Effects of Teasing in Physical Education Classes, Self-efficacy, and Physical Activity on Adolescents’ Self-esteem / [El efecto del hostigamiento en las clases de educación física, la autoeficacia y la actividad física en la autoestima de los adolescentes]

Objective: To investigate the differences between boys and girls in the present variables, and assess the possible associations between self-esteem and teasing in school physical education classes, self-efficacy, and physical activity among adolescents. Method: The sample included 944 adolescents aged 14 to 19 years (mean =16.52, SD = 1.12, 53.6% male), enrolled in public high schools in Florianópolis, Santa Catarina, Brazil. Information was collected on age, body mass index, physical activity level, self-efficacy, teasing experiences in physical education classes, and self-esteem (dependent variable). Self-esteem was assessed using the Rosenberg Self-esteem Scale. Results: Adolescents had a mean self-esteem score of 28.71 (out of 40), with boys having higher scores than girls (29.66 vs. 27.61, p < .001). In both sexes, adolescents who reported lower levels of teasing in physical education classes had higher self-esteem. Boys with high self-efficacy and higher levels of physical activity had higher self-esteem scores. Conclusion: Experiencing teasing in school physical education classes was a predictor of self-esteem in adolescents of both sexes, and self-efficacy and physical activity were predictors of self-esteem in boys.(AU)

Objetivo: Investigar las diferencias entre chicos y chicas en las variables de estudio, así como averiguar la posible asociación entre autoestima y el hostigamiento en las clases de educación física, autoeficacia y actividad física en adolescentes. Método: Se contó con una muestra de 944 de entre 14 y 19 años (media = 16.52, DT = 1.12, el 53.6% hombres) que estudiaban en centros escolares de Florianópolis, Santa Catarina, Brasil. Se recogió información sobre edad, índice de masa corporal, nivel de actividad física, autoeficacia, hostigamiento en las clases de educación física y autoestima (variable dependiente). La autoestima se midió mediante la Escala de Autoestima de Rosenberg. Resultados: La autoestima media de los adolescentes era 28.71 (de un máximo de 40), siendo más elevada la de los chicos que la de las chicas (29.66 vs. 27.61, p < .001). En ambos sexos la autoestima de los adolescentes que declaraban menos hostigamiento en educación física era superior. Los chicos que tenían una mayor autoeficacia y mayor actividad física tenían puntuaciones más elevadas en autoestima. Conclusión: Experimentar hostigamiento en las clases de educación física predecía la autoestima de los adolescentes de ambos sexos; la autoeficacia y la actividad física predecían la autoestima en los chicos.(AU)

Características ocupacionais e estilo de vida de professores em um município do nordeste brasileiro / Occupational characteristics and lifestyle of teachers in a city of northeast Brazil / Características ocupacionales y estilo de vida de maestros en una ciudad brasileña del noreste

Objetivo Analisar as características do trabalho, o perfil do estilo de vida e sua associação com os ciclos de desenvolvimento profissional de professores da rede estadual de Jequié (BA). Material e Métodos Estudo transversal, com amostra aleatória de 304 professores que responderam um questionário com informações sociodemográficas, ocupacionais e estilo de vida. As fases dos ciclos de desenvolvimento profissional adotadas foram: entrada, consolidação, diversificação e estabilização. Para análise utilizou-se estatística descritiva e medidas de associação por meio do teste qui-quadrado (p≤0,05) e regressão logística multinomial. Resultados Observou-se que a maioria dos professores manteve um comportamento regular para o estilo de vida geral, com aumento a níveis estatisticamente significante apenas para o comportamento positivo alimentar. Conclusões Conclui-se que há necessidade de realização de programas que estimulem a adoção de um estilo de vida ativo entre os docentes, principalmente após a fase de entrada na carreira onde as condutas negativas se acentuaram.(AU)

Objective To analyze the characteristics of work, lifestyle profile and its association with professional development cycles teachers of the state system of Jequié (BA). Materials and Methods Cross-sectional study with a random sample of 304 teachers who answered a questionnaire on sociodemographic information, occupational and lifestyle. The phases of professional development cycles adopted were: entry, consolidation, diversification and stabilization. For analysis, we used descriptive statistics and measures of association using the chi-square test (0.05) and multinomial logistic regression. Results It was observed that most teachers maintained a regular behavior for the general life style, with the increase statistically significant levels only to feed positive behavior. Conclusions We conclude that there is need to carry out programs to encourage the adoption of an active lifestyle among the teachers, especially after the entry phase in his career where negative behavior became more pronounced.(AU)

Objetivo Analizar las características del trabajo, el perfil de estilo de vida y su asociación con los ciclos de desarrollo profesional docente del sistema estatal de Jequié (BA). Material y Métodos Estudio transversal con una muestra aleatoria de 304 profesores que respondieron a un cuestionario sobre información sociodemográfica, laboral y estilo de vida. Las fases de los ciclos de desarrollo profesional aprobadas fueron: entrada, consolidación, diversificación y estabilización. Para el análisis, se utilizó estadísticas y medidas de asociación mediante la prueba de chi cuadrado (p=0,05) y regresión logistica multinomial. Resultados Se observó que la mayoría de los maestros mantienen un comportamiento regular para el estilo de vida en general, con el aumento de los niveles estadísticamente significativas sólo para alimentar a un comportamiento positivo. Conclusiones Se concluye que existe la necesidad de llevar a cabo programas para fomentar la adopción de un estilo de vida activo entre los profesores, sobre todo después de la fase de entrada en su carrera donde el comportamiento negativo se hizo más pronunciada.(AU)

[Occupational characteristics and lifestyle of teachers in a city of northeast Brazil]. / Características ocupacionais e estilo de vida de professores em um município do nordeste brasileiro.

Objective To analyze the characteristics of work, lifestyle profile and its association with professional development cycles teachers of the state system of Jequié (BA). Materials and Methods Cross-sectional study with a random sample of 304 teachers who answered a questionnaire on sociodemographic information, occupational and lifestyle. The phases of professional development cycles adopted were: entry, consolidation, diversification and stabilization. For analysis, we used descriptive statistics and measures of association using the chi-square test (0.05) and multinomial logistic regression. Results It was observed that most teachers maintained a regular behavior for the general life style, with the increase statistically significant levels only to feed positive behavior. Conclusions We conclude that there is need to carry out programs to encourage the adoption of an active lifestyle among the teachers, especially after the entry phase in his career where negative behavior became more pronounced.