This study investigates how stereoscopy (the illusion of depth and 3D imaging) affects the sense of presence and the intensity of the positive mood that users feel in virtual environments (VEs). A between-group design was used, and 40 volunteers were randomly assigned to one of two experimental conditions (stereoscopy vs. no stereoscopy) and to one of two emotional VEs (relaxation or joy). The participants' emotions were assessed before and after the VR experience. Presence was measured with two postexperiment questionnaires (ITC-SOPI and SUS). Results show that there were no differences between stereoscopic and monoscopic presentations in VEs (neither subjective sense of presence nor emotional reactions). Practical and theoretical implications of these findings are discussed herein.

In adolescence, such matters as substance use and impulsiveness may give rise to problematic behavior repertoires. This study was therefore done to analyze the predictive value of sensation-seeking and impulsiveness dimensions related to the functions of aggression (reactive/proactive) and types of expression (physical/relational). A total of 822 high school students in Almeria (Spain) aged 13–18, were administered the Sensation-Seeking Scale, the State Impulsiveness Scale and Peer Conflict Scale. The results show the existence of a positive correlation of the majority of factors analyzed, both in impulsiveness and sensation-seeking, with respect to the different types of aggression. Furthermore, aggressive behavior is explained by the combination of a sensation-seeking factor (Disinhibition) and two impulsiveness factors (Gratification and Automatism). This study shows the need to analyze aggression as a multidimensional construct.

Organizations today are implementing psychological interventions to promote the job performance and wellbeing of their employees. Mindfulness-based interventions (MBIs) can contribute to providing workers with competencies and skills and develop their strengths. MBIs are therefore becoming more and more present in the workplace, sometimes using online intervention programs, which offer a promising direction in prevention and intervention for health. The objective of this study is to analyze the efficacy of MBIs on psychological variables in the workplace. For this purpose, a search for scientific articles published from 2009 to 2019 was made in the Psicodoc, PsycINFO, and Web of Science databases, where a total of 468 articles were found. After filtering with preestablished inclusion criteria, 24 studies were included in the systematic review and meta-analysis. The results of the meta-analysis suggest that intervention in mindfulness positively influences psychological variables related to employee health and wellbeing. However, it is recommended to continue performing new studies to confirm this finding.

Background: Motivation can be considered a critical factor in encouraging and maintaining physical activity. Despite the many health benefits offered by physical activity, a significant percentage of university students do not meet recommendations. University years are a critical time for promoting and maintaining an active lifestyle. This study aimed to analyze motivations for engaging in physical activity among university students and their relationship with gender, amount of sports activity, and satisfaction with sports activity. Methods: The sample consisted of 1099 Vizcaya university students (45.3% men and 54.7% women), aged between 18 and 29 years old (M = 20.4; SD = 1.7 years). Sports motivation, the number of weekly hours of physical activity, and the level of satisfaction with sports were analyzed. (3) Results: Significant differences were found in intrinsic (d = 0.36, p = 0.000) and external regulation (d = 0.19, p = 0.002), men having a higher motivation level compared to women in these dimensions, but not in participants’ level of satisfaction. The effect of gender on the amount of physical activity was mainly direct, but motivation was significantly mediating. In addition, there was not a significant effect of gender on level of satisfaction, but analyzing its limited effect in the sample, the mediation of intrinsic regulation was significant. (4) Conclusions: To understand the variance of the amount of physical activity and satisfaction in university students, the direct effect of gender must be considered as well as the mediating role of some dimensions of motivation.

This paper focuses on the design of a serious game for the teaching and assessment of generic competences, placing particular emphasis on the competences assessment aspect. Taking into account important aspects of competence assessment such as context, feedback and transparency, among other aspects, and using the University of Deusto's Generic Competences Assessment Model based on the defining of levels, indicators and descriptors as a reference point, a serious game has been designed for the development and evaluation of two Generic Competences: Problem Solving and Entrepreneurship, aimed at final-year undergraduate and first-year postgraduate students. The design process shows that having a Competence Assessment Model based on levels, indicators and descriptors is of great help in defining the game's scenarios and learning and assessment activities. Serious games can also be excellent resources to help in the development and assessment of generic competences, but not as a unique tool, since the concept of competence in itself is highly complex (integrating knowledge, skills, attitudes and values) and some elements might require other methods and techniques for its development. It also reveals the difficulties of evaluating competences in general and through serious games in particular.