The purpose of this research was to identify through a Systematic Review (SR) the relationship between Emotional Intelligence (EI) and the use of Information and Communication Technologies (ICT) on student motivation and academic performance. For this purpose, two searches were carried out in scientific electronic resources, such as Web of Science, Scopus, PubMed, PsycINFO and Dialnet. In this way, a total of 98 studies were obtained which, after applying the inclusion and exclusion criteria, left a total of 39 papers for review. The results show that EI and the use of ICTs have a positive relationship on motivation and academic performance. The most relevant conclusions suggest that the level of EI favors personal well-being, the improvement of school coexistence and the correct use of ICT. Likewise, the use of digital resources in the educational context increases motivation, academic performance and the achievement of curricular objectives in the different educational stages. However, it is suggested that further research should be carried out to confirm the findings of this paper.

The aim of this work is to identify through a systematic review of different innovative educational practices in Higher Education. For this, a search of scientific articles was carried out in different Scopus and Web of Science databases, where a total of 1470 documents were acquired, which, after applying the inclusion criteria, left 20 works for review. The results show that creative practices favor the construction of the teaching-learning process and the development of skills. The teacher must take into account the contextualization of knowledge and start from the center of interest of the students, to promote attitudes in new procedures based on innovation, promoting skills that predispose the student towards motivation and involvement. In conclusion, it is suggested that new studies will take into account the results found in this study. This could encourage the acquisition of knowledge based on cooperation and motivation, divergent thinking and the inclusion of students.

The aim of the present study was to identify, by means of a systematic review, the most frequent predictors of alcohol consumption in adolescents. To this end, a search for articles was carried out in different databases, such as PsycINFO, Web of Science and Scopus. A total of 341 documents were obtained and, after applying the established inclusion criteria, 14 papers remained for review. The results showed different predictors of alcohol intake by adolescents. In particular, drinking alcohol at an early age, parental consumption, the presence of little family support, the establishment of relationships with peers with a tendency towards consumption, maintaining a poor relationship with the mother figure, showing low levels of intelligence, self-esteem and self-efficacy, as well as smoking, the search for new sensations, having positive expectations towards alcohol, having a permissive attitude towards alcohol intake on the part of parents, having economic availability, watching televised soccer games and, finally, having sexual relations at an early age. Consequently, it is recommended that new intervention programs take into account the results of the present study. In conclusion, it is suggested that new studies should be carried out to verify these findings in order to improve the quality of life of adolescents.

Significant evidence does exist on the effectiveness of transdiagnostic interventions to improve emotional problems in clinical populations, and their application as universal and indicated prevention programs. However, no randomized controlled trials (RCT) studying selective transdiagnostic prevention intervention have been published. This is the first known RCT to evaluate the efficacy/effectiveness of an evidence-based selective prevention transdiagnostic program for emotional problems in adolescents. The impact of three different interventions was evaluated: (1) PROCARE (Preventive transdiagnostic intervention for Adolescents at Risk for Emotional disorders), which is a group-based, abbreviated version of the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents (UP-A), along with adding a booster session to reduce risk of onset of anxiety and depression, (2) PROCARE + , which includes the PROCARE protocol along with personalized add-on modules tailored to match adolescents’ risk factors, and (3) an active control condition (ACC) based on emotional psychoeducation. In total, 208 adolescents (48.5% girls) evidencing high risk and low protective factors were randomized and allocated to PROCARE, PROCARE + or ACC. Data from 153 adolescents who completed all assessments in the different phases of the study were analyzed. Self- and parent-reported measures were taken at baseline, as well as after the intervention, a 6 month follow-up was carried out, together with a 1 month follow-up after the booster session. Differences between conditions were significant on most of the outcome measures, with superior effect sizes for PROCARE + in the short and long term. Interventions were acceptable in terms of acceptability, with good satisfaction rates. Tailored targeted selective transdiagnostic interventions focused on mitigating risk factors and promoting protective factors in vulnerable adolescents are promising.

Antecedentes: actualmente, es relevante la importancia del ejercicio físico diario para los educandos, ya que repercute en su estado de salud. Así, es fundamental la importancia de las intervenciones para favorecer el ejercicio físico del alumnado. Objetivo: identificar mediante una revisión sistemática la importancia que ejercen los programas de intervención en el desarrollo del ejercicio físico sobre la autoeficacia y el aprendizaje del alumnado. Materiales y métodos: se realizó una búsqueda de artículos en distintas bases de datos, concretamente, en Scopus, Psicodoc, PsycINFO, Web of Science, PubMed y SportDiscus. De este modo, se obtuvieron un total de 716 documentos que, tras aplicar los criterios de inclusión establecidos, quedaron 4 investigaciones para su revisión. Resultados: la muestra de estos quedó compuesta por un total de 2.414 estudiantes. Los resultados revelaron los efectos positivos que posee la práctica de la actividad física en los jóvenes al incrementar las percepciones, actitudes hacia la actividad física, la autoeficacia y mejora del aprendizaje. Conclusión: se consideran relevantes los resultados hallados en el presente trabajo. No obstante, se recomienda que nuevos programas de intervención tengan en cuenta estos resultados, de modo que permitan corroborar estos hallazgos. Palabras clave: Aprendizaje; Autoeficacia; Ejercicio Físico; Estudiantes; Revisión Sistemática.ç Background: currently, the importance of daily physical exercise for students is relevant, since it has an impact on their state of health. Thus, the importance of interventions to promote students' physical exercise is fundamental. Aim: to identify, by means of a systematic review, the importance of intervention programs in the development of physical exercise on students' self-efficacy and learning. Materials and methods: a search for articles was carried out in different databases, specifically in Scopus, Psicodoc, PsycINFO, Web of Science, PubMed and SportDiscus. Thus, a total of 716 documents were obtained which, after applying the established inclusion criteria, left 4 studies for review. Results: the sample consisted of a total of 2.414 students. The results revealed the positive effects of the practice of physical activity in young people by increasing perceptions, attitudes towards physical activity, self-efficacy and improved learning. Conclusion: the results found in the present study are considered relevant. However, it is recommended that new intervention programs take these results into account, in order to corroborate these findings. Keywords: Learning; Self-efficacy; Physical Exercise; Students; Systematic Review.

Currently, the incorporation of Information and Communication Technologies (ICT) in university classrooms is leading to the emergence of new learning scenarios based on educational innovation, incorporating the use of mobile devices in teaching. Training in the field of Health Sciences is increasingly focused on improving health care delivery. The aim of this paper is to identify through a systematic review the importance of teaching innovation as a process and management in the field of Health Sciences. To this end, a search for articles was carried out in different databases, such as Web of Science and Scopus. A total of 379 documents were obtained which, after applying the established inclusion criteria, left 9 papers for review. The results showed that the use of ICT and the creation of team work based on activities related to clinical practice suggests improving the quality of university teaching in Health Sciences students, since it allows them greater accessibility, flexibility and interaction. In conclusion, the use of ICT seems to be an effective way to learn and teach, by encouraging the search for content and divergent thinking, as well as collaboration and interaction among peers.