Differential Impact of Emotional and Contextual Factors Associated with COVID-19 on Adolescent Mental Health.

Background: During the confinement, there was an increase in the incidence of mental disorders such as depression and anxiety. In this regard, affectivity is of particular interest, as emotions play a fundamental role in overall mental health. The literature on COVID-19 in this population has often focused on the analysis of risk factors for mental health, while less attention has been paid to protective factors.

Ability Emotional Intelligence and Subjective Happiness in Adolescents: The Role of Positive and Negative Affect.

Adolescence is an increasingly vulnerable period for the onset of affective disorders and other mental health issues that can significantly impact an individual's subjective well-being. This study aims to examine the relationship between emotional intelligence (ability EI), measured with a performance-based instrument, and Subjective Happiness in adolescents. It also explores the mediating role of positive (PA) and negative affect (NA) in this association and the moderating role of gender.

Emotion regulation difficulties and sleep quality in adolescence during the early stages of the COVID-19 lockdown.

Introduction: Adolescence is a period of vulnerability for emotion regulation and sleep difficulties, risks that might be compounded by intense COVID-19 lockdowns and challenges. The aim of this study was to investigate how sleep quality related to emotion regulation difficulties in adolescents during lockdown in Perú.

Methods: Participants were 2563 adolescents enrolled in Innova school in Perú (11 - -17 years) in May 2020.

Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents.

Introduction: Emotional intelligence (EI) is a psychological protective factor that can improve subjective well-being (WB) in adolescents. This study aims to establish the overall relationship between different EI models (performance-based ability model, self-report ability model, and self-report mixed model) and subjective WB in adolescents, analyze the affective WB and cognitive WB components, and examine the moderating effect of EI models on both types of subjective WB.

Method: We searched PsycINFO and WOS databases.