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. Methods: The population sample is a total of 742 Spanish adolescents, of which 45.1% were boys and 51.5% were girls. The age ranged between 13 and 19 years (15.63, SD = 1.24). Results: The results revealed that the relationship between parental educational practices and life satisfaction in adolescence was mediated by positive affect and the personality trait of agreeableness. Both variables did act as serial mediators in this relationship. On the other hand, the serial multiple mediation structural model explained 31.72% of the variability in life satisfaction for the dimension of affection and communication and promotion of autonomy, 29.70% for the psychological control dimension, 26.58% for self-disclosure and 28.21% for the humor dimension of parental educational practices. Conclusion: These findings have important implications to understand the relationship between parental educational practices and the adolescent life satisfaction, indicating that different parental educational practices will have a positive or negative effect on adolescent positive affect, which will lead to increased or decreased agreeableness influencing the adolescent life satisfaction.

Emotional Intelligence, Interpersonal Relationships and the Role of Gender in Student Athletes.

The concept of emotional intelligence is related to the recognition of our own emotions, their regulation and our state of mind. Additionally, it is increasingly relevant in society in general, and in the field of sport in particular. The aim of this paper is to analyze the relationship between emotional intelligence and the theory of self-determination, specifically interpersonal relationships. For this purpose, sex was taken as a mediating variable, and a structural equation model was estimated through mediation. The sample was made up of a total of 165 active sportsmen and sportswomen who are studying undergraduate and master's degree courses related to physical activity and sport sciences. The results show that gender acts as a mediating variable between emotional intelligence and relationships with others, becoming a mediating variable of two previously unrelated variables. The implications of these results lead us to study both emotional intelligence and its importance in the field of sport, as well as the fact of paying attention to the differences that may exist in this case depending on gender.

Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents.

Digital media play a fundamental role in the social, emotional, and cognitive development of adolescents, since they involve a very significant use and investment of time at this age. The objectives of this work are twofold: analyze the use of the Internet and digital devices by Spanish young people outside school, and the time they use them and their attitude towards the use of digital devices, as well as to identify the effects of the use of internet and digital devices on social and interpersonal relationships. The sample is composed of 35,943 students of Compulsory Secondary Education, from different Spanish high schools that participated in the PISA 2018 Report. The data provided by this study confirm the widespread consumption of digital devices. Identified as actions that they carry out every day were: the use of online chat, use of social networks to contact their friends, and surfing the internet for fun. Regarding the attitude towards digital devices, the participants say they feel comfortable using digital devices and discovering new applications or games. However, we also found as one of the most relevant results of this study the fact that participants say they feel bad if they do not have internet connection.

Neuroticism and Emotional Intelligence in Adolescence: A Mediation Model Moderate by Negative Affect and Self-Esteem.

Different studies have revealed that high scores in neuroticism relate to feelings of guilt, flustering, low self-esteem, and insecurity in relationships with others. The main objective of this work is to analyze the relationship between neuroticism and emotional intelligence in the adolescent stage and try to go one step further in the study of that relationship through the formulation of a moderate mediation model in which negative affect participates as a mediating variable and self-esteem as a moderating variable. METHOD: The total number of adolescents amounted to 742, with a very similar sample in both sexes, 45.1% boys and 51.5% girls. They were between 13 and 19 years old (M = 15.63, SD = 1.244) and lived in the province of Almería, Spain. RESULTS: First, our main results significantly reflected that the neuroticism personality trait increased negative affect as self-esteem decreased. Second, statistical analyzes showed that the effect of neuroticism on attention and emotional repair was mediated by negative affect, the effect being greater when self-esteem was lower. Therefore, negative affect was presented as a mediating variable in the relationship between neuroticism and attention and emotional repair, with self-esteem acting as a moderating variable in the model. CONCLUSIONS: These findings have implications for professional practice with adolescents, since they highlight the importance of carrying out interventions that contribute to the development of self-esteem in the prevention of neuroticism since these actions can help moderate the effect exerted by the negative affect on emotional attention and repair, improving the emotional intelligence of the adolescent and, therefore, their psychological health.

The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students.

There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.

Motivational Profile, Future Expectations, and Attitudes toward Study of Secondary School Students in Spain: Results of the PISA Report 2018.

During the secondary school stage, students' motivation to study may decrease and affect their future expectations, which are exclusively directed toward the search for employment, with the consequent abandonment of academic training. The main objective of the present paper was to examine the sources of motivation to study and the future expectations of secondary school students, as well as to develop a predictive model of their future expectations based on the variables studied. The sample consisted of a total of 35,943 students from different Spanish high schools, with an average age of 15.83 (SD = 0.28). The instrument used was the placement tests referring to the PISA 2018 report. On the one hand, the results showed that the main source of motivation for secondary school students to study responds to some kind of imposition either from the surrounding environment or internally, which appears to be represented by identified or controlled extrinsic motivation. In terms of future expectations, important factors included the fundamentally expression of their intention to continue studying rather than to stop studying, facts or economic support which they considered as influential to their capacity to study, and the opinions of others such as parents and friends. On the other hand, sex showed some significant differences in terms of future expectations but did not predict them. The regression model explained 20.9% of the variability of future expectations based on variables such as grade repetition, reasons that discourage studying (not being interested in the contents and never studying), and the influences on future expectations (school grades and subject mastery). Finally, the structural equation model revealed that grade repetition predicts the reasons that discourage studying and these in turn impact future expectations which are influenced by school grades, performing well in a specialty, and having talent. Likewise, there was a negative correlation between repeating a course and school grades, performing well in a specialty, and having talent. Based on these results, it would be advisable to improve the intrinsic motivation of secondary school students by means of educational actions that contribute to the adjustment of their future expectations and attend to the students' own interests, desires, and competencies, all with the main purpose of contributing to meaningful learning and facilitating professional orientation, and above all, attending to diversity to reduce school failure.

Mental Health in Settings with COVID-19 Positive Cases in the Spanish Population: The Protective Role of the Capacity to Adapt to Change.

BACKGROUND: The capacity to adapt to change in complex, highly demanding situations, such as those derived from the COVID-19 pandemic, is essential in maintaining one's mental health. This study analyzed the mental health of the Spanish population in settings with COVID-19 positive cases and the protective role of adaptation to change. METHODS: The sample consisted of 1160 adult Spaniards aged 18 to 82 with a mean age of 38.29 (SD = 13.71). Data were collected by a CAWI (Computer Aided Web Interviewing) survey which included the General Health Questionnaire (GHQ-28), Adaptation to Change Questionnaire (ADAPTA-10), and an ad hoc questionnaire related to COVID-19 (perceived economic impact, COVID-19 positive diagnosis or not, and whether there was a positive case close to them). RESULTS: The data revealed that the perceived economic impact showed a negative association between the emotional factor and the total score in adaptation to change. Lastly, the emotional factor in adaptation to change operated as a protector from the effect that a setting with COVID-19 positive cases exerts on mental health. CONCLUSIONS: Coping with COVID-19 requires strengthening the capacity for adaptation to changes generated in the setting, especially emotional, as it could contribute to improving the mental health of individuals, especially in those settings where they find and know a COVID-19 positive case.

Emotional Intelligence Profiles and Mobbing in Nursing: The Mediating Role of Social Support and Sensitivity to Anxiety.

The prevalence of mobbing among nurses in various countries is around 17-20%. Some researchers have attempted to explain the success or failure of adaptation to the work environment and teamwork and to buffer the effects of psychological harassment in the workplace by incorporating emotional intelligence into the mobbing context. As its main objectives, this quantitative, observational, cross-sectional study analyzed the relationship between emotional intelligence and mobbing as perceived by nurses and sought to establish the mediating roles of other variables involved, such as social support and sensitivity to anxiety. The final sample consisted of 1357 Spanish, self-selected nurses aged 22-58 from multiple healthcare institutions. The questionnaires (Perceived Psychological Harassment Questionnaire, The Brief Emotional Intelligence Inventory, Brief Perceived Social Support Questionnaire, Anxiety Sensitivity Index-3) were implemented on a web platform, which enabled the participants to complete them online. Descriptive analyses and mediation models were estimated. Personal characteristics related to high sensitivity to anxiety and low emotional intelligence implied greater presence of mobbing at work. This mobbing may be buffered if the person perceives enough support from family, friends or significant others. Our results recommend reinforcing the social support network of nursing personnel to improve the work climate and training them in emotional intelligence in university and on-the-job programs.

Interpersonal Support, Emotional Intelligence and Family Function in Adolescence.

BACKGROUND: During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence. METHOD: The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain). RESULTS: The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence. CONCLUSIONS: The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.

Communication and humanization of care: Effects over burnout on nurses.

BACKGROUND: Healthcare professionals may have certain psychological characteristics which contribute to increasing the quality of their professional performance. OBJECTIVE: Study the effect that humanization of care and communication have on the burnout syndrome in nursing personal. METHODS: The sample included a total of 330 Spanish nurses. Analytical instruments used were the Health Professional's Humanization Scale (HUMAS), Communication Styles Inventory Revised (CSI-R) and Brief Burnout Questionnaire Revised (CBB-R). RESULTS: Two broad nursing profiles could be differentiated by their level of humanization (those with scores over the mean and those with scores below it in optimistic disposition, openness to sociability, emotional understanding, self-efficacy, and affection), where the largest group had the high scores. A communication repertoire based on verbal aggressiveness impacted indirectly on the effect of humanization on burnout, mainly in the personal impact component. We observed the relation of humanization profiles in nursing staff with the job dissatisfaction and burnout components. Besides that, some communication styles, verbal aggressiveness and questioningness, have an indirect effect on the relationship between humanization profiles and job dissatisfaction. CONCLUSIONS: The results on the relationship between communication styles and burnout, and the mediator effect of communication styles on the relationship between humanization of care and burnout in nursing personnel are discussed.

Validation of the maslach burnout inventory-student survey in spanish adolescents / Validación del Maslach Burnout Inventory-Student Survey en adolescentes españoles

BACKGROUND: There are a large number of studies in the literature on burnout and its negative consequences for health and psychological wellbeing. Use of the burnout index in the academic context has increased to the point of identifying even the adolescent population. Nevertheless, at the present time there is no validated instrument for evaluating this syndrome in Spanish high school students. In view of this, our study attempted to evaluate the factor structure and reliability of the Spanish version of the Maslach Burnout Inventory-Student Survey (MBI-SS) in a sample of high school adolescents. METHOD: The sample included 1,209 students in the autonomous region of Andalusia (Spain), of whom 47.1% were boys and 52.9% girls, with a mean age of M=15.07, SD=1.174). RESULTS: The exploratory and confirmatory factor analyses supported a model with 12 items showing good fit, distributed across three factors: emotional exhaustion, cynicism and academic efficacy. CONCLUSIONS: These results demonstrate that the proposed instrument has an excellent factor structure and internal consistency, and is useful for evaluating academic burnout in the adolescent Spanish high school population

ANTECEDENTES: la literatura científica recoge una gran cantidad de estudios sobre el fenómeno del burnout y sus consecuencias negativas para la salud y el bienestar psicológico. El índice de burnout en el contexto académico ha aumentado, llegando incluso a identificarse en población adolescente. No obstante, actualmente no existe un instrumento validado para evaluar este síndrome en estudiantes españoles de educación secundaria. En base a lo anterior, el presente estudio pretende evaluar la estructura factorial y la fiabilidad de la versión española del Maslach Burnout Inventory-Student Survey (MBI-SS) en una muestra de adolescentes de educación secundaria. MÉTODO: la muestra ascendió un total de 1.209 estudiantes de la comunidad autónoma de Andalucía (España) (47,1% hombres, 52,9% mujeres; edad M = 15.07 años, DT = 1.174). RESULTADOS: el análisis factorial exploratorio y confirmatorio apoyó el modelo con 12 ítems que presentó mejores niveles de ajuste, distribuidos en tres factores: agotamiento emocional, cinismo y eficacia académica. CONCLUSIONES: estos resultados reflejan que el instrumento propuesto posee una óptima estructura factorial y consistencia interna, siendo útil para evaluar el burnout académico en población española adolescente de educación secundaria

Mindfulness in Family Caregivers of Persons with Dementia: Systematic Review and Meta-Analysis.

Social and healthcare problems associated with dementia not only affect those who suffer from this disease, but their caregivers as well. The purpose of this study was to analyze the efficacy of mindfulness intervention on psychological variables of caregivers of persons with dementia. A search for scientific articles published from 2000 to 2019 in the PubMed, Web of Science and PsycINFO databases found a total of 282 articles. After screening with preestablished inclusion criteria, ten studies with participation of 161 caregivers remained for the meta-analysis. The results were significant in favor of mindfulness intervention for the variables studied with a standardized difference of mean of 0.71 at a 95% CI, 0.71 (0.52, 0.89); p ≤ 0.00001. Heterogeneity of the studies included was moderate (I2 = 40%). The main conclusion suggested by empirical evidence was that mindfulness intervention seems to be effective for the variables analyzed. However, continued in-depth study of this subject is recommended.

A Cross-Sectional Study of Empathy and Emotion Management: Key to a Work Environment for Humanized Care in Nursing.

INTRODUCTION: At the present time, technological advances have increased the technification of healthcare services, in which high priority is given to efficiency and results achieved, leading healthcare personnel to prioritize administrative and procedural aspects to the detriment of humanization of care and the work environment. OBJECTIVE: This study was intended to continue progress in research on the work environment based on the humanization construct by analyzing the explanatory value of emotional intelligence and empathy in nursing personnel. MATERIALS AND METHODS: The study was quantitative, observational, and cross-sectional. The sample was made up of 338 Spanish nurses with a mean age of 32.20 (SD = 7.54; range 22-56). The instruments employed for analysis were the Healthcare Professional Humanization Scale (HUMAS), Brief Emotional Intelligence Inventory for Adults, and Basic Empathy Scale (BES). RESULTS: Mood and stress management-both emotional intelligence components-and cognitive empathy explained over half (51%) of the variability found in humanization of care in a sample of nurses. Furthermore, the mediation models proposed emphasized the mediating role of cognitive empathy in stress management and improvement in mood and its relationship to humanization. CONCLUSION: It is recommended that healthcare professionals reinforce their personal competencies in order to tend to the needs of their patients empathetically and improve emotional competencies for coping successfully with potentially stressful situations.

Questionnaire on Perception of Threat from COVID-19.

The ravages caused by the disease known as COVID-19 has led to a worldwide healthcare and social emergency requiring an effective combined effort from everyone to reduce contagion. Under these circumstances, the perception of the disease is going to have a relevant role in the individual's psychological adjustment. However, at the present time there is no validated instrument for evaluating adult perception of threat from COVID-19. Considering the importance of perception or representation of the disease in a state of social alert, our study intended to validate an instrument measuring the psychological process of the disease caused by the coronavirus (COVID-19). In view of the above, this study evaluated the factor structure and reliability of the version of the Illness Perception Questionnaire (IPQ) for COVID-19 in a sample of adults. The sample consisted of 1014 Spanish adults (67.2% women and 32.8% men). The exploratory and confirmatory factor analyses supported a unidimensional model of the scale, which was the one that showed the best fit and explained 43.87% of the variance. This brief version has adequate psychometric properties and may be used to evaluate the perception of threat from COVID-19 in an adult Spanish population. The validation of this instrument contributes to progress in representation of COVID-19 in our culture.

Cross-sectional study of aggression against Spanish nursing personnel and effects on somatisation of physical symptoms.

INTRODUCTION: Violence against nursing personnel in their place of work is a severe problem generating important consequences for these workers. Even though there is a large body of research on the subject, the emotional impact of aggression against healthcare workers continues to be debated. OBJECTIVES: The objective of this quantitative, observational cross-sectional study was to analyse the effects of aggression against nursing personnel and the mediating role of anxiety in somaticising physical symptoms. METHOD: The sample was made up of 1357 nursing professionals who answered questionnaires evaluating their sensitivity to anxiety and the presence of somatic symptoms. RESULTS: Of the professionals who indicated that they had been the victims of aggression by family members or patients in the previous year, 52.8% said it had happened to them on one occasion, 25.2% had experienced two episodes, while 6.9% and 15.1% said they had undergone three or more aggressions, respectively. Although 89.3% of the professionals affected by acts of indicated that they had not undergone physical or psychological consequences, there was a higher prevalence of somatic alteration among workers who had been victims of violence in the workplace. Furthermore, aggression at work had a direct effect on physical somatisation, which in turn acted as a mediator in the level of anxiety of nursing professionals. Thus, aggression increased the level of anxiety of nurses through the appearance of somatic symptoms. CONCLUSIONS: The results are discussed based on some of the consequences that appeared after episodes of aggression in the healthcare sector and their relationship.

Emotional Intelligence Components as Predictors of Engagement in Nursing Professionals by Sex.

Engagement of nursing professionals is related to their psychological wellbeing, and therefore, emotional intelligence acts as a predictor. The purpose of this study was to analyze the explanatory value of the dimensions of emotional intelligence in engagement in both sexes, as well as the conditional effect of interaction of sex as a moderating variable. The sample was comprised of 2126 nurses with a mean age of 31.66 years. The Utrecht Work Engagement Scale and the Brief Inventory of Emotional Intelligence for Senior Citizens (EQ-i-20M) were used for their evaluation. The results revealed the existence of significant differences in engagement depending on the sex of the nursing professionals. Furthermore, this study showed that the interpersonal component of emotional intelligence is the predictor of engagement of female professionals, while mood and the interpersonal dimensions have a higher predictive value of engagement in males. Finally, this study was able to emphasize the sex differences found along with the importance of the role emotional intelligence dimensions have in engagement levels, which must be taken into account when designing intervention programs to improve engagement and promote participation of nursing professionals in their workplace.

Relationship Between Digital Creativity, Parenting Style, and Adolescent Performance.

Introduction: Today's adolescents live immersed in the digital world and are much more familiarized with the use of electronic devices. At the same time, the new technologies have become established as a powerful resource in teaching and learning, providing new texts where the limits of time and space are overcome. Digital creativity is part of people's daily lives and must be developed from the school and family context. Objective: The objective of this study was to analyze the relationship among digital creativity, parenting style, and academic performance. Method: This analysis was carried out in a sample of 742 adolescents in Middle School and High School aged 13-19. Digital creativity was evaluated using the Creative Behavior Questionnaire: Digital (CBQD). The Parenting Style Scale was used to evaluate the perception teenage boys and girls who have the various dimensions of their parents' educational style. Results: Parenting styles were established as a mediating variable in the relationship between digital creativity and academic performance. Conclusion: The roles of digital creativity, which is proposed as a facilitating tool in teaching, and parenting styles in academic performance for improving the family-school relationship are discussed.

Self-Expressive Creativity in the Adolescent Digital Domain: Personality, Self-Esteem, and Emotions.

BACKGROUND: Although self-expressive creativity is related to cyberbullying, it can also reinforce strengths that contribute to positive adolescent development. Our study concentrated on the relationships between personality traits and self-expressive creativity in the digital domain in an adolescent population. For this, we analyzed the effect of self-esteem and emotional intelligence as assets for positive development related to personality traits and self-expressive creativity. METHODS: The study population included a total of 742 adolescents that were high-school students in the province of Almería, Spain. The following instruments were used: Big Five Inventory (BFI) to evaluate the five broad personality factors, Rosenberg Self-Esteem Scale (RSE), Expression, Management, and Emotion Recognition Evaluation Scale (TMMS-24), and the Creative Behavior Questionnaire: Digital (CBQD). RESULTS: The cluster analysis revealed the existence of two profiles of adolescents based on their personality traits. The analysis showed that the group with the highest levels of extraversion and openness to experience and lowest levels of neuroticism were those who showed the highest scores in self-esteem, clarity, and emotional repair, as well as in self-expressive creativity. Higher scores in neuroticism and lower scores in extraversion and openness to experience showed a direct negative effect on self-expressive creativity and indirect effect through self-esteem and emotional attention, which acted as mediators in series. CONCLUSIONS: To counteract certain characteristics that increase adolescents' vulnerability to social network bullying, a plan must be developed for adequate positive use of the Internet from a creative model that enables digital self-expression for acquiring identity and self-efficacy through the positive influence of peers, which promotes feelings of empowerment and self-affirmation through constructive tasks that reinforce self-esteem and emotional intelligence.

The Development and Validation of the Healthcare Professional Humanization Scale (HUMAS) for Nursing.

INTRODUCTION: The approach and use of the term "humanization" is very much present in healthcare. However, instruments for measuring the concept of the humanization of care are yet to be designed and developed. OBJECTIVE: The main objective of this study was to evaluate and validate the Healthcare Professional Humanization Scale (HUMAS) for nursing professionals. METHOD: The sample was made up of 338 adults, who were nurses working at health centers and hospitals, and aged between 22 and 56. RESULTS: The results of the analyses confirm that the Healthcare Professional Humanization Scale (HUMAS) has an adequate construct validity and reliability, and defines the humanization of care as a multidimensional construct, made up of five factors: Affection, Self-efficacy, Emotional understanding, Optimistic disposition and Sociability. CONCLUSIONS: The new HUMAS scale may be an easily administered and coded instrument for approaching the humanization of care, not only in research, but also in practice.

Parenting Practices, Life Satisfaction, and the Role of Self-Esteem in Adolescents.

INTRODUCTION: Studies have shown significant associations between parenting practices, life satisfaction, and self-esteem, and the role of parenting practices in adolescent adjustment, emphasizing its influence on wellbeing. OBJECTIVES: To analyze the relationships between parenting practices, self-esteem, and life satisfaction, and test the mediating effect of self-esteem on the relationship between the different parenting practices and life satisfaction of adolescents. METHOD: The sample came to a total of 742 adolescents, with an average age of 15.63 (SD = 1.24; range 13-19). The Parenting Style Scale, the Rosenberg Self-Esteem Scale, and the Satisfaction with Life Scale were used. RESULTS: Perception by adolescents of high levels of affect and communication, self-disclosure, and a sense of humor related to their parents, as well as low levels of psychological control, explained the life satisfaction of the adolescents. Self-esteem exerted a partial mediating effect on the relationship between parenting practices and satisfaction with the life of the adolescent. Finally, self-esteem also appeared to be a moderator variable, specifically in the effect of self-disclosure on the life satisfaction of the adolescent. CONCLUSIONS: The results reinforce the role of personal variables, especially self-esteem, in parent-child interaction and in the improved subjective wellbeing of the adolescent.