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.

Abstract The aim of this study was to adapt and test the empathy questionnaire in Spanish adolescents (N = 701, age = 13.47 years). The study involved two different strands: (1) the questionnaire was translated into Spanish, and its internal consistency, factorial structure and convergent validity were assessed; (2) the questionnaire was subject to confirmatory factor analysis. The results of the confirmatory factor analysis show that the questionnaire's factors present an aggregate variance of 58.588%, which suggests that the questionnaire is a valid tool to represent affective empathy, cognitive empathy and empathic concern. On the other hand, the confirmatory factor analysis confirmed the sustainability of the model, which comprises three identified factors and twelve items. The empathy questionnaire is easy to understand and can be completed in a short time, so it is considered a useful tool to assess empathy in Spanish adolescents. The results are discussed in the context of theoretical accounts of empathy.

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.

Abstract Football is the sport most practiced in Spain in school age and it has formative implications of relevance for those who practice it. There is an educational interest in intervening in sport in order to revalue the unique training opportunities it offers. Therefore, actions that involve the behavior of trainers and family members have been undertaken. This article intends to make an exhaustive route of the formative referents that contribute to the learning that the children construct. The non-formality of the scenario facilitates the permeability of referents, which gives rise to a dynamic and complex framework. This perception aims to create formative certainty linking the converging points of good practices, which take into account the referential complexity of the formative-sport framework: the school football.

Resumen El fútbol es la actividad físico-deportiva más practicada en España en edad escolar y posee implicaciones formativas de relevancia para quien lo practica. Existe un interés educativo por intervenir en el deporte a fin de revalorizar las oportunidades formativas únicas que este ofrece. Por ello, se han emprendido acciones que inciden en pautar el comportamiento de formadores y familiares. Este artículo pretende realizar un recorrido exhaustivo por los referentes formativos que contribuyen en los aprendizajes que los niños construyen, desde la premisa de que la no formalidad del escenario facilita la permeabilidad de referentes dando lugar a un espacio dinámico y complejo. Esta percepción pretende favorecer una certidumbre formativa que vincule la convergencia de las buenas prácticas que atiendan la complejidad referencial del escenario formativo-deportivo que es el fútbol escolar.

Abstract Internalizing problems (depression, anxiety, social anxiety, somatic complaints, post-traumatic symptoms, and obsession-compulsion) are very important in adolescents’ development. These problems can be related with people who lack social skills and poorly handle their emotions. This study assessed 1358 secondary education students (12-17 years) to analyze the relationship linking internalizing problems, emotional intelligence, and social skills. The results showed not only how these constructs were related, but how students’ internalizing problems varied according to their emotional intelligence and social skills. They also indicated that two in every three males, and just over one in every two females, obtained high scores for internalizing problems. The model showed a good fit: χ2(85) = 201.161 p <0.001; X2/g/ = 2.367; CFI = 0.919; NFI = 0.869; TLI = 0.900; RMSEA = 0.075, IC 95% (0.062-0.089). Finally, gender influenced the way that internalizing problems, emotional intelligence, and social skills were related, and an inverse relation appeared to link internalizing problems, emotional intelligence (r = - .77), and social skills (r = - .52) for females, while this relationship was poorer for males. By way of conclusion, we state that internalizing problems are related with emotional intelligence and social skills in secondary education students, but this relationship differs according to gender.

Resumo O objetivo do presente estudo foi analisar a relação entre as orientações de meta e o burnout acadêmico em uma população de 3512 alunos (M=14.55; DT=1.68) pertencentes a 18 centros de Educação Secundária Obrigatória (ESO). Os instrumentos utilizados foram as versões espanholas do Perception of Success Questionnaire (POSQ), o Maslach Burnout Inventory-Student Survey (MBI-SS) e a Intrinsic Satisfaction Classroom Scale (ISC). Os resultados mostraram relações significativas entre as orientações de meta para a tarefa, eficácia acadêmica e a diversão, em uma clara linha de comportamentos mais adaptativos assim como, por outro lado, a relação das orientações de meta para o ego com o esgotamento físico/emocional, cinismo e tédio, em linha mais mal adaptativa. Deduziu-se a importância da promoção de comportamentos adaptativos orientados ao esforço, trabalho e auto eficácia que melhorem o bem-estar e a vida acadêmica dos estudantes em colégios.

Abstract The aim of the study was to analyze the relationship between burnout and engagement in a sample of 3512 students (M=14.55; DT=1.68) belonging to 12 secondary education highschools. The instruments used were the Spanish version of the Perception of Success Questionnaire (POSQ) and the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Intrinsic Satisfaction Classroom Scale (ISC). The results showed significant relationships between task orientations with academic efficacy and fun, in a more self-determined behavior than the relationship of ego orientations with physical/emotional exhaustion, cynicism and boredom, in a less self-determined behavior. Its revealed the importance of promoting adaptive behaviors oriented to the effort, engagement and self-efficacy that improve the well-being and academic life of the students in their high schools.

Resumen El objetivo del presente trabajo fue analizar la relación entre las orientaciones de meta y el burnout académico en una población de 3512 alumnos (M=14.55; DT=1.68) pertenecientes a 18 centros de Educación Secundaria Obligatoria (ESO). Los instrumentos que se utilizaron fueron las versiones españolas del Perception of Success Questionnaire (POSQ), el Maslach Burnout Inventory - Student Survey (MBI-SS) y la Intrinsic Satisfaction Classroom Scale (ISC). Los resultados mostraron relaciones significativas entre las orientaciones de meta hacia la tarea, eficacia académica y la diversión, en una clara línea de comportamientos más adaptativos así como, por otra parte, la relación de las orientaciones de meta hacia el ego con el agotamiento físico/emocional, cinismo y aburrimiento, en línea más desadaptativa. Se dedujo la importancia de la promoción de comportamientos adaptativos orientados al esfuerzo, trabajo y autoeficacia que mejoren el bienestar y la vida académica de los estudiantes en colegios.

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.

Resumen En el presente estudio, se evaluó a 652 estudiantes universitarios para analizar la relación entre el uso del humor, los afectos y su personalidad. Los resultados muestran cómo los hombres hacen un mayor uso del humor, tanto positivo como negativo, y presentan mayores niveles de impulsividad, actividad, sociabilidad y agresividad, no encontrándose diferencias en el manejo de los afectos. Las personas que muestran un mayor uso del humor positivo (afiliativo y automejora) también utilizan más los afectos positivos y muestran mayores niveles de actividad, sociabilidad e impulsividad. Por último, los resultados indican cómo tan solo 293 participantes (44,93 %) hacen un buen uso de los afectos, mayor uso de los estilos de humor positivo y presentan bajos niveles de ansiedad; 171 personas (26,22 %) muestran bajos niveles en los afectos y alto uso del humor afiliativo y agresivo como método de sociabilidad; y un grupo de 188 personas (28,83 %) tiene altos afectos negativos, bajo uso de los estilos de humor positivos y alta ansiedad y agresividad. Los datos proporcionan evidencia de la relación entre el sentido del humor, los afectos y la personalidad.

Abstract In the present study, 652 college students were evaluated to analyze the relationship between the use of humor, affect, and personality. The results showed that males made greater use of both positive and negative humor and had higher levels of impulsivity, activity, sociability, and aggressiveness. No differences between the sexes were found in the management of affect. People who showed greater use of positive humor (affiliative and self-enhancing), also showed more positive affect and higher levels of activity, sociability, and impulsivity. Finally, 293 participants (44.93 %) showed positive affect, increased positive mood, and low levels of anxiety; 171 people (26.22 °%) exhibited lower affect and high affiliative and aggressive use of humor as a method of sociability, and 188 people (28.83 °%) had highly negative affect, little exhibition of positive mood, and styles characterized by high anxiety and aggressiveness. The data provide evidence of the relationship between sense of humor, affect, and personality.

Resumo No presente estudo, avaliaram-se 652 estudantes universitários para analisar a relação entre o uso do humor, os afetos e sua personalidade. Os resultados mostram como os homens fazem um maior uso do humor, tanto positivo quanto negativo e apresentam maiores níveis de impulsividade, atividade, sociabilidade e agressividade, não se encontrando diferenças no manejo dos afetos. As pessoas que mostram um maior uso do humor positivo (afiliativo e auto-reforço), também utilizam mais os afetos positivos e mostram maiores níveis de atividade, sociabilidade e impulsividade. Por último, os resultados indicam como tão só 293 participantes (44,93 %) fazem um bom uso dos afetos, maior uso dos estilos de humor positivo e apresentam baixos níveis de ansiedade; 171 pessoas (26,22 %) mostram baixos níveis nos afetos e alto uso do humor afiliativo e agressivo, como método de sociabilidade; encontrando-se um grupo de 188 pessoas (28,83 %) com altos afetos negativos, sob uso dos estilos de humor positivos e alta ansiedade e agressividade. Os dados proporcionaram evidência da relação entre o sentido de humor, os afetos e a personalidade.

Resumen Uno de los problemas más graves a los que se enfrenta la sociedad actual resulta el consumo de drogas por parte de la población infantil y juvenil. La práctica deportiva puede actuar como factor de prevención del consumo; se la considera como uno de los hábitos más representativos de un estilo de vida saludable. Por ello, el objetivo del estudio es analizar la relación e influencia de la motivación hacia la práctica deportiva en el consumo de alcohol, tabaco y cannabis de adolescentes deportistas escolares. Los resultados desprenden influencias significativas de motivaciones intrínsecas, extrínsecas y falta de motivación en las diferentes prevalencias de consumo en unos patrones de comportamiento más o menos autodeterminados y adaptativos.

Abstract One of the most serious problems faced by our society is the use of drugs by young people. Sports practice can act as a preventive factor being one of the most representative habits of a healthy lifestyle. Therefore, the objective of the study is to analyze the relationship and influence of motivation towards sports practice in the consumption of alcohol, tobacco and cannabis of school sports adolescents. The results reveal significant influences of intrinsic, extrinsic motivations and lack of motivation in the different prevalence of consumption in more or less self-determined and adaptive behavior patterns.

Abstract Background Working memory capacity and fluent intelligence influence cognitive capacity as a predictive value of success. In line with this, one matter appears, that of mind wandering, which partly explains the variability in the results obtained from the subjects who do these tests. A recently developed measure to evaluate this phenomenon is the Mind-Wandering Questionnaire (MWQ). Objective The objective of this work was to translate into Spanish the MWQ for its use with adolescents and to validate it and to analyze its relation with these values: self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative affects. Methods A sample of 543 secondary students: 270 males (49.72%) and 273 females (50.28%) were used, who completed the questionnaire, and also did tests of self-esteem, dispositional mindfulness, satisfaction with life, happiness, and positive and negative effects. The transcultural adaptation process followed these steps: translation, back translation, evaluation of translations by a panel of judges, and testing the final version. Results Validity analyses were done of the construct (% explained variance = 52.1), and internal consistency was high (α = .766). The coefficients of correlation with the self-esteem, MASS, satisfaction with life, happiness, and affects scales confirmed the questionnaire’s validity, and a multiple regression analysis (R 2= 34.1; model F= 24.19. p< 0.001) was run. Conclusions The Spanish version of the questionnaire obtained good reliability coefficients and its factorial structure reliably replicated that obtained by the original measure. The results indicate that the Spanish version of the MWQ is a suitably valid measure to evaluate the mind-wandering phenomenon.

Environment friendly disinfection options were tested on soils used in strawberry (Fragaria vesca) cultivation in the Mediterranean, due to the imminent need of finding sustainable alternatives. The efficacy of hydrogen peroxide (OXI) and peracetic acid (APA) as soil disinfectants was assessed by determining their biocide effect on mycoflora and fungi frequency. Soil sampling was carried out in Finca Las Malvinas, Palos de la Frontera, Huelva, Spain. Five doses of each product were compared (in mL kg-1): OXI D0: 0; D1: 0.128; D2: 1.28; D3: 12.8; D4: 128; y APA D0: 0; D1: 0 .853; D2: 8.53; D3: 85.3; D4: 853, for the determination of their effect on colony forming units (CFU) in 1 kg of soil. With the doses OXI D4 and APA D4 a 100 % of disinfection was obtained. The doses OXI D1, OXI D2, APA D1 and APA D2 did not show efficacy as disinfectants. However, they were able to reduce the frequency of Phytophthora sp. and Botrytis sp. to 0 %, compared to other identified fungi genera: Fusarium, Aspergillus, Pencillium, Trichoderma and Rhizopus.

Ante la inminente necesidad de encontrar alternativas sustentables para la desinfección de los suelos cultivados con fresa (Fragaria vesca) en el Mediterráneo, se probaron opciones amigables con el ambiente. El objetivo fue evaluar la eficacia del peróxido de hidrógeno (OXI) y del ácido peracético (APA) como desinfectantes del suelo, mediante la determinación de su efecto biocida sobre la micoflora y sobre la frecuencia de los hongos. Los muestreos de suelo se llevaron a cabo en la Finca Las Malvinas, Palos de la Frontera, Huelva, España. Se compararon cinco dosis de cada uno de los dos productos (en mL kg-1): OXI D0: 0; D1: 0.128; D2: 1.28; D3: 12.8; D4: 128; y APA D0: 0 ; D1: 0 .853; D2: 8.53; D3: 85.3; D4: 853. En cada tratamiento se determinó su efecto sobre las unidades formadoras de colonias (UFC) presentes en un kilogramo de suelo. Con las dosis OXI D4 y APA D4 se obtuvo un 100 % de desinfección. Las dosis OXI D1, OXI D2, APA D1 y APA D2 no mostraron eficiencia como desinfectantes, pero lograron bajar a 0 % la frecuencia de Phytophthora sp. y Botrytis sp., en relación a los demás géneros de hongos identificados: Fusarium, Aspergillus, Pencillium, Trichoderma y Rhizopus.