A growing body of recent research has identified associations between various parenting practices and styles and internalizing problems among adolescents. However, the reported findings are inconsistent and the studies in question have been conducted from different theoretical backgrounds. The aim of this systematic review was to synthesize the literature on the association of parental socialization styles with depression, anxiety, and suicidal ideation. To this end, we conducted a systematic search of the PsycInfo, Scopus, Pubmed, and Web of Science databases, covering literature published from 2010 to 2019. The search was restricted to peer-reviewed studies in English or Spanish. The results show that parental warmth, behavioural control, and autonomy granting are inversely related to internalizing symptoms in adolescents. Conversely, psychological control and harsh control by parents are positively associated with adolescent anxiety, depression, and suicidal ideation. Although the associated effect sizes are only small or moderate, the results suggest that these variables should be taken into account when designing programmes aimed at promoting parenting styles conducive to the wellbeing of adolescents.

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The aim of this study was to analyze the influence of a biofeedback relaxation training program on anxiety and academic performance. The program consisted of five biofeedback sessions coupled with three training activities focused on deep breathing, guided imagery, and muscle relaxation. The participants were second-year psychology undergraduates from the University of the Basque Country (UPV/EHU, northern Spain). The experimental group comprised 152 students (M = 19.6, SD = 0.74; 74% women) and the control group 81 students (M = 19.4, SD = 0.92; 71% women). Results showed that after participating in the program, students in the experimental group had lower levels of anxiety and increased academic performance. Furthermore, they scored lower on anxiety and higher on academic performance in comparison with the control subjects. This suggests that the inclusion of biofeedback training programs in educational contexts could be a way of reducing anxiety and improving academic performance. It may also deepen our understanding of the dynamic interplay between psychophysiological, cognitive, and emotional processes.

The aim of the study was to analyze whether gender, age, peer attachment, and class‐level emotional intelligence could predict adolescents' psychological well‐being by applying a multilevel approach. The sample comprised 2182 secondary school students from the Basque Country (northern Spain) (from 118 classrooms, 51.6% girls), aged between 12 and 18 years. A two‐level model (with students nested into classes) was used to analyze the influence of three level‐one covariates (gender, age, and peer attachment) and one level‐two covariate (class‐level emotional intelligence) on the positive affect component of psychological well‐being. The results showed an overall decrease in well‐being as adolescents grow older, and an increase linked to a higher peer attachment. Furthermore, class‐level emotional intelligence showed a positive relationship with students' well‐being. This group‐level covariate also strengthened the effect of peer attachment on the well‐being. The advantages of using a multilevel approach for predicting mental health and psychological adjustment are discussed.