The prevalence of mental health problems within students due to high academic demands and learning difficulties is a current challenge the field of education. The aim of this study is to review the scientific literature in order to analyze the effect produced by cognitive-behavioral programs and meditation strategies on stress, anxiety, and depression in students. A further aim is to identify the determinants of treatment success. The bibliographic search was carried out using Web of Science, specifically in the categories of “Education and Educational Research” and “Psychology”, obtaining a sample of 122 articles published between 2007 and 2018. Studies were included which had a pre-experimental or quasi-experimental design and included pre-test and post-test phases. Following application of inclusion criteria, 34 articles were selected for inclusion in a meta-analysis of the random effects of each variable. This obtained an average effect size of −0.41 for stress, −0.37 for anxiety, and −0.30 for depression. Three moderating variables were analyzed, with significant correlations being found for the type of treatment relating to stress (Q = 11.01, df = 2, p = 0.004, R² = 0.294) and depression (Q = 6.14, df = 2, p = 0.048; R² = 0.436). The stage of education of the individuals was also found to impact upon anxiety intervention success (Q = 13.093 df = 2, p = 0.0009, R² = 0.196). Interventions mainly addressed the importance of meditation strategies, mindfulness programs, and cognitive-behavioral therapy to reduce stress, anxiety, and depression in students. This supports the need to increase research at an early age, considering the treatment of mental health as a key factor influencing academic performance and quality of life.

Background: Emotional Intelligence (EI) has become a key factor in educational environments, which facilitates and contributes to the mental well-being of teachers, and therefore, favours the teaching and learning process. However, education professionals are under constant stress. This stress is caused by a large number of social interactions, the new skills to be acquired, and the workload, developing in many situations the Burnout Syndrome (BS). Methods and Results: The study presents a systematic review, paying special attention to the scientific literature that combines IE and BS in the work performance of teachers as fundamental factors in the work carried out by educators at different educational stages, as well as the influence they have on the quality of the teaching-learning process. The Web of Science (WOS) has been used as a database, obtaining a total of 36 scientific articles intimately related to the topic of the work, published between 2005 and 2017. Many studies show that teachers are increasingly experiencing high feelings of stress, which affect the quality of education, as well as the relevance of developing emotional intelligence, which helps prevent these negative feelings from appearing. Conclusions: EI is a capacity that should be developed in teachers, since it gives the individual the ability to regulate his emotions, making him stronger in terms of decision-making in daily situations in the teaching environments, as well as being a key factor for the success of education. Through the positive reinforcement of EI, levels of stress and anxiety that worry society so much are reduced, since this avoids the feeling of frustration before their professional realisation, which leads to improved teaching practice, health and mental well-being of teachers.

This is a descriptive and cross-sectional study in a sample of 1095 university students from southern Spain. The aim was to identify the frequency of health-fulfilling physical activity engagement reported by participants. Sufficient physical activity was categorized according to whether participants ‘achieved minimum recommendations’ (≥150 min of moderate physical activity) or ‘did not achieve minimum recommendations’ (≤150 min of moderate physical activity). Participants were further categorized as: inactive (does not engage in physical activity or sport), engaging in physical activity that is not beneficial to health (≤300 min of moderate physical activity per week) and engaging in physical activity that is beneficial to health (≥300 min of moderate physical activity per week). Possible relationships with psychosocial factors and perceived psychological distress were explored. An ad hoc questionnaire was used to record the time in minutes of physical activity engagement per week. The Connor–Davidson Resilience Scale, the Trait Meta-mood Scale, and Kessler Psychological Distress Scale were also administered. Statically significant differences are shown between the three examined groups: physical inactivity and non-beneficial physical activity; physical inactivity and beneficial physical activity, and; non-beneficial physical activity and beneficial physical activity. Positive and direct correlations were seen with respect to resilience and understanding, and emotional regulation, in addition to negative associations with respect to psychological distress. In conclusion, the more individuals engage in beneficial physical activity, the greater their resilience and emotional management, and the lower their rates of psychological distress.

Actualmente, la Inteligencia Emocional es un factor clave que repercute en el bienestar social y mental de los alumnos, ayudándoles a regular y gestionar sus emociones, lo que les facilita a comprender su entorno y a tomar decisiones acertadas ante los diversos momentos estresantes que surgen diariamente en clase, lo que hace hincapié en que debe de ser un elemento continuo y progresivo desarrollado por medio de las entidades educativa. De ahí la intención de llevar a cabo un meta-análisis con el fin de conocer el grado de fiabilidad, así como los beneficios que reportan los programas de implementación de Inteligencia Emocional en los discentes. La búsqueda bibliográfica se ha realizado en la base de datos Web of Science, SCOPUS y PubMed, obteniendo un total de 20 artículos publicados en las dos últimas décadas relacionados con la temática analizada y que respondieran a los criterios de inclusión. Solamente se incluyeron artículos de tipo longitudinal con los que se llevó a cabo un meta-análisis, obteniendo un tamaño del efecto medio de 0.73, analizando a su vez la efectividad según etapa educativa y duración de la implementación, siendo la Educación Primaria la que obtuvo mejores resultados según la aplicación de los programas (TE=0.95), seguida de la Educación Secundaria, a su vez se analizó la eficacia de las intervenciones según la duración del programa realizado, obtenido que los programas de media duración eran los que mejores datos reportaban a los estudiantes. Llegando a la conclusión de que mayoritariamente los programas contribuyen al desarrollo y a la potenciación de la Inteligencia Emocional de los discentes dotándolos de las habilidades necesarias para afrontar las situaciones que se acontecen en el día a día, así como de la capacidad para sentirse auto-realizados con las tareas llevadas a cabo y con el esfuerzo aplicado. Currently Emotional Intelligence is a key factor that affects the social and mental wellbeing of students, helping them to regulate and manage their emotions, which makes it easier for them to understand their environment and make the right decisions in the face of the different stressful moments that arise daily in class. which emphasizes that it must be a continuous and progressive element developed through educational entities. Hence the intention to carry out a meta-analysis in order to know the degree of reliability as well as the benefits reported by the programs of implementation of Emotional Intelligence in the students. The bibliographic search was carried out in the Web of Science, SCOPUS and PubMed database, obtaining a total of 20 articles published in the last two decades related to the subject analyzed and which met the inclusion criteria. Only longitudinal articles were included with which a meta-analysis was carried out, obtaining an average effect size of 0.73, analyzing in turn the effectiveness according to educational stage and duration of implementation, with Primary Education obtaining the best results. results according to the application of the programs (TE = 0.95), followed by Secondary Education, in turn, the effectiveness of the interventions was analyzed according to the duration of the program, obtained that the medium-term programs were the ones that reported the best results to the students. Reaching the conclusion that most of the programs contribute to the development and empowerment of the Emotional Intelligence of the students, equipping them with the necessary skills to face the situations that take place on a daily basis, as well as the ability to feel self-realized with the tasks carried out and with the applied effort.

At present, knowledge of physical and cognitive aspects is essential in the sporting context. Faced with this situation, the control and knowledge of emotions has a person on himself and on others, affects the sporting action. The aim of this work is to examine the relationship between emotional intelligence and the practice of physical activity. Through a systematic review in databases such as the Web of Science and Scopus that contain the terms of emotional intelligence along with the parameters of physical activity and sport. Twenty-four articles comprised the sample for further analysis. By way of conclusion it can be said that the main field of study of emotional intelligence related to the practice of physical activity is educational. Likewise, emotional intelligence is a determining factor in the improvement of sports competences.

The aim of this study is to develop a systematic review on the relationship between the use of active video games “exergames” and the practice of physical activity. The Web of Science (WOS) repository was used as the main search engine, using as criteria the selection of longitudinal and experimental studies published in the last five years. A total of eight research papers were obtained, in which intervention programs based on the use of exergames were applied to improve different parameters, such as adherence to Physical Activity practice or improvement on a psychological level. As the main findings, it was possible to observe the need to include these types of devices in the classroom since they can work transversally across much content, and the resources are so accessible that they allow improvements at academic level. Likewise, they favor motivation to physical exercise since with adequate volume and intensity parameters, they are related to healthier lifestyles, and the areas of motor skills and logical thinking benefited the most.