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Background: During their school years, adolescents undergo emotional and motivational experiences that can play a key role in their personal and academic development. This study aims to analyse the relationship between self-esteem, resilience and satisfaction with life. Methods: The study comprised 1592 students. The instruments used were Rosenberg's Self-esteem Scale (RSE), the Brief Resilience Scale (BRS) and the Satisfaction With Life Scale (SWLS). Descriptive statistics, correlations between the variables investigated and investigated and mediation analysis was calculated by SPSS v26.0's MACRO. Results: The results of this study revealed 1) significant correlations between self-esteem, resilience and satisfaction with life. In addition, 2) it was found that self-esteem plays a mediating role in the relationship between resilience and satisfaction with life in adolescents. For all the operations, a p≤0.05 level of significance was adopted, with a 95% confidence level. Conclusion: The self-esteem of the students is decisive in the relationship between resilience and satisfaction with life in adolescents. These results emphasise the importance of promoting self-esteem, as mediating variable between the other two constructs, leading to the adequate personal and academic development of students.

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During schooling, students can undergo, for more or less long periods of time, different contextual settings that can negatively affect their personal and academic development, leading them not to meet their academic goals. The main objective of this research responds to examine the relationships between the constructs of goal orientations, emotional intelligence, and burnout in students. Method: This research comprised 2896 students from 15 Spanish high schools with ages between 12 and 18 years distributed across male (N = 1614; 55.73%) and female (N = 1282; 44.26%) genders. The measurements were made through Perception of Success Questionnaire (POSQ), the Trait Meta Mood Scale (TMMS-24) and the Maslach Burnout Inventory Student Survey (MBI-SS). Results: Results showed links between task orientation, high emotional intelligence levels, and adaptive behaviors and between ego orientation, academic burnout and less adaptive behavior. Similarly, it was shown that emotional intelligence can be used to predict goal-oriented behaviors. Conclusion: It is argued that the promotion of task orientation among secondary school students can lead to the adoption of adaptive behaviors and this, in turn, improve the development of students toward academic and personal settings.

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Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale-Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

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Subjective wellbeing is a current issue today. Various variables affect subjective wellbeing during adolescence: a crucial stage in the life of the individual. This study focuses on analysing the relationship between academic goal orientation, optimism and life satisfaction in adolescent students, as well as the possible mediating role of the goal orientation (task and ego) in the relationship between optimism and life satisfaction in adolescents. Methods: The sample comprises 1602 students (male N = 871; 54.36% and female N = 731; 45.63%) from nine secondary schools. The instruments used were the Life Orientation Test Revised (LOT-R), the Perception of Success Questionnaire (POSQ) and the Satisfaction With Life Scale (SWLS) questionnaire. Results: The results of the study reveal significant correlations between optimism-related variables, goal orientation and life satisfaction. In addition, goal orientation was found to have a positive mediating role on optimism and life satisfaction. Conclusion: The study shows the importance of promoting adaptive behaviours in goal orientation in adolescents, leading to optimal levels on variables such as optimism and life satisfaction, which in turn improve the individual's psychological development and academic performance.

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During their school years, students can have different experiences and go through various emotional and motivational states that can affect their learning experience and play a key role in their personal and academic development. The goal of this paper is to analyse the relationship between goal orientation, burnout and academic performance. Material and methods: The study comprised a sample of 2652 students aged between 12 and 19 years (M = 14.55; DT = 1.70), both male (n = 1.368; 51.58%) and female (N = 1.284; 48.41%), from 14 secondary schools. The instruments used were the Perception of Success Questionnaire (POSQ), the Maslach Burnout Inventory-Student Survey (MBI-SS) and academic performance, which was measured using the students' average school marks. Results: Results indicate a significant relationship between task orientation (and, to a lesser extent, ego orientation), efficacy and academic performance in line with adaptive behaviours. In addition, it was demonstrated that task orientation, efficacy and cynicism (burnout) can be used to predict academic performance in adolescents. Conclusion: It is argued that goal orientation plays a key role in promoting adaptive behaviours in an academic context and in the personal and academic development of adolescent students.

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Resumen El objetivo del presente trabajo fue analizar la relación entre la inteligencia emocional, el burnout académico y el rendimiento escolar en una muestra de 1756 estudiantes adolescentes pertenecientes a nueve centros de Educación Secundaria Obligatoria (ESO). Los instrumentos utilizados fueron las versiones españolas del Traid Meta-Mood Scale-24 (TMMS-24) y el Maslach Burnout Inventory Student-Survey (MBI-SS); y el rendimiento escolar se cuantificó a través de la nota media de cada alumno. Se realizó un estudio ex post-facto de carácter prospectivo con un diseño descriptivo simple. Los resultados mostraron relaciones positivas del rendimiento escolar con las dimensiones de comprensión y regulación emocional, así como con la eficacia académica; y relación negativa con el agotamiento físico/ emocional y cinismo. Los resultados resaltan la influencia de los recursos personales asociados a la inteligencia emocional en la prevención de la aparición del burnout, así como en la mejora de la eficacia personal que pueda conducir a un mayor rendimiento. Se desprende la necesidad de promover las habilidades emocionales en el aula como facilitadoras de las actitudes positivas hacia el desempeño escolar y la prevención del burnout académico.

Abstract This paper aimed to analyze the relationship between emotional intelligence, academic burnout and school performance in a sample of 1.756 adolescent students belonging to 9 compulsory secondary education (ESO) centers. The instruments used were the Spanish versions of the Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS); school performance was quantified through the average mark of each student. A prospective ex post facto study was conducted with a simple descriptive design. The results showed positive relationships of school performance with the dimensions of understanding and emotional regulation, as well as with academic effectiveness, and negative relationships with physical/emotional exhaustion and cynicism. The results highlight the influence of personal resources associated with emotional intelligence in preventing burnout, as well as personal effectiveness improvement that can lead to greater performance. The need to promote emotional skills in the classroom as facilitators of positive attitudes for school performance and the prevention of academic burnout is revealed.

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Resumen El presente trabajo tiene por objetivo la adaptación de la Escala de Inteligencia Emocional -EIS- (abreviatura por su nombre en inglés Emotional Intelligence Scale) de Schutte et al. (1998) al idioma español, evaluando su consistencia interna, estructura factorial y validez y comparando tres modelos de medición de la Escala en una muestra de 1153 personas de origen español (48.83% hombres; M edad=29.32 años). El estudio comprendió dos fases: 1) se realizó la traducción de la EIS al español y se evaluó su consistencia interna, estructura factorial y validez convergente; y 2) se realizó el análisis factorial confirmatorio de la Escala. Los resultados apoyan la consistencia interna de la medida y apuntan a una estructura de seis factores de la inteligencia emocional: Atención a las propias emociones; Atención a las emociones de otros; Regulación de las propias emociones; Emoción expresada; Regulación de las emociones de otros; Emociones en la resolución de problemas. El análisis factorial exploratorio mostró claramente que los factores de la EIS presentan una varianza acumulada del 59,83%, mostrando su capacidad de explicar la variación de inteligencia emocional. Por su parte, el análisis factorial confirmatorio confirma la adecuación del modelo compuesto por seis factores identificados y 33 ítems. La EIS es un instrumento fácil de comprender y rápido de completar, por lo que se considera útil para la evaluación de la inteligencia emocional en población hispanohablante.

Abstract This work has as a purpose to adjust the Emotional Intelligence Scale -EIS- of Schutte et al. (1998), the internal consistency and the factorial structure were investigated, comparing three measurement models, from a Spanish version, in a sample of 1153 people (48.83% men; M age = 29.32 years). The study comprises two phases: 1) the EIS English version was translated into Spanish also, its internal consistency, factorial structure and convergent validity were evaluated; and 2) the Confirmatory Factorial Analysis of the questionnaire was carried out. The results support the internal consistency of the measure and point to a structure of six factors of emotional intelligence: Appraisal of own emotions; Appraisal of others emotions; Regulation of own emotions; Expressed emotion; Regulation of others emotions; Emotions in problem solving. The Exploratory Factor Analysis clearly showed that the factors of the EIS show an accumulated variance of 59.831%, presenting its capability to explain the variation of emotional intelligence. On the other hand, Confirmatory Factor Analysis validates the adequacy of the model consisted of six identified factors and 33 items. Due to its facility to be understood and completed, the EIS is considered a useful instrument for emotional intelligence evaluation in the Spanish speaking population.

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Objetivo: la finalidad de la presente investigación fue la de analizar las relaciones entre los constructos de la inteligencia emocional, el burnout, el engagement académico y el rendimiento escolar en 1756 estudiantes en etapa Secundaria de 9 centros educativos. Materiales y métodos: los instrumentos utilizados para dicho trabajo fueron las versiones traducidas al castellano del Traid Meta-Mood Scale-24 (TMMS-24), el Maslach Burnout Inventory­Student Survey (MBI-SS) y Utrecht Work Engagement Scale­Student (UWES-S). Por su parte, el rendimiento escolar se midió por medio de la nota media del alumnado. Resultados: los resultados arrojaron relaciones positivas de las variables más autodeterminadas como resultan la inteligencia emocional y el engagement académico con el rendimiento escolar en un claro patrón de conductas más adaptativas. Por otro lado, puntuaciones más bajas en inteligencia emocional y burnout académico correlacionaron con menores puntuaciones de rendimiento escolar. Conclusiones: se desprende la importancia de la promoción de variables emocionales en clase para facilitar comportamientos positivos y autodeterminados que faciliten el rendimiento del alumnado así como la prevención del burnout potenciando el desarrollo educativo de los mismos..(AU)

Objective: the aim of this research was to analyze the relationship between constructs of emotional intelligence, burnout, academic engagement and school performance in 1756 students in Secondary stage of 9 highschools. Materials and methods: the instruments used for this research were the spanish translated versions of Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS) and Utrecht Work Engagement Scale-Student (UWES-S). On the other hand, the school performance was measured by means of the average mark of the students. Results:the results showed positive relationships of the most self-determined variables such as emotional intelligence and academic engagement with school performance in a clear pattern of more adaptive behaviors. On the other hand, lower scores in emotional intelligence and academic burnout correlated with lower school performance scores. Conclusions: the importance of the promotion of emotional variables in class to facilitate positive and self-determined behaviors that facilitate the performance of students as well as the prevention of burnout enhancing their educational development..(AU)

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Resumen. El objetivo del presente trabajo fue analizar la relación entre la motivación escolar, la inteligencia emocional y el rendimiento académico en una muestra de 3512 estudiantes adolescentes pertenecientes a 18 centros educativos. Los instrumentos utilizados fueron la Escala de Motivación Educativa (EME-S), la Traid Meta-Mood Scale-24 (TMMS-24) y el rendimiento académico se cuantificó a través de la nota media de los alumnos. Los resultados mostraron relaciones significativas entre motivaciones escolares intrínsecas e inteligencia emocional, en mayor medida que con las extrínsecas y amotivación. Asimismo, la regulación emocional, la motivación intrínseca hacia el conocimiento y la amotivación predijeron el rendimiento escolar de los alumnos. Se desprende la influencia de las tres variables en el desarrollo personal y académico de los estudiantes.

Abstract. The aim of this study was to analyze the relationship between school motivation, emotional intelligence and academic performance in a sample of 3512 adolescent students belonging to 18 educational centers. The instruments used were the spanish versions of the Educational Motivation Scale (EME-S), the Traid Meta-Mood Scale-24 (TMMS-24) and the academic performance was quantified through the average grade of the students. The results showed stronger relationships between intrinsic school motivations and emotional intelligence than extrinsic motivations and amotivation. Likewise, emotional regulation, intrinsic motivation and demotivation predicted students' school performance. The influence of school motivation, emotional intelligence and academic performance in the personal and academic development of the students.

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RESUMEN En los pacientes con diabetes tipo 2, el riesgo de sufrir algún tipo de malestar psicológico con síntomas de depresión y ansiedad, es aproximadamente el doble que en población normal. Cuando son síntomas relacionados con condiciones concomitantes, físicas y psicológicas deben ser tratados. El objetivo de este trabajo, fue examinar los efectos de un programa de ejercicios de fisioterapia y técnicas psicológicas, en el bienestar psíquico de una población diabética. El programa de 12 semanas se aplicó en 25 pacientes y se evaluaron: dolor, tensión arterial, antropometría, analítica sanguínea y bienestar psíquico (cuestionario de Goldberg de 28 ítems: GHQ-28). A pesar de la edad (84 % < de 65 años), solo el 12 % trabajaban, debido a su situación clínica de alto riesgo cardiovascular, presencia de comorbilidades (96 %) y dolor asociado. Todo ello afectaba negativamente el bienestar psíquico de los pacientes que puntuaron alto en el GHQ: disfunción social (14.8 ± 2.2), síntomas somáticos (13.5 ± 3.6), ansiedad e insomnio (11.9 ± 3.4) y depresión severa (9.2 ± 4.4). La situación clínica determinó el diseño del programa, que mostró gran eficacia terapéutica para el dolor y el aumento del bienestar psicológico, con gran repercusión en la puntuación total del GHQ, en los síntomas somáticos y en la disfunción social, aunque en la ansiedad e insomnio y la depresión los cambios fueron menores. En síntesis, el programa mejoró el bienestar físico y psíquico de la muestra, lo que aumenta la evidencia sobre la opción de incluir fisioterapia y psicología para tratar las circunstancias que causan malestar psíquico en la diabetes.

ABSTRACT Diabetic patients are around twice as likely to suffer from anxiety and depression symptoms as the general population. When these symptoms are related to concurrent conditions they should be treated. The objective of this study has been to examine the effects of a physical therapy exercises and psychological techniques program, in mental wellness of a diabetic population. The twelve weeks program was applied in 25 patients. Pain, arterial pressure, anthropometry, blood samples and mental wellness (with 28 items Goldberg questionnaire: GHQ-28) were evaluated. Though they were relatively young (84 % < than 65 years), only 12 % were working, due to the high cardiovascular risk clinical situation, the existence of comorbidities (96 %) and the associated pain. These facts negatively affected the mental wellness of the people, so they scored high in GHQ questionnaire: social dysfunction (14.8 ± 2.2), somatic symptoms (13.5 ± 3.6), anxiety and insomnia (11.9 ± 3.4) and severe depression (9.2 ± 4.4). The clinical situation determined the design of the program, which showed good treatment effects for pain and general mental wellness, with high effect sizes, in GHQ total score, in somatic symptoms and in social dysfunction, though in anxiety and insomnia and severe depression the effect size was small. In conclusion, the program improved physical and psychological wellness of our patients. The evidence for inclusion of physical therapy and psychology techniques in the management of concurrent conditions in diabetes, source of mental discomfort, had been reinforced.

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[Purpose] Ankylosing spondylitis is prevalent in men. Modern and expert consensus documents include physical therapy among the strategies for the treatment of ankylosing spondylitis. This study aimed to describe the physical therapy approach in an athlete with ankylosing spondylitis. [Subject and Methods] The patient, refractory to treatment with anti-inflammatory medication, showed pelvic and lumbar pain and joint, muscle, and functional disorders, which were treated with orthopedic joint mobilization, dry needling, exercise, and whole-body hyperthermia. [Results] After the treatment, pain relief, normal joint mobility, improved muscle function, and return to activities of daily living and competitive sporting activities were recorded. [Conclusion] The literature provides evidence for the use of joint mobilization techniques; however, no previous studies have used the same techniques and methods. There is no previous evidence for the use of dry needling in this pathology. Exercise therapy has a higher level of evidence, and guidelines with scientific support were followed. This research confirms the effectiveness of hyperthermia for arthritis. The early stage of ankylosing spondylitis, and the young age, good overall condition, and cooperative attitude of the patient led to positive outcomes. In conclusion, a favorable response that promoted the remission of the disease was observed.

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BACKGROUND: The multifactorial control of diabetes relies on interventions that provide patients with the best knowledge and resources available. The objective of this research was to analyze the clinical characteristics of a sample of people with type 2 diabetes at high cardiovascular risk, and establish possible links between disease control, family history and lifestyle, to improve the quality of interventions. Family history, lifestyle habits, blood pressure, anthropometric data and laboratory tests were analyzed in this descriptive and comparative cross-sectional study. RESULTS: All patients had a pathological body mass index (BMI), and in those patients with a family history of diabetes, the disease was more serious and onset was earlier. Overall, 70.9% were taking drugs for arterial blood pressure management, with mean values within recommended limits; 87.1% were taking antihyperlipidemic drugs and had mean values for blood lipids within reference range; 93.5% were receiving oral antidiabetic drugs and/or insulin and had blood glucose and glycosylated hemoglobin (HbA1c) values higher than recommended limit; and 87% were taking antiplatelet drugs and had fibrinogen and ultrasensitive C-reactive protein higher than the normal range. High HbA1c values were found in a high proportion of our sample who were not following a tailored diet (84.2%), and better BMIs were associated with moderate physical activity. Coexistence of somatic disorders (97.4% of the sample with musculoskeletal diseases) could lead to the lack of physical activity. CONCLUSIONS: This sample of patients with type 2 diabetes and at high cardiovascular risk, had acceptable metabolic control, facilitated by drug therapy. Family history of diabetes was associated with earlier disease onset and worse disease progression. Patients who were not following a tailored diet had worse HbA1c values compared with those who were. Individuals who practiced moderate physical activity in line with international recommendations for weight maintenance had the best BMI values, but the high prevalence of comorbidities could adversely affect exercise habits. Appropriate use of medication, dietary advice, and tailored physiotherapy physical activity suitable for people with comorbidities should be included in multifactorial treatment strategies for these patients, particularly in the presence of a family history of diabetes.

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El lenguaje en las personas con esquizofrenia presenta un deterioro, sobre todo en aspectos semánticos y pragmáticos, que afecta a la comunicación de estas personas. Se hace una revisión de las cuestiones más relevantes en este sentido. La base es aportar una explicación del porqué de las dificultades semánticas y pragmáticas, aun cuando el nivel morfológico y sintáctico se encuentran preservados (AU)

Language in people with schizophrenia deteriorates, especially semantic and pragmatic features, affecting communication in these individuals. The present article reviews the most important issues on this topic and aims to provide an explanation of the reasons for the semantic and pragmatic difficulties observed, even though morphological and syntactic features are preserved (AU)

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En este estudio se lleva a cabo una investigación sobre comorbilidad en los trastornos de personalidad en personas sin hogar. El objetivo del estudio era analizar si existe comorbilidad entre trastornos. Para ello, se lleva a cabo un estudio ex post facto, de carácter transversal, con una muestra de 91 pacientes, que cumplimentaron una entrevista semiestructurada y el MCMI II, en el transcurso de su tratamiento. Los resultados muestran como en un 40,66% de la muestra, coexisten 2 o más trastornos de personalidad al mismo tiempo, con una media de 2,06 TP por persona. Además, los trastornos de personalidad del grupo B: antisocial, límite, histriónico y narcisista, son los que presentan un mayor índice de comorbilidad. Por el contrario, trastornos de personalidad del grupo C: obsesivo-compulsivo, por evitación o por dependencia, a pesar de tener mayor presencia, apenas presentan comorbilidad con otros. Por último, se comentan la implicación que tiene este estudio en la práctica clínica y líneas futuras de investigación.

An investigation on comorbilidad in the personality upsets in homeless people takes effect in this study. The objective of the study was to examine if the comorbilidad among upsets exists. For it, a study takes effect ex post facto, of transverse character, with 91 patients’s sign, that a semi-structured interview and the MCMI paid a courteous visit to II, in the course of his treatment. The results evidence like in a 40.66% of sign, coexist 2 or more personality upsets simultaneously, with 2.06 TP’s sock apiece. Besides, the personality upsets of the group B: Antisocial, limit, little histrion and narcissist, music they who that they show comorbidity’s bigger index. On the contrary, personality upsets of the group C: The obsessed person compelled by a compulsion, for avoidance or for dependence, in spite of having principal witnesses, almost they show comorbilidad with others. Finally,they comment the implication that has this study at the practical clinic and future fact-finding lines.

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BACKGROUND: The notion of stress in connection with the work environment became an important topic during the 1970's, when the first studies on the subject were published and the term of work stress was first coined. In 1974, Freudenberger proposed the term burnout to refer to the condition of physical and emotional exhaustion, as well as the associated negative attitudes, resulting from the intense interaction in working with people. The aim of our study is to examine burnout and job satisfaction in Saragossa University Services and Administration Staff (SAS) and detect the main factors which could contribute to too much stress, because job stress has emerged as a major psychosocial influence on mental health, associated with burnout. METHODS: 24 people from the Services and Administration Staff in the University of Saragossa participated in the study. The research was carried out during the implementation of a module on Stress Management organised by the University of Saragossa and commissioned to the Unit for Research in Physical Therapy (University School of Health Sciences) from that University. This research is an exploratory research to improve the stress management program. A personal interview was carried out and additionally, participants were given the Maslach Burnout Inventory and the Scale of Satisfaction at Work of Warr, Cook & Wall. RESULTS: However using small sample this is worth to state that participants present most of them low burnout levels in the burnout scale. Only in one person high exhaustion level was reflected, even though other seven showed mean levels; in the professional self-esteem section, most of them showed high self-esteem, with two cases of low self-esteem and five with mean level.With regard to satisfaction people participating in the study show mean levels in intrinsic as much as in extrinsic factors and general satisfaction. CONCLUSIONS: Services and Administration Staff from the University of Saragossa shows low burnout levels linked with high professional self-esteem and low emotional exhaustion and depersonalization.It has been found also medium levels in work satisfaction probably related with the continuous quality improvement efforts in the academics environment to create protective factors in decreasing levels of job stress.These results show that not only personality or temperament have an influence on burnout and stress, also the job conditions are related with these diseases. These aspects should be taken into account in the design of stress prevention programme at work.

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This paper analyzes the relation between personality disorder and homeless condition. In order to achieve this objective, an ex post facto study was carried out. It had a prospective character, done with a sample of 77 patients who took part and gave answers in an interview and in the MCMI II along the period of treatment. The results indicates that 80,5% of the homeless engaged in the study shows one or more personality disturbances. The most outstanding disturbances are related to personalities with interpersonal problems: Antisocial, Narcissist and Dependent. Moreover, high scores on Alcohol Dependence, Delirious Disorder, as well as Compulsive TP can be appreciated. Homeless are clearly related to personality disturbances increasing the complexity of treatments, worsening the prognosis. Finally, we comment the relevance of the results of this study in practical intervention with this population and for future studies on this topics (AU)

En este artículo se analiza sobre la relación entre trastorno de personalidad y persona sin hogar. Para ello, se realizó un estudio ex post facto, de carácter prospectivo, con una muestra de 77 pacientes, que cumplimentaron una entrevista y el MCMI II en el trascurso de su tratamiento. Los resultados muestran que el 80,5% de las personas sin hogar participantes en el estudio, padecen uno o más trastornos de personalidad, estando relacionados los más prevalentes con las personalidades con problemas interpersonales: antisocial, narcisista y dependiente. Además se encuentran altas puntuaciones en dependencia del alcohol y trastorno delirante, así como en trastorno de la personalidad compulsivo. Como conclusiones que se extraen del estudio, es que detrás de las personas sin hogar, está la existencia de trastornos de personalidad, que complican el tratamiento, empeorandosu pronóstico. Por último, se comentan la implicación que tiene este estudio en lapráctica clínica y líneas futuras de investigación (AU)

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