In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a “Highly Authoritative style” profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called “Relaxed Authoritative style”, with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named “Permissive Focused Authoritative style”, had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named “Inconsistent Parenting style”, we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the “highly authoritative parenting style” profile to be the least connected to internalizing or externalizing problems of the respective children.

Given the increasing importance of adjusting to university life and achieving happiness, identifying the effective role of emotional intelligence and psychological needs’ satisfaction in enhancing students’ well-being is crucial. This study investigated the relation between emotional intelligence, psychological need satisfaction, and university students’ happiness. Data were collected from 205 university students (mean age: 23.35; predominantly female) at the University of Crete. Participants completed the Emotional Intelligence Scale, the Oxford Happiness Questionnaire, and the Basic Psychological Needs Satisfaction Scale. The analysis began with a correlation matrix to explore preliminary relations among the key variables. A multiple-linear regression analysis was then conducted to predict happiness levels based on observed correlations. Following this, a multiple-mediation analysis examined how emotional intelligence affects happiness through psychological needs satisfaction. The results indicated a positive association between emotional intelligence and happiness, with psychological needs’ satisfaction also positively correlating with happiness. Specifically, the use and regulation of emotion, competence, and autonomy significantly predicted happiness. Path analysis revealed that emotional intelligence indirectly influences happiness, particularly through competence. The results indicate that high emotional intelligence, through the satisfaction of basic psychological needs, is significantly associated with university students’ happiness. The study suggests that institutions should guide students in emotional intelligence and competence to increase happiness during their studies.

University life can be a period of growth and development, but it is also a time of significant stress and challenge. Thus, the study aimed to explore factors with the potential to exert facilitative and debilitative influence on university students’ academic performance. A research project was designed by putting together emotional intelligence and test anxiety, as two pillars that can adequately explain performance in educational contexts. The sample consisted of 205 students from the Department of Primary Education at the University of Crete. Participants completed the Emotional Intelligence Scale and the Cognitive Test Anxiety Scale-Revised and agreed to have their responses paired with their Grade Point Average (GPA) of all passed courses as well. Analyses tested the effect of the identified variables on GPA. A series of correlational analyses was conducted to explore the relationships among the above-mentioned variables. Increased worry was associated with decreases in GPA, while increased emotional intelligence was associated with increases in GPA. Moreover, the mediating role of cognitive test anxiety between emotional intelligence and academic performance emerged, indicating that emotional intelligence relates to GPA primarily indirectly. The results shed light on the impact these factors have on students’ academic outcomes and highlight the importance of developing a multifaceted intervention model that supports emotional intelligence and reduces worry in higher education.

Test anxiety has been the focus of research interest in the domains of education and psychology for over 70 years, as it affects not only students’ academic achievement and overall well-being, but students’ families and school staff as well. Given the implications of high-stakes school exams for students’ future educational opportunities and self-esteem, it is unsurprising that students experience test anxiety under the pressure of achieving high scores. In this context, it is imperative to comprehend the predictors and consequences of test anxiety to develop efficacious prevention and intervention programs. Therefore, the present review, aiming to extend the current understanding, provides insight and impacts of test anxiety, and highlights corresponding future implications. The implications that emerge could be considered by teachers, school and developmental psychologists, and educational professionals who aim to support students in reducing test anxiety and performing to their full potential in assessment situations.