Intelligence has long been a focal point and an explanatory framework of performance and behavior for researchers in psychology and cognitive science. However, the concept of “intelligence” has been explored through various metaphors and models. In 1990, Salovey and Mayer coined the term “emotional intelligence” (EI) with respect to a set of processes consisting of identifying and regulating emotions, and more generally, adapting behavior to this emotional context. Three decades later, this book compiles seven chapters introducing the most influential models of emotional intelligence, stressing the developmental trajectories that are related to EI dynamics as individuals age and delving into cognitive and neural activities associated with EI. Additionally, the book discusses the application of EI research to the contexts of everyday life choices, economic decision-making, and neuropsychological practice. Altogether, the various chapters also provide the opportunity to reconsider the intricate nature of what has often been considered separately as “cognitive” and “affective” processes.

Pone de relieve las características y posibilidades de esa maravillosa y conflictiva edad. Alerta acerca del peligro que gravita sobre los padres de familia, quienes, al estar inmersos en el tráfago de lo cotidiano, olvidan cuál es su papel en la crianza y educación de sus hijos, y terminan sustituyendo las carencias de afecto y el vacío de su presencia con la exagerada complacencia y la permisividad.

This book gathers papers on interactive and collaborative mobile learning environments, assessment, evaluation and research methods in mobile learning, mobile learning models, theory and pedagogy, open and distance mobile learning, life-long and informal learning using mobile devices, wearables and the Internet of Things, game-based learning, dynamic learning experiences, mobile systems and services for opening up education, mobile healthcare and training, case studies on mobile learning, and 5G network infrastructure. Today, interactive mobile technologies have become the core of many—if not all—fields of society. Not only do the younger generation of students expect a mobile working and learning environment, but also the new ideas, technologies and solutions introduced on a nearly daily basis also boost this trend. Discussing and assessing key trends in the mobile field were the primary aims of the 13th International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2019), which was held in Thessaloniki, Greece, from 31 October to 01 November 2019. Since being founded in 2006, the conference has been devoted to new approaches in interactive mobile technologies, with a focus on learning. The IMCL conferences have since become a central forum of the exchange of new research results and relevant trends, as well as best practices. The book’s intended readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, further education lecturers, practitioners in the learning industry, etc.

The main objective of this Research Topic is to determine the conditions that place students at risk of school failure, identifying student and context variables. In spite of the fact that there is currently little doubt about how one learns and how to teach, in some countries of the “developed world,” there is still there is a high rate of school failure. Although the term “school failure” is a very complex construct, insofar as its causes, consequences, and development, from the field of educational psychology, the construct “student engagement” has recently gained special interest in an attempt to deal with the serious problem of school failure. School engagement builds on the anatomy of the students’ involvement in school and describes their feelings, behaviors, and thoughts about their school experiences. So, engagement is an important component of students’ school experience, with a close relationship to achievement and school failure. Children who self-set academic goals, attend school regularly and on time, behave well in class, complete their homework, and study at home are likely to interact adequately with the school social and physical environments and perform well in school. In contrast, children who miss school are more likely to display disruptive behaviors in class, miss homework frequently, exhibit violent behaviors on the playground, fail subjects, be retained and, if the behaviors persist, quit school. Moreover, engagement should also be considered as an important school outcome, eliciting more or less supportive reactions from educators. For example, children who display school-engaged behaviors are likely to receive motivational and instructional support from their teachers. The opposite may also be true. But what makes student engage more or less? The relevant literature indicates that personal variables (e.g., sensory, motor, neurodevelopmental, cognitive, motivational, emotional, behavior problems, learning difficulties, addictions), social and/or cultural variables (e.g., negative family conditions, child abuse, cultural deprivation, ethnic conditions, immigration), or school variables (e.g., coexistence at school, bullying, cyberbullying) may concurrently hinder engagement, preventing the student from acquiring the learnings in the same conditions as the rest of the classmates.

We are delighted to introduce the proceedings of the 5th International Conference on Sports, Health, and Physical Education (ISMINA 2021) with the theme “Transformation on Sports, Health and Physical Education Facing the Global Pandemic”. This conference has brought researchers, educators and practitioners around the world. The 5th ISMINA 2021 Proceedings contains 75 articles. Consisting of 35 sports-themed articles, 25 health-themed articles, and 15 physical education-themed articles. The 5th ISMINA 2021 collaborates with ICSSPE, APPORI and several leading Indonesian universities in the fields of physical education, sports, and health education. The 5th ISMINA 2021 aims to gather all knowledge and transformation to face the global pandemic in the fields of physical education, health, and sports. Finally, we would like to express our gratitude and appreciation for all committee and the reviewers who helped us maintain the high quality of manuscripts included in the proceedings published by EUDL. Also, we are thankful to all the authors who submitted papers, because of which the conference became a story of success.

El Programa de Formación e Innovación para Atender a la Primera Infancia desde la Universidad Pública es el resultado de una iniciativa encabezada por el Dr. Luciano Concheiro Bórquez, Subsecretario de Educación Superior, quien, a partir de una visión de educación compartida, convocó a diversos actores a unir esfuerzos en la reorganización de nuestro sistema educativo y sus políticas públicas y así contribuir a la gran transformación nacional desde sus cimientos. Este llamado tuvo eco en 16 IES afiliadas a la ANUIES, siendo la UATx la encargada de coordinar los trabajos bajo el liderazgo del Dr. Luis Armando González Placencia y del Dr. Serafín Ortiz Ortiz. Caminando Juntos, Volumen 1 es uno de los primeros resultados del Programa y en éste se presentan algunos de los productos de investigación elaborados por los Cuerpos Académicos Interinstitucionales, los cuales fueron constituidos para atender las diversas problemáticas relacionadas con las primeras infancias en México. En sus páginas, el lector encontrará las realidades cotidianas que las niñas y los niños, sus comunidades y los profesionales que los atienden, deben sortear a base de creatividad, perseverancia y un alto nivel de compromiso en el logro de su desarrollo integral. Esta obra nos llevará a un recorrido que inicia en la zona costera de Chiapas y pasa por los estados del centro hasta llegar a la zona Yaqui de Sonora, exponiendo situaciones de rezago social y académico al tiempo que propone algunas alternativas innovadoras para enfrentar las situaciones de vulnerabilidad, violencia y exclusión sistemática de las que son objeto las infancias mexicanas. Sirva este primer volumen como un paso firme en el trayecto que habremos de caminar juntos para lograr que las primeras infancias mexicanas se desarrollen en plenitud, procurando espacios para que su voz sea escuchada y donde reciban un cuidado amoroso y sensible.