Lockdown during the COVID-19 pandemic imposed changes in children’s daily routine that could lead to changes in behavior patterns. Using a survey targeted at children under 17 years of age, we described dietary (adherence to Mediterranean diet, AMD) and sleeping habits (disorders of initiating and maintaining sleep) after the implementation of lockdown, and examined the probability of the inadequate frequency of physical activity (PA) and use of TV and electronic devices (TV-ED) before and after lockdown through generalized estimating equation models, accounting for age and gender differences. From 3464 children included, 53.2% showed optimal AMD; 79.2% referred to delayed bedtime; and 16.3% were suspected of sleeping disorders after the implementation of lockdown. Delay in bedtime was more frequent among children older than 6 years, and inadequate sleeping hours among those younger than 11 years. There were no gender differences in AMD or sleeping habits. The odds of inadequate frequency of PA and TV-ED use were greater after lockdown, with a greater risk for TV-ED use. Boys were at greater risk of inadequate PA frequency and TV-ED use. Odds ratio of inadequate PA was greater at older ages. Lockdown could influence changes in children’s habits that could lead to risk factors for non-communicable diseases during adulthood if such behaviors are sustained over time.

The implementation of the European higher education area (EHEA) is a true paradigm change in university education in which the student, with particular consideration given to autonomous work, takes the place of the teacher as the central element of the teaching-learning process. In this autonomous work, the strategies the students regularly use become particularly important, given the supposition that doing that work will lead to academic success. The objective of this study is to analyze the variables that influence students’ expectations of success, measured through their intention to persist on the course they are doing. A questionnaire designed ad hoc was given to a sample of 1037 university students. It included aspects related to reasons for choosing the course, institutional integration, use of self-regulation strategies, and intention to drop out. Data analysis allowed the identification of satisfaction with the course chosen and appropriate study skills acquired in secondary education as predictors of expectations of academic persistance, with some differences in terms of gender. Other strategies such as class attendance or going deeply into course content did not figure. These results are at odds with the principles underlying the EHEA and show that they have not yet been interiorized by the students, who continue to perceive their studies more traditionally.

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