The present study aims to expand the understanding of the effects of dispositional happiness and self-esteem, as dispositional traits, on the health of teachers, as well as to understand the role played by the working environment in generating positive affection, thus mediating between the dispositional traits and teachers’ health. Two hundred and eighty-two full-time in-service teachers (93.6% female) from Rome (Italy) took part in this study. Their ages ranged from 26 to 55 (M = 40.49 years, SD = 5.93). Participants’ teaching experience ranged from 1 to 31 years (M = 9.95 years, SD = 5.65). 30.6% of participants taught in kindergarten (for children aged 0–5 years), 42.6% in primary schools (for children aged 6–11 years), 15.8% in middle schools and 10.9% in high schools. A questionnaire was administered, containing: the Subjective Happiness Scale (SHS); the Rosenberg Self-Esteem Scale (RSES); The adapted version for teachers of the School Children Happiness Inventory (Ivens, 2007); the Physical and Mental Health Scales (SF12). The data were analyzed using the MPLUS software, version 8. Our results showed that teacher happiness at work partially mediates the relationship between dispositional happiness and teacher health, and fully mediates the relationship between self-esteem and teacher health. To the best of our knowledge, the mediational role of teacher happiness has not been addressed before, concerning these dimensions. At the same time, our findings confirmed the role of self-esteem in endorsing health-related behaviors, thus promoting physical and mental health. Moreover, according to our study findings, when teachers acknowledge their workplace as a context in which they feel happy, the impact of dispositional happiness and self-esteem on health conditions is higher. Effective measures to promote teachers’ well-being are discussed.
The present quantitative multi-trait cross-sectional study aims to gain a better understanding of the network of relationship between subjective happiness, compassion, levels of work engagement, and proactive strategies (self- and co-regulation) in a sample of teachers. Participants were 187 full-time in-service teachers (89% female; age M = 48.5; SD = 7.88) from Rome, Italy. We hypothesized that subjective happiness and compassion of early childhood teachers would be related with work engagement in such a way that subjective happiness would promote the engagement of teachers. In a similar fashion, we theorized that subjective happiness would be positively related to self- and co-regulation strategies and that proactive strategies would be in turn associated to work engagement. As expected, the results revealed that subjective happiness and compassion showed effects on work engagement and that this association among constructs was mediated by the role of proactive strategies (β = 0.22, p < 0.001; β = 0.37, p < 0.001, respectively). Proactive strategies also have a significant direct effect on work engagement (β = 0.56, p < 0.001). The study’s findings suggest the importance of investing in the quality of the working environment.
Medicine and healthcare professions are prestigious and valued careers and, at the same time, demanding, challenging, and arduous jobs. Medical and allied health professions students, experiencing a stressful academic and clinical workload, may suffer from sleep disturbances. In Iran, several studies have been conducted to explore the prevalence rate among medical and healthcare professions students. The aim of this systematic review and meta-analysis was to quantitatively and rigorously summarize the existing scholarly literature, providing the decision- and policy-makers and educators with an updated, evidence-based synthesis. Only studies utilizing a reliable psychometric instrument, such as the Pittsburgh sleep quality index (PSQI), were included, in order to have comparable measurements and estimates. Seventeen investigations were retained in the present systematic review and meta-analysis, totaling a sample of 3586 students. Studies were conducted between 2008 and 2018 and reported an overall rate of sleep disturbances of 58% (95% confidence interval or CI 45–70). No evidence of publication bias could be found, but formal analyses on determinants of sleep disturbances could not be run due to the dearth of information that could be extracted from studies. Poor sleep is highly prevalent among Iranian medical and healthcare professions students. Based on the limitations of the present study, high-quality investigations are urgently needed to better capture the determinants of poor sleep quality among medical and healthcare professions students, given the importance and the implications of such a topic.
In this paper, we analyze the effects of the energy transition process on economic growth in Spain and Portugal, countries that, adhering to European Union (EU) directives, opted to promote clean energies from the very start. On the one hand, we look at the energy transition laws introduced by the EU and other countries. On the other, we conduct a causal analysis of energy consumption and economic growth to confirm whether the change of energy model has generated positive effects on economic growth. The procedure was as follows. First, we conducted an aggregate causality analysis exploring the relationship between growth and energy consumption. As the results were not significant, we repeated the analysis with different disaggregations of renewable energy sources. With respect to solar thermal energy and economic growth, the main conclusion is that the data appear to show a one-way causal relationship for Portugal and EU-26 (European Union without Portugal and Spain) and a two-way relationship for Spain.
Background: Burnout is an inappropriate response to chronic work stress, leading to emotional exhaustion (EE), depersonalization (D), and low personal accomplishment (PA). Burnout can affect workers in the helping professions. To quantitatively assess the burnout level among teachers, Maslach has adapted the “Maslach Burnout Inventory” (MBI) to the educational environment (the so-called MBI Educators Survey version or MBI-ES). Among teachers, sports and physical education teachers may suffer from burnout due to high workload. Aims: No reliable psychometric tool in Arabic language exists that can be used to measure the burnout level among sports and physical education teachers. The objective of the present study was to develop a burnout measurement scale according to the Maslach’s three-dimensional theoretical model for physical education teachers in Tunisia and to test its factor structure, in terms of internal consistency/reliability, predictive validity, and sensitivity. Methods: A total of 525 Tunisian teachers teaching in secondary schools from different Tunisian governorates volunteered to participate in this study. The sample comprised of 285 males (54.3%) and of 240 females (45.7%). More in detail, 327 were teachers of primary school of physical education (62.3%) and 198 teachers of secondary school (37.7%). Teachers were administered both the ad hoc developed “Teacher of Physical Education Burnout Inventory” (TPEBI) and the MBI-ES. Both exploratory [principal component analysis (PCA)] and confirmatory factor analyses (CFAs) were performed. Results: The Cronbach’s alpha coefficients were excellent (0.93, 0.94, and 0.91 for EE, D, and PA, respectively). The correlation matrix indicated significant correlations between the TPEBI and MBI-ED dimensions. However, CFA fit indices were not completely satisfactory. Conclusion: Given the good PCA factor loadings, the correlation matrix, the sensitivity analysis, and the excellent internal consistency, it can be concluded that the TPEBI is a reliable psychometric tool that can be used to quantitatively assess the burnout level among teachers of physical education in the Arabic-speaking world. However, considering the CFA fit indices, further modifications to fully support the model are warranted.
ResumenLas actividades extraescolares tienen como objetivos educar y contribuir al desarrollo integral del alumno, estimular y potenciar sus aptitudes a través de la creatividad, la autonomía personal, las relaciones entre alumnos, el trabajo en equipo, la cooperación, etc. ¿Pero cómo se puede llevar esto acabo? En este artículo se describe la experiencia de la actividad robótica utilizada como herramienta educativa de aprendizaje, de desarrollo de capacidades y competencias. Entre los participantes se incluyen dos participantes con síndrome de Asperger (SA), un participante con Trastorno por Déficit de Atención e Hiperactividad (TDAH) y uno con trastorno del espectro autista (TEA). Palabras clave: robótica, aprendizaje, inclusión, actividad, extraescolar Abstract Extracurricular activities aim to educate and contribute to the student's integral development, stimulate and enhance their skills through creativity, personal autonomy, student relationships, teamwork, cooperation, etc. But how can this be done? This article describes the experience of robotic activity used as an educational tool for learning, skills development and skills. Participants included two participants with Asperger's Syndrome (SA), one participant with Attention Deficit Hyperactivity Disorder (ADHD) and one with autism spectrum disorder (ASD). Keywords: robotics, learning, inclusion, activity, out-of-school.Introducción Uno de los objetivos principales de la educación es formar a niños desde las etapas más tempranas hasta la adolescencia, a lo largo de un recorrido educativo de aprendizaje que les guíe en la adquisición del conocimiento y la autonomía personal hasta alcanzar los inicios de la responsabilidad que le introduzcan paulatinamente en la edad adulta. Para ello no basta con disponer de conocimientos, éstos deben de ir acompañados de capacidades, habilidades, motivación y actitudes que les hagan personas completas capaces de desenvolverse en la sociedad y en el mundo futuro que les espera.Aprender se define como la capacidad de cambiar la conducta como fruto de la experiencia, permitiendo al individuo adaptarse a nuevas situaciones ambientales y sociales (Gruar t i Massó, 2008).La motivación, sin embargo, nos dirige hacia la el objetivo o la meta de una actividad, instigándola y manteniéndola (Pintrich y Schunk, 2006), impulsando al individuo a no rendirse y a luchar hasta conseguir el objetivo propuesto. La actitud, es la manifiesta disposición del ánimo que se expresa exteriormente. Es por ello que la motivación y la actitud para el aprendizaje, es decir, adecuación a los cambios en función de la tarea, son claves de cara a convertir a niños y niñas en personas competentes en un futuro. Las competencias integran de forma implícita elementos contextuales referidos al momento de aplicar los saberes a las tareas que la persona debe desempeñar (Zabala, 2007), y éste es el objetivo de la robótica educativa.Desde la robótica educativa se establece, a partir de la teoría constructivista de Piaget, que no existe aprendizaje si no hay inte...
Currently in the European Union, regional policies and their related programs are aware of the importance of fostering social responsibility, whilst, at same time, they have to promote entrepreneurship. Promoting the culture of sustainable entrepreneurship could be the answer. In this article, the Spanish case-study of the Autonomous Community of Extremadura is analyzed to show the existing regional policies fostering voluntary educational programs devoted to entrepreneurship since 2012. In this context, a specific entrepreneurship project related to sustainability was developed in 2017–2018 in secondary schools with the leitmotiv to consider the Sustainable Development Goals from the United Nations. Using the Structural Equation Modeling method with a sample of 630 students under the umbrella of the project called Teenemprende, the study concludes by highlighting that sustainable entrepreneurial culture programs in the public educational system already have some positive effect on the students´ attitude to social responsibility, thus empowering them to change the world for a better future.
El propósito de este trabajo es resumir el camino histórico de las políticas que llevaron España a desarrollar un sistema avanzado de protección y integración de personas con discapacidad en su sociedad. A través de análisis de las tres fundamentales leyes generales, nosotros argumentamos como es el marco legal español para discapacidad –arraigado en su Carta Constitucional- formuló a nivel nacional y local la mayor legislación supranacional de UN y EU en esta materia. Además, presentamos las principales partes implicadas que facilitan el acceso de personas con discapacidad a los servicios que el gobierno nacional y local proporcionan a los discapacitados. Finalmente, los puntos 4 y 5 ejemplifican respectivamentelas medidasconcretas de ayudasy beneficios para persona con discapacidad y las políticas para el deporte y la actividad física. Teóricamente, el resume muestra como el actual sistema legal español – y su sistema de servicios- concuerdan con el paradigma social de discapacidad compartido a nivel internacional y fundamenta el modelo de rehabilitación o médico en el cual los derechos y la integración de las personas con discapacidad que no eran enteramente reconocidos y ahora ya lo son.
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