Introduction: Studies have shown significant associations between parenting practices, life satisfaction, and self-esteem, and the role of parenting practices in adolescent adjustment, emphasizing its influence on wellbeing. Objectives: To analyze the relationships between parenting practices, self-esteem, and life satisfaction, and test the mediating effect of self-esteem on the relationship between the different parenting practices and life satisfaction of adolescents. Method: The sample came to a total of 742 adolescents, with an average age of 15.63 (SD = 1.24; range 13–19). The Parenting Style Scale, the Rosenberg Self-Esteem Scale, and the Satisfaction with Life Scale were used. Results: Perception by adolescents of high levels of affect and communication, self-disclosure, and a sense of humor related to their parents, as well as low levels of psychological control, explained the life satisfaction of the adolescents. Self-esteem exerted a partial mediating effect on the relationship between parenting practices and satisfaction with the life of the adolescent. Finally, self-esteem also appeared to be a moderator variable, specifically in the effect of self-disclosure on the life satisfaction of the adolescent. Conclusions: The results reinforce the role of personal variables, especially self-esteem, in parent-child interaction and in the improved subjective wellbeing of the adolescent.

This study explored the associations between family support and satisfaction with life, food-related life and family life. It also assessed the associations between both parents’ work-life balance and satisfaction with life, food-related life and family life among adolescent children from dual-earner families. Questionnaires were administered to 303 dual-earner families with one child between 10 and 17 years in Temuco, Chile. Adolescents answered the Satisfaction with Life Scale (SWLS), Satisfaction with Food-related Life scale (SWFoL), Satisfaction with Family Life scale (SWFaL) and the Family subscale of the Multidimensional Scale of Perceived Social Support. Both parents answered the Work-life Balance (WLB) scale. Using structural equation modelling and having controlled for adolescents’ gender, age and socioeconomic status, we confirmed that adolescent life satisfaction is associated with satisfaction with family life and food-related life. Food-related life satisfaction and family life satisfaction had complete mediating roles between perceived family support and adolescents’ life satisfaction. Satisfaction with food-related life also had a complete mediating role between both parents’ WLB and adolescents’ life satisfaction. Satisfaction with family life had a complete mediating role between mothers’ WLB and adolescents’ life satisfaction. In addition, mothers’ WLB was positively associated with perceived family support among adolescents. These findings suggest the need to improve family support and work-life balance among mothers in order to enhance adolescents’ satisfaction with different domains of life in dual-earner families.

Background: Although self-expressive creativity is related to cyberbullying, it can also reinforce strengths that contribute to positive adolescent development. Our study concentrated on the relationships between personality traits and self-expressive creativity in the digital domain in an adolescent population. For this, we analyzed the effect of self-esteem and emotional intelligence as assets for positive development related to personality traits and self-expressive creativity. Methods: The study population included a total of 742 adolescents that were high-school students in the province of Almería, Spain. The following instruments were used: Big Five Inventory (BFI) to evaluate the five broad personality factors, Rosenberg Self-Esteem Scale (RSE), Expression, Management, and Emotion Recognition Evaluation Scale (TMMS-24), and the Creative Behavior Questionnaire: Digital (CBQD). Results: The cluster analysis revealed the existence of two profiles of adolescents based on their personality traits. The analysis showed that the group with the highest levels of extraversion and openness to experience and lowest levels of neuroticism were those who showed the highest scores in self-esteem, clarity, and emotional repair, as well as in self-expressive creativity. Higher scores in neuroticism and lower scores in extraversion and openness to experience showed a direct negative effect on self-expressive creativity and indirect effect through self-esteem and emotional attention, which acted as mediators in series. Conclusions: To counteract certain characteristics that increase adolescents’ vulnerability to social network bullying, a plan must be developed for adequate positive use of the Internet from a creative model that enables digital self-expression for acquiring identity and self-efficacy through the positive influence of peers, which promotes feelings of empowerment and self-affirmation through constructive tasks that reinforce self-esteem and emotional intelligence.

(1) Background: The work schedule of nursing personnel often involves double or continuous shifts and sources of stress derived from the work context, making it necessary to ensure their rest and eating habits contribute to a healthy lifestyle. The objective of this study was to analyze the mediating role of stress management on the effect that sleep quality has on uncontrolled and emotional eating by nursing professionals. The Three-Factor Eating Questionnaire-R18 was applied to measure uncontrolled and emotional eating, the Pittsburgh Sleep Quality Index as a measure of sleep quality, and the EQ-i-20M for the stress management component of emotional intelligence. (2) Methods: A sample of 1073 nurses aged 22 to 57 years was selected for this purpose. (3) Results: The main result of this study was that stress management was a mediator in the effect of sleep quality on uncontrolled and emotional eating. Furthermore, low scores for sleeping problems correlated with high scores for stress management. The results also revealed a strong negative association between stress management and uncontrolled and emotional eating. (4) Conclusions: The results are discussed from the perspective of promoting health at work as well as improving the psychosocial wellbeing of nursing professionals and increasing the quality of patient care.

There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development.

This technical report describes a web based plataform for accessing school engagement in its three dimensions (emotional, cognitive, and behavioural) and the contextual variables with influences in school engagement (family, teachers and peers). The platform delivers results online through individual reports on students sent to teachers and psychosocial teams as well as the pupil themselves and their parents or guardians, it also provides aggregate reports by grades and schools for teachers, psychosocial team and school managers to assist contextualised and informed decisions.This technological platform for accessing school engagement was developed in Chile. Ir is based on specially designed and psychometrally validated instruments for meassuring school engagement and contextual factors, and on a tool for predective modelling on student behavior and contextua factors. The platform is currently being adjusted and tested for use in other Ibero american countries (Peru, Uruguay, Colombia, and Spain).