Relationship between Sports Practice, Physical and Mental Health and Anxiety-Depressive Symptomatology in the Spanish Prison Population.

The objective of this study was to evaluate, in a group of Galician inmates, if there were variations in the levels of physical and mental health and anxiety-depressive symptomatology, depending on the sports' practice performed. The relationship between these constructs was also investigated. The sample was composed of 509 people deprived of liberty in prisons in the Autonomous Community of Galicia, Spain. A quantitative methodology was used, with the questionnaire as an information collection instrument, Student's t-tests, Pearson's correlation analysis and a stepwise regression analysis were carried out. The results indicated that those who performed physical activity during their stay in prison had higher levels of physical and mental health, as well as lower indicators of anxiety-depressive symptoms. People who did not practice sports showed a decrease in their perceived health levels when compared to those perceived in their pre-prison stage. A negative association was shown between perceived health levels and anxiety-depressive symptomatology. Perceived physical health, alone, explained 35% of the variance in perceived mental health. These results add to knowledge about the relationships between perceived health, anxiety-depressive symptoms and sports practice in the group of people deprived of liberty, highlighting the importance of promoting physical activity in penitentiary institutions.

Student Perceptions of the Resilience in a Confinement Due to COVID-19 in University of A Coruña: A Qualitative Research.

The home confinement caused by COVID-19 has caused university students to express feelings, negative experiences, and concerns about the confinement situation they were experiencing. This prompted the development of research on resilience, which shows that it is closely related to well-being. The general objective is to determine if resilience acts as a guarantor of personal growth and, therefore, of the self-perception of well-being. The research is developed with qualitative methodology and is framed in the interpretative phenomenological analysis approach and is framed in the hermeneutic-dialectical method. The selection of participants was carried out through an intentional sampling, by non-random methods, among university students. Fifty-two students participated, 41 are women (78.84%) and 11 men (21.15%), with an average age of 20.7 years. The information was collected through a diary card in which they had to collect their experiences and prepare a short speech identifying three temporal moments of confinement: beginning, during, and end. The information was collected between 16 April and 15 May 2020. An inductive analysis was carried out, and the emerging categories were defined: personal growth, resilience, and well-being. Personal growth materializes through three subcategories: personal changes, interpersonal changes, and changes in the philosophy of life. The university students showed that the vital transformation related with resilience acts as a guarantor of personal growth and self-perception of well-being. A voluntary, conscious, and intelligent evolution of people is detected, and personal changes, interpersonal changes, and changes in the philosophy of life are identified as factors of personal growth.

Technostress in Spanish University Teachers During the COVID-19 Pandemic.

One of the measures adopted by the government of Spain during the COVID-19 pandemic has been the elimination of face-to-face classes in all universities, requiring that all teachers had to conduct their classes in an online mode. The objective of this article is to study how this adaptation among university teachers affected their job performance due to the technostress (objective and subjective) that they may have suffered. Based on the person-environment misfit theory (P-E fit theory), the sample consisted of 239 teachers from face-to-face and online universities in Spain who were asked to identify the type of technostress, feelings of technostress, and impact on job performance as a result of online teaching due to the COVID-19 pandemic. Results show that teachers who suffered the most from the negative consequences of technology have been female teachers from face-to-face universities who are older, have more years of experience, and consequently, hold a higher position. Despite previous results none of the above variables have been significant in explaining the decline in job performance during confinement. It was also observed that although the effect on job performance was similar for online teachers as well as face-to-face teachers, the variables that explained this effect were different. For the online teachers, there was a misfit between the demands and resources, which are explained based on the previous theory (P-E fit theory). Teachers from face-to-face universities pointed to the lack of instructions from their organization, along with subjective feelings of techno-inefficacy, as the reasons behind the decline in job performance during the lockdown period. Looking ahead to future research on the incorporation of information and communications technology in teaching work, it is necessary to consider variables associated with technostress, both objective and subjective, in order to increase the effectiveness of integrating emerging technology into teaching work.

Technostress in Spanish University Students: Validation of a Measurement Scale.

The increasingly widespread use of technology has led to the emergence of phenomena harmful to users such as technostress. Although technostress has already been studied in other contexts, it is still pending study in a university education environment, where the use of information and communication technologies is increasingly widespread. Thus, the objective of this study was to adapt a technostress questionnaire for Spanish university students based on an instrument that had been designed in a Chinese university teaching population. A total of 1,744 Spanish university students from face-to-face and online universities completed the adapted Spanish technostress scale. Factorial analyses suggested the elimination of two items from the original scale and a model made up of five factors that fit, as in the original scale, within the person-environment misfit theory. The reduced scale also showed good internal consistency for all the items and the five resulting factors. These results support the psychometric properties of the reduced technostress scale in university students, and their validity when offering a complete view of the phenomenon in Spain.