Explanatory Model of Psychological Well-being in the University Athletic Context

Ozcorta, Eduardo José Fernández; Almagro, Bartolomé J.; Buñuel, Pedro Sáenz-López

doi:10.1016/j.sbspro.2014.04.307

Cited by 10 publications

(9 citation statements)

References 17 publications

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“…In terms of relations between Emotional Intelligence and the practice of physical and sporting activity in university teachers, significant data were obtained relating to those teachers who practised physical exercise for Emotional Intelligence generally and in the dimensions of clarity of feelings and mood repair. These data were supported by other studies such as those by Albo, Núñez & León (2010), Szabo & Urbán (2014) and Fernández, Almagro & Sáenz (2014), who highlight that teachers who practise more physical activity are able to develop positive feelings and redirect their frustrations, thus being able to act in the best way when facing stressful situations Salovey, Stroud, Woolery & Epel, 2002;Sloan, 2014).…”

Section: Discussionsupporting

confidence: 82%

Emotional intelligence in university Physical Education teachers

Puertas-Molero¹,

Pérez-Cortés²,

Zafra³

et al. 2018

Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science

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Currently, teaching is one of the professions most highly affected by stress due to the large number of tasks involved and the continuous contact with students, among others, which generate weariness towards the profession, hence the importance of developing high levels of Emotional Intelligence. Why this is so important is that it enables teachers to deal optimally with frustration, and to know how to act appropriately when facing the various situations that arise in a classroom, as well as giving them the ability to communicate and listen, and thus adapt themselves to those situations. These factors are necessary to ensure the promotion of a correct teaching-learning process. By means of this research we aim to discover the mental state of university teachers by conducting a cross-sectional and descriptive study. As a data collection instrument, the TMMS-24 was applied to a sample of Physical Education teachers working in universities. The results showed that people who teach this subject have good levels of empathy with their students, possessing the ability to understand and empathise with them, thus having a good ability to control their feelings, and thus enhancing their mental well-being, which is reflected in the teacher's job satisfaction.

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Section: Discussionsupporting

confidence: 82%

Emotional intelligence in university Physical Education teachers

Puertas-Molero¹,

Pérez-Cortés²,

Zafra³

et al. 2018

Journal of Human Sport and Exercise - 2018 - Spring Conferences of Sports Science

View full text Add to dashboard Cite

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“…One of the components of psychological wellbeing is autonomy in the form of the individual's ability to be independent, namely being able to withstand social pressures and regulate one's behavior. This study found that individuals with good perceived emotional intelligence will have high autonomy and vice versa (Fernández-Ozcorta et al, 2014). The study found that an individual's perceived emotional intelligence can predict an individual's ability to fulfill his basic psychological needs.…”

Section: Discussionmentioning

confidence: 74%

“…Steinberg (2017) suggests that improving decision-making skills ultimately increases the ability of adolescents to behave independently. A recent study by Augusto-Landa et al (2011) andFernández-Ozcorta et al (2014) found a relationship between components of perceived emotional intelligence and components of psychological well-being. One of the components of psychological well-being is autonomy in the form of the individual's ability to be independent, namely being able to withstand social pressures and regulate one's behavior.…”

Section: Literature Reviewmentioning

confidence: 95%

“…This study found that individuals with good perceived emotional intelligence will have high autonomy and vice versa. The study by Augusto-Landa et al (2011) andFernández-Ozcorta et al (2014) found that an individual perceived emotional intelligence could predict an individual's ability to fulfill his basic psychological needs. Individuals with good perceived emotional intelligence will be better able to meet basic psychological needs, one of which is the ability to be independent.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Relationship Between Perceived Emotional Intelligence and Late Adolescent Autonomy

Permatasari

Anwar

Rustham

2021

GRSSE

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This study aims to determine the relationship between perceived emotional intelligence and late adolescent autonomy in Makassar City. This study uses quantitative methods with a correlational research design. The Trait Meta-Mood Scale-30 (TMMS-30) and adolescent autonomy scale were given to the research sample selected by purposive sampling method, totaling 453 respondents of adolescent aged 18-21 years; data college use online survey. The object of study is located in Makassar City and identifying themselves Bugis ethnicity. The demonstration and data analysis results using the Bivariate Pearson correlation test showed a positive (unidirectional) relationship between perceived emotional intelligence and late adolescent autonomy. However, the relationship between these variables was moderate (R-calculated = 0.417; with Sig. level < 0.01). The demonstration of the correlation of these variables means that the higher the level of perceived emotional intelligence possessed by adolescents is in line with the level of autonomy of adolescents. However, our study also underlines that the ability of perceived emotional intelligence in predicting the autonomy factor of adolescents is in the moderate category. It is assumed that the control of the perceived emotional intelligence variable is not strong enough to justify its role in the autonomy of late adolescents in this study.

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“…Different studies (Gunnell et al, 2014;McDonough & Crocker, 2007) have shown that competence plays an important role in physical activity or exercise frequency, but not in autonomy or relatedness. Additionally, some researchers included other emotional consequences in the model, such as for instance self-esteem (Fernández-Ozcorta, Almagro, & Sáenz-López, 2014), but not behavior. Thus, BPNs are more highly related to the emotional consequences of the SDT sequence, such as psychological variables (Vallerand, 1997) than to the behavioral consequences, such as PA.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal study of physical activity in college students: Testing self-determination theory based on stages of change

et al. 2021

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The main purpose of this study was to longitudinally test the relationships of Self Determination Theory variables on physical activity, analyzing the model based on stages of change. The study is a longitudinal and quantitative research. We have developed a longitudinal cross-lagged design for structural equation models of three time points and multigroup analysis. Participants were 772 Spanish college students from the University of Zaragoza (M = 19.74, SD = 2.76) studying several degrees. Participants completed different self-reports, assessing: physical activity, stages of change, motivation and basic psychological needs, at three time points (November, January and March). The analysis indicated that intrinsic motivation positively predicted physical activity at the 3-time points, both directly and indirectly. Intrinsic motivation was negatively predicted by autonomy and positively predicted by competence (from time point 2 to 3). No relationships were found with relatedness for the entire sample. Regarding the stages of change multi-group analysis were run: in the low active group, we found a negative relationship between relatedness and physical activity, and a positive association between competence and intrinsic motivation and physical activity, whereas intrinsic motivation did not predict physical activity. Our findings showed that intrinsic motivation was the most consistent predictor of physical activity. The competence need played an essential role in intrinsic motivation and physical activity for both active and passive subjects. However, the basic psychological needs have not worked as indicated by the theory when it was examined longitudinally. The findings of the study highlight the need for different strategies to improve physical activity levels according to the stages of change.

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Explanatory Model of Psychological Well-being in the University Athletic Context

Cited by 10 publications

References 17 publications

Emotional intelligence in university Physical Education teachers

Emotional intelligence in university Physical Education teachers

The Relationship Between Perceived Emotional Intelligence and Late Adolescent Autonomy

Longitudinal study of physical activity in college students: Testing self-determination theory based on stages of change

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