Scientific literature has shown contextual factors that predict youth development, and family variables are the most important ones. In this study, we propose a model that explains the relation between family variables (relationship with parents and family activities) and staff Positive Youth Development (assessed through Life satisfaction, Interiority, and Self-control), across different cultures. We recruited 2867 adolescents aged 12-18 years (52% female) from three countries: Spain, Mexico, and Peru. They completed an anonymous questionnaire. We ran exploratory and confirmatory factor analyses, and structural equation modelling, testing for invariance across countries and sexes. In all subsamples, positive family relationships were associated with adolescents' Life Satisfaction. In addition, time invested on family activities was associated with Interiority and with Self-control. However, some differences across cultures and sex were found in the specific associations. Theoretical and practical implications are discussed regarding how to improve adolescent development through family life.

Aims To determine the associations between internal assets (planning and decision-making, interpersonal competence and commitment to learning) and substance use (tobacco, alcohol, binge drinking, marijuana use and other drugs). Design A cross-sectional study was conducted in four countries (Chile, Mexico, Spain and Peru). Methods Adolescents aged 12-18 self-completed a multi-purpose questionnaire between 2016 and 2019. Multiple logistic regressions and structural equation models were performed to analyse the association between internal assets (planning and decision-making, interpersonal competence, and commitment to learning) and substance use. Results The results indicate that planning and decision-making and commitment to learning are conducive to the prevention of substance use. On the contrary, interpersonal competence was not associated with substance use. Conclusion The present study shows that planning and decision-making and commitment to learning can be relevant factors in explaining substance use during adolescence. Internal assets can be an important aspect to include in health promotion interventions with children, youth and families to prevent substance use. These findings may be useful for researchers, schools, paediatric nurse practitioners, and health professionals in general to design health programs focused on children and adolescents. Furthermore, the Developmental Assets framework has been proved as a suitable frame of reference for paediatric nurse practitioners to assess and develop child and adolescent positive development and design health promotion interventions to prevent substance use.

This study tested an empirical model of the relationship between staff Positive Youth Development (PPYD) and two contextual factors: Positive Parenting (PP), and Perception of the Climate and Functioning of the School (PcfS). The hypothesis tested was that a positive relationship with parents and a positive perception of the school will contribute to the prediction of PPYD. The sample was composed of 1507 adolescents recruited in 10 Spanish schools who were aged between 12 and 18 years and 52% were female. PPYD was evaluated through Dispositional optimism, Self-competence, and Sense of coherence. PP was evaluated through Affect and communication, Autonomy granting, Humor, and Self-disclosure. PcfS was evaluated through School climate, School bonds, Clarity of rules and values, and Empowerment. Previous reliability and validity analyses of the constructs were carried out, and correlational analyses and structural predictions were made. The results show that both PP and PcfS were associated with better scores in PPYD. Also, a positive correlation between those two contextual factors was found. Implications for applied research are discussed.

The aim of this research was to delimit the predictive and mediational model of resilience between character strengths to predict flourishing, in a sample of undergraduate students. After signing their informed consent, 642 university students completed three validated scales. Using an ex post facto design, regression, structural modeling, and mediation analyses were carried out, in order to construct a multi-causal predictive model. Results indicated a consistent predictive direct effect of character strengths on resilience and flourishing and of resilience on flourishing. As hypothesized, resilience also showed a mediating effect on the relationship between character strengths and flourishing. Additionally, results also revealed that the reactive and proactive factors of resilience were explained by different character strengths, reinforcing the idea that the two directions are complementary and necessary. Finally, several implications were established for the practice of positive psychology.

Oliva¿s Escala para la Evaluación del Estilo Parental (EEEP) [Scale for the evaluation of parenting styles] asks adolescents about their parents¿ education styles separately (¿your father¿ and ¿your mother¿) or in a combined way (¿your parents¿), but only the separated version has been tested for validity. The objective of this work was to carry out a validation of the combined version. A sample of 1507 adolescents, aged 12 to 18 years, was recruited. Exploratory and confirmatory factor analyses were run in two independent subsamples. Then, structural equation models (SEM) were run in order to test the association between the EEEP¿s subscales and adolescent outcomes (optimism, pessimism, and academic achievement). Results showed a good fit of the instruments¿ structure. Furthermore, the subscales showed associations with the outcomes. The EEEP can be reliably used in its combined form, which results in a reduction of items, often beneficial for research.

This article looks at the CAS (Creativity, Activity and Service) component of the high school diploma International, and its relationship to Education Character. CAS promotes character strengths raised in different programmes of Education Character. However, the existing bibliography has not explicitly identified these relationships between CAS and character. goal In order to find the types of Education of Character that are worked on in CAS, this work presents a systematic review of the literature (SLR) following the PRISMA method. Ninety-nine papers were found, of which 17 were finally included in the analysis, after applying the inclusion and exclusion criteria. Different typologies of Education of Character are reflected in all of them. The Education of Character is immersed in the CAS programme in different ways, such as Education in life skills, service-learning or Education moral, among others. Therefore, there is a difficulty in the literature in defining character and Education of Character, given that it is an elastic and controversial concept or, as some authors point out, an umbrella concept.

Introduction. Positive parenting and Extracurricular Activities are contextual assets for enhancing staff Positive Youth Development. However, these assets have not been studied simultaneously or in students of different ages. This paper analyzed these associations, by testing a mediator model in students with different academic trajectories. Method. The sample was composed by 1.402 adolescents, aged between 12 and 20 years (Mean=14.40; SD=1.910; males=49%). Students completed various questionnaires regarding the staff constructs of Optimism, Hope, General Self-efficacy and Sense of Coherence, as well as questionnaires that address perceptions of Parental Style and Extracurricular Activities. A random sampling was carried out by schools in Aragon (Spain) that offered the degrees carried out by adolescents. Results. Structural equation modeling showed that Positive Parenting was associated with the accomplishment of Extracurricular Activities and personality constructs. Further, participation in activities was associated with the same pattern of personality traits (Expectancies, Self, and Sense of Coherence). These results were found mainly in younger students (12-15 years old), while in older students (16-20 years old) this effect was found only for those with a profile of less successful academic pathways. Discussion and Conclusion. Relationships with family are the essential asset for adolescents, especially to promote staff Positive Youth Developme

Participation in organised Extracurricular Activities has contributed to improve academic achievement. However, this does not happen in the same way; it depends on sex, age, or parental educational level. Our objective is to know the importance of these factor interactions¿ in the explanation of academic achievement. The sample consisted of 1148 adolescents, aged between 12 and 18 years, 52% of whom were female. Participants completed the Extracurricular Activities questionnaire, and academic and sociodemographic data were collected. The results show that differences in academic achievement depend on the adolescent stage. In early adolescence, girls improve in academic achievement, as well as with better parental education, reading of books and activity duration. On the contrary, in the middle and late adolescence, academic achievement improves with not participating in collective sports and reduced activity breadth, although parental educational level follows the same trend as in the early adolescence. These results reinforce the evolutionary hypothesis of specialization in the choice of activities throughout adolescence. In this sense, some proposals for schools that advocate for greater integration of curricular and non-curricular elements are discussed.

summary Adolescents' experiences at schools are a determining factor in their academic performance and adaptation to the school. This article compares the differences in the perception of school climate and functioning according to year, age, gender, ownership and scope of the school and academic performance. The study analyses the differences in a sample of 1208 adolescent students on the Perception of School Climate and Functioning (PCFC) scale, and the dimensions that comprise it. These dimensions are climate, attachment to the school, clarity of norms and values, and empowerment and opportunities. Among the results, significant differences were found in the PCFC scale according to the year, age, sex, subject of the centre and academic performance. Among females, a better perception is observed in the dimensions of Bonding and Clarity of school rules educational. The overall perception of the school decreases with increasing level educational and age, but increases with higher academic performance and in private-concerted versus public schools. Based on the findings, we provide guidance for schools and policy makers. Throughout adolescence, students require greater responsibility and participation in school decision-making educational, and for schools to provide them with greater opportunities for development. Abstract The experiences of adolescents in schools are decisive for their academic achievement and adaptation. This article compares the differences around the perception of the climate and school functioning according to the educational level, age, sex, ownership and school location, and academic achievement. In this article, the differences in a sample of 1208 adolescent students on the Scale of Climate Perception and School Functioning (PCFC) and their dimensions are analyzed. These dimensions are climate, school bonds, clarity of norms and values, and empowerment, and opportunities. Significant differences are found in the PCFC scale depending on the course, age, sex, type of center, and academic performance. Bonds and Clarity are better observed in women. The overall perception of the school decreases with the increase in educational level and age, but increases with greater academic achievement, as well as in schools of private ownership over the public. From the findings, we provide guidelines for schools and educational policymakers. Throughout adolescence, students claim for greater responsibility and participation in the decision making of the school, as well as providing them with greater opportunities for their development.

Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants' mindfulness competence. The sample consisted of 156 students aged 11-14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants' inner and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.

Emotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants¿ mindfulness competence. The sample consisted of 156 students aged 11¿14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed

Performance character is a pillar of the Education of character that is essential for effectiveness in any context involving performance. Its recent inclusion in Education character models, in line with ecological approaches such as the adolescent positive development , aims to provide core topic competences in processes of adaptation to the environment. The application of the Education of character in general and of performance character in particular to curriculum educational is a real challenge, which in itself contains important benefits in the academic aspect and in the development of the person in the multiple facets of his or her life. To this end, we advocate the introduction of the Education of character in the academic curriculum , especially in the adolescent stage. In line with the approach of development positive adolescent, this would contribute to the prevention and promotion of multiple competences necessary to perform in different situations, in order to exploit personal talents and better serve society.

It offers an approach to the conceptualisation of subjective well-being, focusing on personal factors involved in happiness, as well as on development of the empirical evidence in this field and its application. In this study, in a sample of university students from the psychopedagogical area , on the one hand, the main concerns and their Degree of happiness are collected. On the other hand, their scores on the EQ sub-factors of perception, understanding and regulation using the TMMS-24 scale. The results highlight the similarities between the concerns, the positive relationship between the dimensions of EI and happiness, as well as the relationship between happiness and the orientation of concerns towards others.