Parental Educational Practices and Life Satisfaction: The Role of Positive Affect and Agreeableness in Adolescents.

Introduction: Researchers have investigated the external elements that can condition a person's satisfaction with life, although it has been proven that they do not explain a large part of the phenomenon. For this reason, other variables such as perceived competence, personality styles and personal autonomy are being investigated more successfully. The main objective of this paper is to study the influence of parental educational practices on adolescent life satisfaction considering the role played by adolescent's positive affect and the agreeableness personality trait by implementing a statistical Mediation Model that explains such relationship.

Emotional intelligence as a predictor of identified regulation, introjected regulation, and external regulation in athletes.

Self-determination theory (SDT) considers motivation as a multidimensional phenomenon, with different levels of intensity, purposes, intentions, wills and autonomies. It distinguishes between intrinsic motivation (IM), extrinsic motivation (EM) and amotivation (AM). In this paper, we are going to focus on extrinsic motivation, which is related to those tasks that the subject performs without having a purpose in themselves, and which is composed of identified regulation, introjected regulation and external regulation.

Emotional Intelligence and Its Relationship to Basic Psychological Needs: A Structural Equation Model for Student Athletes.

This paper analyses the relationship between emotional intelligence (attention, clarity and repair) and motivational mediators (relationships, autonomy and perceived competence) of students of different degrees related to physical activity and sports science. A structural equation model was estimated with a sample of university students. The results of the model are representative of this case study only and are not very generalizable due to the sample size.

Family and School Relationship during COVID-19 Pandemic: A Systematic Review.

Education systems worldwide have been affected by a sudden interruption in classroom learning because the coronavirus pandemic forced both the closure of all schools in March 2020 and the beginning of distance learning from home, thus compelling families, schools, and students to work together in a more coordinated fashion. The present systematic review was carried out following PRISMA guidelines. The main objective was to present critical information on the relationship between the family and the school in the face of the imposed distance learning scenario caused by COVID-19.