Prosocial behaviours and emotional intelligence as factors associated with healthy lifestyles and violence in adolescents.

Adolescence is a stage of life characterised by vulnerability, which shapes young people's trajectories and potentially influences their behaviour. In this crucial period, the promotion of prosocial behaviours and the development of emotional intelligence are understood as key factors influencing adolescents' psychological and personal well-being. The general objective of this study was to find out the relationship between these two variables - prosocial behaviours and emotional intelligence - and their correlation with the maintenance of a healthy lifestyle and another fundamental aspect such as violence among young people in the academic context. A total of 743 secondary school students participated in this research with a descriptive-cross-sectional design. This study used several instruments, including an ad hoc questionnaire to assess socio-demographic aspects and school violence, the Prosocial Behaviour Questionnaire (PBQ), the TMMS-24 for the assessment of Emotional Intelligence, the Healthy Lifestyles Questionnaire (HLQ-II) and the Satisfaction with Life Scale (SLS). The results highlighted a convincing link between the display of prosocial behaviours and emotional intelligence with various dimensions of healthy living such as healthy diet or respect for mealtimes. In particular, the research revealed a pronounced correlation between adolescents who showed greater emotional repair and respect and their lower involvement in school violence and substance use. In addition, the likelihood of having a healthy life was found to be linked to variables such as being male, respect, social relationships and emotional repair. In contrast, the likelihood of having an excessive consumption of certain harmful substances such as alcohol or tobacco was found to be linked to age, empathy and emotional clarity. These results highlight the crucial role that prosocial behaviours and emotional intelligence play in shaping adolescents' lives. In conclusion, the need to promote such variables as prosocial behaviours and emotional intelligence in adolescent students in order to promote healthy lifestyles and reduce school violence and substance use in this age group is discussed.

Prosocial Behaviours and Resilience in School Coexistence: Implications of Creative Self-Efficacy and Stress in Adolescents.

Adolescence brings with it a number of problems such as school violence. To reduce stress and increase the well-being of students, it is necessary to enhance certain skills such as prosocial behaviours, resilience, and creative self-efficacy. This cross-sectional study investigated the impact of prosocial behaviours and creative self-efficacy on school violence, stress, and resilience in adolescent students. A total of 743 students aged 14-19 years participated. The results revealed positive correlations between the dimensions of prosocial behaviours, creative self-efficacy, and resilience, and negative correlations with perceived stress. Differences were also observed in the relationship between prosocial behaviours, school violence, and stress. Mediation models indicated that creative self-efficacy acted as a mediator between prosocial behaviours and resilience. In addition, stress was found to moderate the relationship between prosocial behaviours and resilience. This study provides evidence on how prosocial behaviours, resilience, and creative self-efficacy act as a positive element in adolescence.

Creativity as a Positive Factor in the Adolescence Stage: Relations with Academic Performance, Stress and Self-Esteem.

Creativity is a construct that aids in conflict resolution. Through the development of creative skills in adolescence, young people can carry out a series of strategies to make decisions or respond to a problem. The possession of creative skills helps students' personal wellbeing. The aim of this research is to analyze the relationships established between creativity and other individual variables such as academic performance, self-esteem and stress in adolescent students. The following descriptive cross-sectional study was carried out with a total sample of 743 adolescent students, between 14 and 19 years of age, from different educational centers in the province of Almería (Spain). The results obtained indicate a positive correlation between creativity and self-esteem and significant differences in the level of creativity among students who have repeated an academic year. Regression analyses indicate that both stress and creativity are two predictor variables of self-esteem. On the other hand, another of the findings obtained is that creativity acts as a mediating variable between self-esteem and repeating an academic year. It is discussed how creativity is a beneficial element in adolescence and, therefore, how its promotion can help the optimal development of adolescent students.

Relación existente entre creatividad y rendimiento académico en la adolescencia: Una revisión sistemática / The relationship between creativity and academic achievement in adolescence: A systematic review

La creatividad es una capacidad propia del ser humano que sirve para dar respuestas originales y novedosas a problemas que surgen en la vida cotidiana, por lo que potencia el desarrollo de los estudiantes. Por otro lado, el logro académico es uno de los principales elementos que se utilizan para identificar si los sujetos han adquirido ciertos conocimientos. El objetivo de este trabajo de revisión sistemática es analizar la relación existente entre la creatividad y rendimiento académico en los estudiantes adolescentes, así como, examinar cualitativamente las diferencias entre las distintas dimensiones que evalúan la creatividad en el rendimiento académico. Atendiendo a la metodología se ha consultado en las bases de datos Web of Science, Scopus, PsycINFO y ERIC a partir de unas fórmulas de búsqueda elaboradas mediante los descriptores creatividad y rendimiento que, a partir de la utilización de unos criterios de elegibilidad, han dado lugar a un total de 15 estudios. La mayoría de las investigaciones señalan que existe una relación bidireccional entre creatividad y rendimiento académico, siendo las dimensiones de fluidez, originalidad y flexibilidad las más examinadas. Además, se ha obtenido que ciertos elementos de la creatividad como la expresividad creativa actúan como un factor moderador en el rendimiento de los estudiantes; aunque también existen estudios indican que no existe ningún tipo de relación significativa entre ambas variables. Se debe llevar a cabo una serie de estrategias o recursos educativos que potencien la formación del alumnado. (AU)

Creativity is a human capacity that servesto provide original and novel answers to problems that arise in everyday life, and therefore enhances students’ development. On the other hand, academic achievement is one of the main elements used to identify whether subjects have acquired certain knowledge. The aim of this systematic review is to analyse the relationship between creativity and academic achievement in adolescent students, as well as to examine qualitatively the differences between the different dimensions that assess creativity in academic achievement. In terms of methodology, the databases Web of Science, Scopus, PsycINFO and ERIC have been consulted based on search formulas elaborated using the descriptors creativity and performance which, based on the use of eligibility criteria, have given rise to a total of 15 studies. Most of the studies indicate that there is a two-way relationship between creativity and academic performance, with the dimensions of fluency, originality and flexibility being the most examined. In addition, it has been found that certain elements of creativity such as creative expressiveness act as a moderating factor in students’ performance; although there are also studies indicating that there is no significant relationship between the two variables. A series of educational strategies or resources should be implemented to enhance student learning. (AU)

Bienestar personal durante la adolescencia según el modelo Perma: una revisión sistemática

(analítico) El bienestar es uno de los constructos más estudiados dentro de la psicología positiva en la actualidad. El objetivo de este trabajo de revisión sistemática es analizar la evidencia existente en los últimos cinco años acerca del bienestar en relación a cada uno de los elementos que constituyen el modelo Perma. La metodología ha consistido en consultar las bases de datos Web of Science y Scopus mediante la elaboración de unas fórmulas de búsqueda. Se han seleccionado un total de 42 artículos entre los distintos estudios pertenecientes a las cinco dimensiones del modelo Perma. Los resultados confirman que el bienestar promueve las conductas positivas y favorece a otras variables como la autoestima y el rendimiento académico. Se debate cómo el bienestar potencia el desarrollo personal en los adolescentes.

(analytical) Well-being is currently one of the most studied areas within Positive Psychology. The objective of this systematic review was to analyze existing evidence in the area of well-being in relation to each of the elements that make up the PERMA model during the last five years The methodology consisted of consulting the Web of Science and Scopus databases through the design of search formulas. A total of 42 articles were selected from different studies that covered the five dimensions of the PERMA model. The results confirm that well-being promotes positive behaviors and favors other variables such as self-esteem and academic performance. The authors also identify that well-being enhances personal development in adolescents from the articles.

(analítico) O bem-estar é um dos construtos mais estudados dentro da Psicologia Positiva atualmente. O objetivo deste trabalho de revisão sistemática é analisar as evidências existentes nos últimos cinco anos sobre o bem-estar em relação a cada um dos elementos que compõem o modelo Perma. A metodologia consistiu em consultar as bases de dados Web of Science e Scopus desenvolvendo fórmulas de busca. Um total de 42 artigos foram selecionados entre os diferentes estudos pertencentes às cinco dimensões do modelo Perma. Os resultados confirmam como o bem-estar promove comportamentos positivos e favorece outras variáveis como autoestima e desempenho acadêmico. Debate-se como o bem-estar potencializa o desenvolvimento pessoal em adolescentes.

Healthy Lifestyle in Adolescence: Associations with Stress, Self-Esteem and the Roles of School Violence.

A healthy lifestyle is considered by young people as the adoption of positive behaviors, such as a balanced diet, regular exercise, or the decreased consumption of harmful substances. Living a healthy lifestyle during adolescence promotes a better quality of life and psychological well-being in adulthood. The objective of this research is to identify how a healthy lifestyle is related to stress, self-esteem, and school violence roles. The sample is composed of a total of 743 adolescents aged between 14 and 19 years. The instruments used were the Healthy Lifestyles Questionnaire (CEVS-II), the Student Stress Inventory (SSI-SM), the Rosenberg Self-Esteem Scale (RSES), and an ad hoc questionnaire to evaluate school violence roles. The results obtained indicate that there are negative correlations between healthy lifestyle and stress, but positive correlations between healthy lifestyle and self-esteem. Adolescents who participate in situations of school violence have a higher mean of substance use and stress. However, those who do not experience such situations have higher mean self-esteem and lead a healthy lifestyle. In addition, the fact of suffering stress increases the probability of being a victim or an aggressor. Living a healthy lifestyle can have significant implications for health promotion and positive adolescent development.

The Moderating Role of Family Functionality in Prosocial Behaviour and School Climate in Adolescence.

Adolescence entails a series of changes in young people who need to adopt socially positive behaviours and have a beneficial family and school environment. The main objective of this research is to analyse the relationships established between the variables of prosocial behaviour and school climate, as well as to check whether family functionality plays a moderating role in this relationship. The participants were a total of 743 adolescent students between 14 and 19 years of age from different schools in the province of Almería (Spain). The instruments used to evaluate the young people were the APGAR family functioning scale, the Prosocial Behavior Questionnaire (CCP) and the School Social Climate Questionnaire (CECSCE). The data analysed showed a positive correlation between all the variables analysed: family functioning, prosocial behaviour and school climate. Gender differences were found, with adolescent girls showing higher levels of empathy and respect, while boys scored higher in social relations and school climate. The results indicate that family functioning plays a moderating role in some dimensions of prosocial behaviours and school climate. The importance of attending to these types of variables in adolescent students to foster optimal youth development and promote their personal well-being is discussed.