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The main objective of the present research is to analyze the relationship of levels of self-efficacy and anxiety, coping strategies, and emotional intelligence in Spanish university students. This study has a cross-sectional design. The sample was composed of 258 university students recruited from three academic areas. Descriptive, bivariate, and multivariate regression analyses were performed. Significant bivariate analysis showed a significant inverse correlation between self-efficacy and state anxiety ( r = −0.340) and trait anxiety ( r = −0.466). In addition, a direct correlation was found between self-efficacy and the coping strategies of problem-solving ( r = 0.312), emotional expression ( r = 0.133), cognitive restructuring ( r = 0.195), social withdrawal ( r = 0.103), and coping with a situation ( r = 0.303), as well as with the emotional intelligence dimensions of emotional clarity ( r = 0.397) and repair mood ( r = 0.347). Multivariate regression analysis showed that trait anxiety, problem-solving, emotional expression, social withdrawal, and emotional clarity were significantly related to the dependent variable, predicting 39% of total variance on levels of general perceived self-efficacy. In conclusion, this paper contributes to a better understanding of the related factors to general perceived self-efficacy in undergraduate students.

Mirror therapy, motor imaginary, and virtual visual feedback reduce phantom limb pain; however, there is limited scientific evidence supporting their effectiveness. Future studies should include designs with more solid research methods, exploring short- and long-term benefits of these therapies. Clinical relevance This systematic review investigates the effectiveness of mirror therapy, motor imagery, and virtual visual feedback on phantom limb pain, summarizing the currently published trials and evaluating the research quality. Although these interventions have positive benefits in phantom limb pain, there is still a lack of evidence for supporting their effectiveness.

Determining what factors influence the psychological well-being of undergraduate university students may provide valuable information to inform the development of intervention programs and targeted learning activities. The objective of this study was to investigate the correlation between psychological well-being in university students and their self-reported learning styles and methodologies, social skills, emotional intelligence, anxiety, empathy and self-concept. The final sample consisted of 149 Spanish university students, with an average age of 21.59 years (SD = 4.64). Psychological well-being dimensions, along with learning style and methodology preferences, social skills, level of social responsibility, emotional intelligence, state and trait anxiety, empathy and levels of self-concept were measured using a series of validated self-report scales. The results indicate that the total variance explained by the university students’ psychological well-being factors were as follows: i) self-acceptance dimension (R2 = 0.586, F(6,99) = 23.335, p < 0.001); ii) positive relationships dimension (R2 = 0.520, F(6,99) = 17.874, p < 0.001); iii) autonomy dimension (R2 = 0.313, F(4,101) = 11.525, p < 0.001); iv) environmental mastery dimension (R2 = 0.489, F(4,101) = 24.139, p < 0.001); v) personal growth dimension (R2 = 0.354, F(4,101) = 13.838, p < 0.001); and vi) purpose-in-life dimension (R2 = 0.439, F(4,101) = 19.786, p < 0.001). The study findings may be used to inform new educational policies and interventions aimed at improving the psychological well-being of university students in the international context.