The aim of this work is to extend the research on the relationships between emotional intelligence and various indicators of subjective well-being in adolescents, such as stress and social anxiety. The existence of differences in stress and social anxiety as a function of an emotional intelligence score is also analyzed. A total of 505 Spanish adolescents between the ages of 12 and 18 participated in the study. The results obtained support the existence of a positive relationship between trait emotional intelligence and subjective well-being. Likewise, the existence of a negative association between emotional intelligence and stress, and emotional intelligence and social anxiety, is confirmed. These results are consistent with other similar works based on adolescent samples.

The aim of this study is to experimentally assess the effects of an intervention program through a video game called “Aislados” for the improvement of subjective well-being, mental health and trait emotional intelligence of a sample of adolescents (n = 187). We used well-established measures with appropriate psychometric properties. The study used a quasi-experimental design of pre-test/post-test repeated measurements with a control group. First, a multivariate analysis of variance (MANOVA) and then descriptive analyses and variance analyses (ANOVAs) were carried out by the adolescents randomly assigned to the experimental and control conditions. Then, a multivariate analysis of covariance (MANCOVA) was performed on the study’s variables as a whole. Descriptive and covariance analyses of the post-test scores were carried out (ANCOVAs post-test, co-varying pre-test scores), in order to demonstrate the impact of the program. The effect size was reckoned (Cohen’s d). The results confirm statistically-significant differences in: Health-Related Quality of life, positive affect and mental health. The study provides an effective intervention tool which has been experimentally validated. The overall results allow for emphasizing the importance of the implementation of programs aimed at encouraging social and emotional learning throughout adolescence as protective resources in fostering emotional and behavioral adjustment in adolescents.

This study aims to evaluate the impact of an educational intervention on social competence and social acceptance among adolescents. The participants were 106 adolescents aged 12–15 years (M = 13.41 years; SD = 0.81 years). Participants were randomly assigned to the control group (n = 44) and an experimental group (n = 69). In the experimental group, an intervention based on the Sport Education Model (SEM) was applied. While in the control group, an intervention based on the Traditional Model of Direct Instruction (TM-DI) was carried out. An experimental design with repeated pretest and posttest measurements was developed. The Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) was used to assess social competence. The Guess Who (GW4) questionnaire was used to assess social acceptance (SA) among peers. The preliminary results showed that the intervention based on the SEM (experimental group) promoted more significant improvements in some indicators of social competence and social acceptance among peers than those obtained with the TM-DI (control group). The results confirm a similar impact of the intervention between boys and girls. These preliminary results suggest the potential of the Sport Education Model with adolescents.

Emotional attention has been found as a key predictive dimension of stress. However, very few studies have investigated the relationship between emotional attention and test anxiety. The objective of the present study was to analyze the role of emotional attention, measured using the Trait Meta-Mood Scale (TMMS), on the level of test anxiety, and measured using the Test Anxiety Inventory (TAI). In addition, we examined the potential mediating role of Self-Rumination and Self-Reflection, as measured through the Rumination-Reflection Questionnaire (RRQ), on the relationship between emotional attention and test anxiety. The sample included 385 Spanish adolescents between 14 and 19 years of age. Mediation analysis results are consistent with a model in which Self-Rumination, but no self-Reflection, mediates the relationship between Emotional Attention and Test Anxiety. Finally, several potential implications of these findings to improve quality of life in adolescents are discussed.

NECESIDADES DE FORMACIÓN DE MAESTROS DE INFANTIL Y PRIMARIA EN ATENCIÓN A LA DIVERSIDAD