teachers (762 women and 573 men) from Romania participated in the study. Results revealed that work engagement mediated the relationship between positivity ratio and well-being. Specifically, teachers with a higher ratio of positive to negative emotions reported more engagement (dedication, absorption, and vigor) and in consequence higher levels of subjective well-being (autonomy, environmental mastery, personal growth, self-acceptance, positive relations with others and purpose in life). Also, when investigating the positivity ratio according to participants’ well-being, we found a mean of positivity ratio of 2.84 for the group of teachers with high levels of well-being, validating the proposed critical positivity ratio of 2.9. These findings support the importance of addressing positive emotions and positivity ratio in prevention and intervention programs with teachers.

The current meta-analysis aims to investigate the relationship between parental stress and well-being, by focusing on the positive dimensions of parental well-being, such as happiness and life satisfaction, which are often overlooked in favor of negative outcomes like depression. It also extends the scope beyond specific populations, such as parents of children with special needs, to include parents of typically developing children. This meta-analysis included evidence from cross-sectional, longitudinal, daily diary, and intervention studies. By examining various moderators related to parent and child variables (such as gender, age, job status) and study characteristics, this analysis aims to inform more effective, targeted interventions to enhance parental well-being. Systematic searches of the Web of Science, PubMed, APA PsychNet, Scopus, ProQuest, and Google Scholar databases yielded 86 studies, involving 22,108 parents of children aged 0 to 18 years. The PROSPERO registration number for this study is CRD42023428750. Elected outcomes were continuous self-report measures to assess stress and well-being of parents. Our findings indicated a significant negative medium-sized association between parental stress and well-being (r = − .40), i.e., greater parental stress was robustly linked to reduced well-being. Higher-quality studies reported stronger stress-well-being associations, underscoring the role of methodological rigor in producing reliable estimates. Additionally, studies utilizing the Parental Stress Index (PSI) demonstrated stronger associations, highlighting its utility as a validated measure for capturing parental stress. Overall, these findings emphasize the need for evidence-based prevention and intervention programs to address parental stress and improve well-being.

The challenges of today’s society demand high levels of socio-emotional skills in children and adolescents; therefore, mental health is an important issue to be addressed and promoted in schools. The present study aims to investigate the effectiveness of a school mental health program (Promoting Mental Health at Schools; PROMEHS) designed to promote socio-emotional learning and prevent psychosocial difficulties in children and adolescents. The study was conducted on a sample of 1392 students (evaluated by 104 teachers) from kindergarten (n = 446), primary school (n = 426), secondary school (n = 354), and high school (n = 166). A quasi-experimental study design with experimental and waitlist control groups was used to evaluate the program’s effectiveness. Students were non-randomly assigned to the experimental (n = 895) and control group (n = 497). Students belonging to the experimental group received one-hour lessons once a week for 12 weeks. The teachers evaluated their students’ social-emotional skills, strengths, and difficulties before and after the intervention. The results indicated the effectiveness of the PROMEHS program in improving social-emotional skills for all school levels, reducing internalizing problems in primary and secondary school chil-dren, and reducing externalizing issues for kindergarten and primary school children. The PROMEHS program is a promising approach to enhancing childrens’ and adolescents’ social and emotional skills and to decreasing psychosocial difficulties, such as internalizing and externalizing problems.