This study explores students’ attitudes towards technology for learning, their cellphone use in class, and their digital distraction during educational activities, also considering the potential role of some sociodemographic characteristics. Participants were 803 Italian middle school students (M_age = 12.2 years, SD = 0.9; 53% female). Using Latent Profile Analysis (LPA), we identified five profiles: Low-engagement users, Highly distracted, Disengaged distracted users, Self-regulated users, and Moderate users. Results highlighted small differences between profiles associated with age and maternal educational level. These findings underscore the dual nature of technology as both a valuable tool and a source of distraction from school activities, highlighting the importance of tailored strategies to promote balanced and mindful technology use. Future research should further explore how these profiles interact with broader psychosocial and developmental factors.

Introduction: Given the growing prevalence of eating-related health problems among children, it is essential to promote well-being and investigate the factors that may underlie these issues. Emotional intelligence has been identified in several studies as a protective factor for children’s psychosocial adjustment, yet its effects on eating habits remain largely underexplored. This cross-sectional correlational study aims to investigate the relationship between trait emotional intelligence, mindful eating, and emotional over-eating in children. Methods: In the present study, participants were 110 children aged between 8 and 12 years and their parents. Children completed the Trait Emotional Intelligence Questionnaire—Children short form (TEIQUE-CSF) and the Mindful Eating Questionnaire adapted for Children (MEQ-C). Parents completed the Emotional Over-eating subscale of Children’s Eating Behaviour Questionnaire (CEBQ). Results: A regression-based mediation model indicated that children’s trait emotional intelligence is positively related to mindful eating, which in turn is negatively related to emotional over-eating behaviors. The results further revealed that children with lower-than-average levels of emotional over-eating reported greater mindful eating than those with higher levels. Conclusions: These findings highlight trait emotional intelligence as a factor related to children’s eating behavior, suggesting that interventions aimed at enhancing emotional regulation skills and promoting mindful eating practices are particularly warranted in the context of heightened vulnerability to eating disorders among children.