Background: A negative lifestyle is reported to be related to poor mental health and quality of life (QOL). However, there is little information on this in university students. The objective of the present study was to investigate the association between mental health (i.e., anxiety, depression symptoms and stress), QOL, SWLS and lifestyle parameters (i.e., PA, sleep duration, ST and food habits) among Chilean university students and then to determine the differences in mental health, QOL, SWLS and lifestyle parameters according to gender. Methods: This cross-sectional study included a total of 211 university students (128 females and 83 males) aged 18–28 years. Mental health, QOL and lifestyle were measured through validated questionnaires. Results: Bad food habits (lowest score in the food survey) were linked to anxiety (2.3 [0.22–4.36], p = 0.03), depressive symptoms (3.75 [1.54–5.9], p = 0.001) and stress (2.24 [0.31–4.17], p = 0.023). Furthermore, <6 h of sleep was related to poorer mental health (13.5 [7.6–19.5], p = 0.001), anxiety (4.2 [2.0–6.4], p < 0.001), depressive symptoms (5.5 [3.2–7.9], p < 0.001) and stress (3.8 [1.8–5.9], p < 0.001). In addition, ≥4 h of ST was linked positively to negative mental health (8.3 [2.86–13.7], p = 0.003), depressive symptoms (3.45 [1.47–5.4], p = 0.001) and anxiety (3.2 [1.05–5.4], p = 0.004). Non-physical activity was related to the scores for anxiety (2.6 [0.20–5.0], p = 0.030), depression (2.7 [0.009–5.3], p = 0.049) and stress (2.4 [0.12–4.7], p = 0.039). Conclusions: this study showed that unhealthy lifestyle factors (i.e., insufficient sleep, lack of PA and prolonged ST) were strongly associated with poorer mental health and QOL in university students. These findings highlight the importance of addressing these aspects of lifestyle in intervention and health promotion programs aimed at young university students in order to improve their mental health and overall QOL.

The objective of this study is related to the motivations that students have in relation to the physical-sporting practice. Considering that, the physical-sports practice is an important element to maintain a healthy lifestyle, especially in adolescence, since there are constant physical, psychological and social changes. In this regard, the objective of this study is to determine the reasons for the practicing physical-sporting activity, in adolescent students, in elementary and middle school establishments in the Araucanía region. The research has a quantitative approach, with a non-experimental, transversal type and descriptive design. The instrument for the data collection is the "questionnaire for analyzing the motivation and the practicing of physical-sporting activity" (C.A.M.P.A.F. D). The results show that the main motivations for the practicing of physical-sporting activity are the personal capacity for sport, as a means of passing time, for personal improvement and for health reasons. Concluding that the antecedents obtained must be a tool for the construction of strategies by health professionals to encourage physical-sporting practice, from the knowledge of the intrinsic motivations that the students have. El problema de este estudio tiene relación con las motivaciones que poseen los estudiantes en relación a la práctica físico-deportiva. Considerando que la practica físico-deportiva es un elemento importante para mantener un estilo de vida saludable, sobre todo en la adolescencia, dado que existen constantes cambios físicos, psicológicos y sociales. En relación a esto, el objetivo de este estudio es determinar los motivos de práctica de actividad físico-deportiva, en estudiantes adolescentes, en establecimientos de enseñanza básica y media de la Región de la Araucanía. La investigación tiene un enfoque Cuantitativo, con un diseño no experimental de tipo transversal, descriptivo. El instrumento para la recolección de datos es el “Cuestionario para el análisis de la motivación y la práctica de la actividad Físico-Deportiva” (C.A.M.P.A.F.D). Los resultados manifiestan que las principales motivaciones para la práctica de actividad físico-deportiva son la capacidad personal para el deporte, como un medio de pasar el tiempo, por superación personal y por motivos de salud. Concluyendo que los antecedentes obtenidos debes ser de herramienta para la construcción de estrategias por profesionales de la salud para incentivar hacia la práctica físico-deportivo, desde el conocimiento de las motivaciones intrínsecas que poseen los estudiantes.

Introduction. Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers’ effectiveness, stress management, and job satisfaction. Method. This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education). Results. The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty. Discussion. The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers’ self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion. Conclusion. From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.

Introduction: Mental health is a state of complete wellbeing that includes people’s cognitive, affective, and behavioral aspects. This means that an individual with low levels of depression, anxiety, and stress can function optimally in their daily life, contributing to the community and enjoying and creating meaningful relationships with their peers and environment. The purpose of the study was to determine the levels of stress, anxiety, and depression along with the levels of burnout manifested by Chilean preschool education professionals. Method: A quantitative, non-experimental, correlational design was applied. A purposive sample of 560 preschool teachers and assistants participated. Data were collected using the Depression Anxiety and Stress Scale (DASS-21) and the Maslach Burnout Inventory (MBI). Analyses included descriptive and inferential statistics. Results: Participants exhibited low levels of stress, anxiety, and depression. However, emotional exhaustion and depersonalization showed positive correlations with all three mental health indicators. Conversely, personal accomplishment was negatively correlated with them. Structural equation modeling revealed that anxiety mediates the relationship between burnout and depressive symptoms, with emotional exhaustion having the greatest impact. Discussion: These findings underscore the importance of reinforcing psychological and socio-emotional support for preschool education teams. Strengthening professional wellbeing is critical not only for educators’ health but also for enhancing the quality of early childhood education.

Background: A negative lifestyle is reported to be related to cognitive problems. However, there is little information about this in relation to university students. The objective of the present study was to investigate the association between executive functions (EFs) and lifestyle parameters (i.e., physical activity (PA), sleep duration, screen time (ST), and food habits) among Chilean university students. Methods: This cross-sectional study included a total of 150 university students (94 females and 56 males, aged 21.28 ± 3.15 and 22.18 ± 2.90 years, respectively). Cognitive outcomes were measured using the CogniFit assessment battery. Lifestyle was measured through validated questionnaires. Results: Across the total sample, attention exhibited a positive association with PA h/week (β: 24.34 95% CI: 12.46 to 36.22, p = 0.001). Additionally, coordination was positively associated with PA h/week (β: 15.06 95% CI: 0.62 to 29.50, p < 0.041). PA h/week was positively linked with reasoning (β: 20.34 95% CI: 4.52 to 36.17, p = 0.012) and perception (β: 13.81 95% CI: 4.14 to 23.49, p = 0.005). Moreover, PA h/week was significantly linked to memory (β: 23.01 95% CI: 7.62 to 38.40, p = 0.004). In terms of the EFs, PA h/week showed a positive association with cognitive flexibility (β: 45.60 95% CI: 23.22 to 67.69, p = 0.001). Conclusions: In conclusion, lifestyle (PA h/week) was positively associated with EFs. Therefore, an increase in PA levels among these students should be a target for community- and university-based interventions in order to promote cognitive development such as attention, coordination, reasoning, perception, memory, and cognitive flexibility.

COVID-19 forced a change in the usual face-to-face teaching–learning process to remote modalities in a matter of weeks. An abrupt change, within the context of uncertainty surrounding the pandemic, significantly increased the stress experienced by professors, students, and their families. Black screens were also a sign of anxiety in the face of new emergency didactic interaction. It has been documented that emotions influence learning; however, few studies have analyzed learning during a pandemic from a resilience approach. The perceptions of the teaching–learning process of 654 professors and 1540 students from 34 Chilean universities were analyzed. Emotions experienced in remote education during the pandemic were studied in relation to professor empathy, respect in the virtual classroom, student/professor technological resources, didactic strategies, student participation, group work, tutoring, perception of learning, assessment, and perception of demand. The results show a direct relationship between professor and student positive emotions and the quality of perceived pedagogical practice and interaction.