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BACKGROUND: Mental health literacy (MHL) is especially important for young people, but comprehensive studies on MHL in adolescents are limited, with no nationwide studies in Spain. This research aims to study MHL among Spanish adolescents and its relationship with sociodemographic factors. METHODS: An exploratory study is carried out using stratified random sampling in Spanish adolescents (N = 1000), aged 12-16 years and balanced in terms of gender, age and territorial distribution. Data collection took place in October and November 2023 through online surveys using the CAWI methodology. Sociodemographic variables, contact with mental health and the Spanish version of the Mental Health Literacy Questionnaire (MHLq-E), a self-administered instrument of 32 Likert-type items (1-5) that assesses the dimensions of help-seeking skills, knowledge about causes and symptoms, and stigma, were evaluated. Descriptive and multivariate analyses of variance (MANOVA) were conducted. RESULTS: In general, adequate levels of literacy were observed, although some aspects related to help-seeking towards teachers, stigmatising attitudes towards people of low economic status and knowledge of severe mental health problems could be improved. The results show contact with previous mental health problems as a key variable for stigma and knowledge about symptomatology together with age. Likewise, gender and family educational level were found to be related to the ability to seek professional help. CONCLUSION: This study provides information on levels of MHL among Spanish adolescents and highlights significant socio-demographic variables. These findings pave the way for interventions aimed at improving adolescents' understanding, attitudes and skills to manage mental health problems, making possible to adapt content and focus on specific groups, thus increasing its effectiveness.

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Introduction: Those who are professionally dedicated to teaching can be exposed with their work to situations that influence their perception of psychological well-being. This study aims to evaluate how the factors of personality, emotional intelligence, burnout and the psychosocial climate derived from the work environment of teachers influence their levels of psychological well-being, to verify whether these variables allow us to establish a predictive model of psychological well-being by means of multiple regression analysis. Methods: Participants were a group of 386 teachers in early childhood, Primary and Secondary education, both in training and in active service (71.5% women; 28.5% men). A correlation and multiple regression analysis were performed to establish a predictive model of psychological well-being. We used 5 instruments: Psychosocial Climate at Work Scales (ECPT); verall Personality Assessment Scale (OPERAS); Questionnaire for Evaluation of Burnout Syndrome at Work (CESQT); Spanish adaptation of the Riff Psychological Well-being Scales (EBP) and Spanish validation of the Trait Meta-Mood Scale (TMMS-24). Results: Most of the relationships were significant, and the multiple regression analysis explains 58.5% of the global variance of psychological well-being in teachers, being emotional stability the most relevant and main predictor of psychological well-being, explaining its 38.1%. Discussion: Personality shows a great influence in psychological well-being of teachers, particularly emotional stability. The ability to establish predictive models to explain psychological well-being in educational environments is confirmed.

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The main activating variables of psychological well-being and Emotional Intelligence that influence teachers include the process of evaluating well-being, their motivation, and their ability to perceive and regulate sources of stress and burnout. The relationship and influence of psychological well-being and emotional intelligence was analyzed with the adequate regulation of burnout. Those who participated included 386 active teachers (55%), and teachers in training (45%), studying for degrees in Pre-School and Primary Education, and Master's degrees in Secondary Education Teacher Training of which 71.5% were women. The following were used: Psychological Well-Being Scales, Trait Meta-Mood Scale and the Spanish Burnout Inventory. Pearson's correlation analysis and multiple regression analysis were performed. The results showed that enthusiasm for the teaching job is related to psychological well-being, especially domain of the environment and personal growth. Multiple regression analysis made it possible to establish a predictive model of well-being, showing that psychological well-being is the main adjustment predictor and/or the mismatch in the work of the teaching staff in both samples, through an adequate regulation of positive relationships, mastery of their environment and having a purpose in life.

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Antecedentes/Objetivo: El estudio establece las propiedades psicométricas de la adaptación española de la versión abreviada del Inventario de Estrategias de Afrontamiento (CSI-SF) publicado por Addison et al. (2007). La prueba utiliza un modelo de dos ejes para clasificar las estrategias de afrontamiento (de compromiso y de evitación) y las categorías objetivas del afrontamiento (centrada en el problema y centrada en la emoción). Método: Participaron 940 personas (62.87% mujeres; 37.12% hombres) divididas en dos submuestras. Se realizó un análisis factorial exploratorio (AFE) y un análisis factorial confirmatorio (AFC), así mismo la correlación de Pearson y el Alfa de Cronbach para examinar la fiabilidad y validez de la adaptación al español del CSI-SF. Resultados: El análisis de consistencia interna reveló una alta fiabilidad para todas las escalas (EFE = .890, PFE = .836. PFD = .767, EFD = .934), y todos los índices de ajuste utilizados para examinar el CSI-SF versión española proporcionaron soporte para su uso como una medida adecuada de las estrategias de afrontamiento del estrés. Discusión/Conclusión: La escala CSI-SF versión española es una prueba que proporciona un diagnóstico rápido y eficiente cuyos factores explican el 62.79% de la varianza común total de las estrategias de afrontamiento que se emplean frente a la situación de estrés en distintos ámbitos.(AU)

Background / Objective: The study establishes the psychometric properties of the Spanish adaptation of the abbreviated version of the Coping Strategies Inventory (CSI-SF) published by Addison et al. (2007). The test uses a two-axis model to classify coping strategies (commitment and avoidance) and objective categories of coping (problem-focused and emotion-focused). Method: 940 people participated (62.87% women; 37.12% men) aged between 18 and 66 years (x̄= 33.2; dt = 12.01). An exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were carried out, as well as Pearson's correlation and Cronbach's Alpha to examine the reliability and validity of the Spanish adaptation of the CSI-SF. Results: Internal consistency analysis revealed high reliability for all scales, and all adjustment indexes used to examine the CSI-SF Spanish version provided support for its use as an adequate measure of stress coping strategies. Discussion/Conclusions: The CSI-SF scale Spanish version is a test that provides a quick and efficient diagnosis of the coping strategies used in the face of stress in different settings.

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BACKGROUND: From Early Childhood Education onwards, causal attributions influence explanations of school performance. We performed a systematic review of the available knowledge (1970-2019) about Weiner's (1986) Attribution Theory of the Motivation of Achievement in order to examine studies related to the causal attributions of success and failure at school. We found numerous empirical studies related to Bernard Weiner's theory. However, little research exists about students in Early Childhood Education. Therefore, the aim of this study was to identify the causes to which children attribute their successes and failures during this educational period. METHOD: A sample of 200 students aged between 3 and 6 years old was selected. To collect the data, an individually implemented Piagetian clinical interview was used. RESULTS: A large volume of qualitative information was collected for classification which exceeded Weiner's traditional causal attributions. Creating a category to group all new attributions implied losing too much information under a non-specific label. CONCLUSION: A new categorization of the causal attributions was designed, made up of 10 categories -adapted to the 3-6 years age range- which revises and expanding on the categorization created by Weiner

ANTECEDENTES: las atribuciones causales de la motivación influyen desde Educación Infantil en la explicación del rendimiento escolar. Se realizó una revisión sistemática de los conocimientos disponibles (1970-2019) de la Teoría Atribucional de la Motivación de Logro de Weiner (1986) para conocer los trabajos relacionados con las atribuciones causales del éxito y fracaso escolar. Se hallaron numerosos estudios empíricos relacionados con la teoría de Bernard Weiner. Sin embargo, son escasas las investigaciones con estudiantes de Educación Infantil. Por ello, el objetivo de este estudio fue identificar las causas a las que atribuyen sus éxitos y fracasos escolares en Educación Infantil. MÉTODO: se seleccionó una muestra de 200 estudiantes con edades comprendidas entre los 3 y 6 años. Para recopilar los datos se utilizó una entrevista clínica piagetiana implementada individualmente. RESULTADOS: se recopiló un gran volumen de información cualitativa para clasificar que desbordaba las atribuciones causales tradicionales de Weiner. Crear una categoría para agrupar todas las nuevas atribuciones implicaba perder demasiada información bajo una etiqueta inespecífica. CONCLUSIÓN: se diseñó una nueva categorización de las atribuciones causales formada por 10 categorías -adaptada al rango de edad 3-6 años- que revisa y amplía la creada por Weiner

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BACKGROUND: From Early Childhood Education onwards, causal attributions influence explanations of school performance. We performed a systematic review of the available knowledge (1970-2019) about Weiner's (1986) Attribution Theory of the Motivation of Achievement in order to examine studies related to the causal attributions of success and failure at school. We found numerous empirical studies related to Bernard Weiner's theory. However, little research exists about students in Early Childhood Education. Therefore, the aim of this study was to identify the causes to which children attribute their successes and failures during this educational period. METHOD: A sample of 200 students aged between 3 and 6 years old was selected. To collect the data, an individually implemented Piagetian clinical interview was used. RESULTS: A large volume of qualitative information was collected for classification which exceeded Weiner's traditional causal attributions. Creating a category to group all new attributions implied losing too much information under a non-specific label. CONCLUSION: A new categorization of the causal attributions was designed, made up of 10 categories -adapted to the 3-6 years age range- which revises and expanding on the categorization created by Weiner.

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