Relación entre la práctica deportiva y la autoestima en adolescentes: proyecto DADOS

Bou-Sospedra, Carlos; Beltran-Valls, María Reyes; Adelantado‐Renau, Mireia; Tajuelo, V. J. Ayala; Moliner‐Urdiales, Diego

doi:10.6035/agorasalut.2020.7.3

Cited by 4 publications

(2 citation statements)

References 14 publications

(14 reference statements)

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“…Similarly [ 41 ], discovered that playing sports has benefits, including the promotion of values such as teamwork, collaboration, and autonomy development, which in turn aid in the acquisition of improved life skills [ 42 ]. recently reported that regular exercise and physical activities significantly impact their self-esteem.…”

Section: Literature Reviewmentioning

confidence: 99%

A structural model of EFL teachers’ physical activity, emotion regulation, and competence for online teaching

Cheng,

Liu

2024

BMC Psychol

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Background The COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators’ physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers’ physical activity, emotion regulation, and competence for online teaching remains underexplored. Objectives This study aimed to investigate the interplay between EFL teachers’ physical activity, emotion regulation strategies, and competence for online teaching. Results Structural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers’ competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence. Conclusions These findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic. Implications The study highlights the need for targeted interventions aimed at supporting EFL teachers’ well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.

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Section: Literature Reviewmentioning

confidence: 99%

A structural model of EFL teachers’ physical activity, emotion regulation, and competence for online teaching

Cheng,

Liu

2024

BMC Psychol

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“…Similarly, Garca-Castilla et al [ 59 ] found that playing sport leads to benefits, including the promotion of values like teamwork, collaboration, development of autonomy, and interpersonal relationships, which in turn help people to acquire better life skills [ 60 ]. Bou et al [ 61 ] recently reported that regular exercise and physical activities significantly impact their self-esteem. The study by Estaki [ 62 ] showed that suitable sports programs could effectively improve women’s self-esteem and satisfaction with life and mood during the quarantine period of the Covid-19 virus.…”

Section: Literature Reviewmentioning

confidence: 99%

Structural modeling of EFL/ESL teachers’ physical activity, mental health, psychological well-being, and self-efficacy

Guo,

Jiang

2023

BMC Psychol

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Background Physical activity (PA) is known to positively affect individuals’ mental and physical health, especially those who experience high levels of stress, such as teachers. Previous studies have examined the relationship between teachers’ PA, mental health, and well-being. Still, there is a lack of research on the direct and indirect effects of PA and self-efficacy. Purpose This study aimed to investigate the structural relationship between teachers’ PA, mental health, well-being, and self-efficacy among ESL/EFL teachers. A total of 364 Chinese English language teachers were selected through convenience sampling. Mental health, physical activity, psychological well-being, and self-efficacy instruments were used. Methodology The data was analyzed using Smart PLS software, and the hypothesized model was evaluated. The results indicated an acceptable level of divergent and convergent validity and goodness of fit. Results The findings revealed that PA directly predicts teachers’ mental health and well-being, but the direct structural relationship between teachers’ PA and self-efficacy was not confirmed. However, the results showed that teachers’ PA contributes to their self-efficacy by enhancing their mental and psychological well-being. The total effect of teachers’ PA on their self-efficacy was significant. Additionally, mental health and psychological well-being strongly influenced teachers’ self-efficacy. Conclusion In conclusion, regular weekly physical activity can help EFL/ESL teachers foster their mental health, psychological well-being, and self-efficacy. These findings have theoretical and practical significance for teachers, trainers, and educational psychologists.

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Structural Modeling of EFL/ESL Teachers’ Physical Activity, Mental Health, Psychological Well-being, and Self-efficacy

Guo,

Jiang

2023

Preprint

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Physical activity (PA) is known to have positive effects on both the mental and physical health of individuals, especially those who experience high levels of stress, such as teachers. Previous studies have examined the relationship between teachers' PA, mental health, and well-being, but there is a lack of research on the direct and indirect effects of PA and self-efficacy. The purpose of this study was to investigate the structural relationship between teachers' PA, mental health, well-being, and self-efficacy among ESL/EFL teachers. A total of 364 Chinese English language teachers were selected through convenience sampling. Mental health, physical activity, psychological well-being, and self-efficacy instruments were used. The data was analyzed using Smart PLS software, and the hypothesized model was evaluated. The results indicated an acceptable level of divergent and convergent validity and goodness of fit. The findings revealed that PA is a direct predictor of teachers' mental health and well-being, but the direct structural relationship between teachers' PA and self-efficacy was not confirmed. However, the results showed that teachers' PA contributes to their self-efficacy by enhancing their mental health and psychological well-being. The total effect of teachers' PA on their self-efficacy was significant. Additionally, mental health and psychological well-being were found to be strong predictors of teachers' self-efficacy. In conclusion, regular weekly physical activity can help EFL/ESL teachers foster their mental health, psychological well-being, and self-efficacy. These findings have theoretical and practical significance for teachers, teacher trainers, and educational psychologists.

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Relación entre la práctica deportiva y la autoestima en adolescentes: proyecto DADOS

Abstract: una mejor autoestima en chicas adolescentes. Las iniciativas enfocadas al bienestar psicológico en adolescentes deberían considerar la práctica deportiva como un factor clave, teniendo en cuanta las diferencias entre sexos.

Cited by 4 publications

References 14 publications

A structural model of EFL teachers’ physical activity, emotion regulation, and competence for online teaching

A structural model of EFL teachers’ physical activity, emotion regulation, and competence for online teaching

Structural modeling of EFL/ESL teachers’ physical activity, mental health, psychological well-being, and self-efficacy

Structural Modeling of EFL/ESL Teachers’ Physical Activity, Mental Health, Psychological Well-being, and Self-efficacy

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