A psychological model of university dropout offers a pertinent theoretical framework for determining the impact of psychological factors influence students´ initial university experiences. These factors include psychological and behavioural resources that continue to influence students during their transition into university, such as healthy lifestyle practices and coping mechanisms, which have the potential to influence students’ capacity to manage academic pressure, establish effective study habits, and confront emotional challenges that impede their educational å©choices, and their impact on Spanish university students’ intentions to drop out. A total of 1841 university students answered to a measure of coping strategies, healthy lifestyle, and dropout intention. Structural equation modelling was run to modelling the relationships among these variables. The results indicate that using adaptive coping strategies was positively associated with a healthy lifestyle, and that a healthy lifestyle, as well as adaptive coping strategies, were negatively associated with the intention to drop out. These findings serve to reinforce the validity of the theoretical model and have implications for the design of interventions in the university setting.
Pilgrims attribute therapeutic effects to the Way of Saint James (Camino de Santiago). A study was designed to model the mediating variables of therapeutic effects. A total of 1,080 pilgrims participated in the study, 52.8% women, aged between 18 and 75 years who responded via the Google Forms platform to a questionnaire comprised by a measure of the attitude towards the Way, the potential restorative of the way, moral norm, and fear of crime perception. The results supported a predictive role of attitudes towards the Way on the restorative potential, as well as the mediating effect that both the moral norm and fear of crime perception exert on this relationship in a complementary and independent manner. Positive attitudes toward the way, the perception of it being a safe path across its different routes, and the normative values associated with it constitute a mediating model of the therapeutic effects of the Way of Saint James (Camino de Santiago).
Esta revisión sistemática (RS) tuvo como objetivo analizar la existencia, características y efectividad de programas de prevención escolar, familiar y comunitaria en América Latina dirigidos al Uso Problemático de Internet (UPI), el juego problemático y la adicción a videojuegos. La RS se desarrolló siguiendo las directrices PRISMA y fue registrado en PROSPERO. La búsqueda se llevó a cabo en octubre de 2024 en Medline, Embase, PsycInfo, Scielo, Cochrane Library, Web of Science, Scopus, Dialnet y Redalyc. Se recibieron alertas mensuales hasta septiembre de 2025. Los programas identificados son de ámbito escolar con un enfoque de promoción de hábitos de salud, abordando únicamente el tiempo de pantallas. No se han identificado programas de prevención familiar y/o comunitaria. Programas como ACTIVITAL, Mexa-se y Fortaleça sua Saúde han mostrado ciertos logros en la reducción del tiempo frente a pantallas, aunque su impacto a largo plazo y sostenibilidad son limitados. La falta de métodos de evaluación estandarizados dificulta la comparación y replicación de intervenciones en contextos sociales y culturales diversos. Se subraya la necesidad de estrategias integrales, culturalmente adaptadas y multicomponentes que incluyan a escuelas, familias y comunidades para reducir la creciente prevalencia de estas adicciones comportamentales en América Latina.
Introduction: There is significant amount of scientific literature regarding psychological variables that account as vulnerability/protective variables for the onset and maintenance of PTSD symptomatology. Among them, Big Five personality traits (openness, conscientiousness, extraversion, agreeableness and neuroticism). However, there is still little evidence regarding the underlying mechanisms that may explain that relationship. Method: A sample of 300 participants from Spanish general population (Mage = 38.72; 54.7% women) completed an on-line survey in two separated moments: personality traits, intolerance of uncertainty and anxiety sensitivity at T1, and PTSD symptomatology at T2, three months later. Results: Neuroticism (beta standarised = .144), intolerance of uncertainty (beta standarised = .195) and anxiety sensitivity (beta standarised = .269) at T1 predicted 25.5% of PTSD symptomatology at T2. Moreover, intolerance of uncertainty (a1a2 = .129) and anxiety sensitivity (b1b2 = .119) partially and complementary mediated the relationship between neuroticism at T1 and PTSD symptomatology at T2 (c' = .144). Discussion: This study is the first to analyse together, in a two-wave prospective study, the predictive capacity of personality traits, intolerance of uncertainty and anxiety sensitivity, over PTSD symptoms. These results have significant implications for future development of targeted prevention and intervention programs aimed to traumatic events survivors.
Background/Objectives: Self-regulated Learning (SRL) is essential in language learning, particularly in foreign languages where learners have limited exposure to the target language outside the classroom. Although storytelling has demonstrated potential in promoting SRL in several domains, studies in foreign language learning remain underexplored, and it is unknown which narrative elements contribute most to developing SRL learning. A study was designed with the aim of knowing how fictional stories in a foreign language, portraying a protagonist's SRL experiences, influenced Foreign Language Learners (FLLs). Method: Atotal of 267 first-year Japanese foreign language students read stories in both English and Japanese and were assessed in comprehension, emotional engagement, empathy, and narrative transportation. Results: The results showed that narratives containing emotional elements related to the protagonist's learning process enhanced learners' comprehension, emotional connection, and reflection when reading stories in native language (Japanese) than when reading stories in foreign language (English). Additionally, stories that depicted the use of specific learning strategies elicited stronger self-referential responses than those emphasizing emotional states alone. Conclusions: These findings suggest that SRL-themed storytelling, when structured with strategic and emotional depth, can support FLLs reflective engagement and offer practical insights for language educators.
