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1.
Ann Glob Health ; 86(1): 131, 2020 10 08.
Artigo em Inglês | MEDLINE | ID: mdl-33102151

RESUMO

Background: The Covid-19 pandemic created major global health crises, with serious effects on all aspects of life. The pandemic reached the Israeli occupied West Bank of Palestine in early March 2020, and lockdown immediately ensued. Objectives: To assess the prevalence and predictors of distress and insecurity among Birzeit University's community during the COVID-19 pandemic and lockdown. Methods: An online survey completed in March-April 2020 using standardized and previously validated distress and insecurity scales. The survey was placed on the University portal accessed by students, faculty and employees, and was sent by email to faculty and employees. Data were weighted to reflect the University community's distribution. Findings: There were 1,851 participants in the study: 84% were undergraduate students, 10% graduate students, and 6% faculty and employees. Sixty two percent were women. Ages ranged from 17 to 70 years (mean 24 ± 9.7). Prevalence of moderate/high distress and insecurity were 40% and 48% respectively. Multiple logistic regression revealed that women, those under 35 years old and those with worse reported income, had significantly higher odds of distress and insecurity compared to their counterparts. Undergraduate students or living with a person at home with high risk of illness with COVID-19 were associated with higher odds of distress compared to their counterparts (OR = 1.56, 95%CI[1.13-2.15]) and (OR = 1.34, 95%CI[1.11-1.62]) respectively. A COVID-19 worry score was significantly associated with higher odds of distress and insecurity (OR = 1.77, 95%CI[1.46-2.14]) and (OR = 4.3, 95%CI[3.53-5.23]) respectively. Conclusion: This study emphasizes the need to pay attention not only to physical health but also to mental health during the COVID-19 pandemic, especially among young people, women, those with lower economic status, and those living with high risk persons during the pandemic. We hope that this study will inform the policies and interventions of the Palestinian Authority, local non-governmental organization, international groups working in the occupied Palestinian territory, and beyond.


Assuntos
Infecções por Coronavirus , Controle de Infecções , Saúde Mental , Pandemias , Pneumonia Viral , Universidades , Adulto , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Infecções por Coronavirus/psicologia , Docentes/psicologia , Feminino , Humanos , Controle de Infecções/métodos , Controle de Infecções/organização & administração , Masculino , Saúde Mental/estatística & dados numéricos , Saúde Mental/tendências , Oriente Médio/epidemiologia , Determinação de Necessidades de Cuidados de Saúde , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Pneumonia Viral/psicologia , Fatores de Risco , Isolamento Social/psicologia , Fatores Socioeconômicos , Estudantes/psicologia
2.
Interv. psicosoc. (Internet) ; 29(3): 141-151, sept. 2020. graf, tab
Artigo em Inglês | IBECS | ID: ibc-194491

RESUMO

The study aimed to test mediator and moderator factors in the relationship between workplace social support (i.e., perceived support from colleagues and supervisors) and intentions to quit in a sample of teaching professionals. Specifically, utilizing job-demands-resources theory to focus on social support, we examined whether work engagement mediated the relationship between workplace social support and intentions to quit. Moreover, the potential moderator role of emotional intelligence in the proposed model was tested. The study sample comprised 1,297 teaching professionals (64.8% females) working as preschool, primary, and secondary teachers in several centers in eastern and southern Spain. The main results demonstrated that work engagement totally mediated the relationship between social support from colleagues/supervisors and intentions to quit. The findings showed that teachers' levels of emotional intelligence significantly moderated the indirect paths between perceived support from colleagues/supervisors and intentions to quit. Teachers with the lowest levels of work engagement reported low support from colleagues or supervisors, togetherwith low emotional intelligence. Similarly, highest intentions to quit was reported by those teachers reporting low work engagement and low emotional intelligence. Finally, we discuss the relevance of these findings for basic and applied research seeking to retain a more engaged teaching force


Este estudio pretende evaluar los factores mediadores y moderadores en la relación entre el apoyo social organizacional (apoyo percibido de compañeros y supervisores) y los niveles de intención de abandono en una muestra de profesionales de la enseñanza. Específicamente, usando la teoría de demandas y recursos laborales y centrándose en el apoyo social, se examina si el engagement laboral media la relación entre apoyo social organizacional e intención de abandono. Además, se analiza el posible papel moderador de la inteligencia emocional en el modelo propuesto. La muestra del estudio esta compuesta por 1,297 profesionales de la enseñanza (64.8% mujeres) que trabajaban como docentes de Infantil, Primaria y Secundaria en varios centros del este y sur de España. Los resultados principales demostraron que el engagement laboral mediaba totalmente la relación entre el apoyo social de compañeros y supervisores y la intención de abandono. Los hallazgos mostraron que el nivel de inteligencia emocional de los docentes moderaba significativamente las relaciones indirectas entre el apoyo percibido de compañeros y supervisores y la intención de abandono. Los docentes con un nivel más bajo de engagement laboral informaron de bajo apoyo de compañeros y supervisores, así como de un bajo nivel de inteligencia emocional. Igualmente, aquellos docentes con bajo engagement laboral y baja inteligencia emocional informaron de mayores niveles de intención de abandono. Finalmente, se discute la importancia de estos hallazgos para la investigación básica y aplicada enfocada a la retención de un capital docente comprometido


Assuntos
Humanos , Masculino , Feminino , Adulto Jovem , Adulto , Pessoa de Meia-Idade , Apoio Social , Inteligência Emocional , Docentes/psicologia , Modelos Teóricos , Engajamento no Trabalho , Desenvolvimento de Pessoal/organização & administração
3.
J Affect Disord ; 277: 153-158, 2020 12 01.
Artigo em Inglês | MEDLINE | ID: mdl-32828002

RESUMO

OBJECTIVE: To assess the prevalence of anxiety and explore its factors during the Coronavirus Disease 2019 (COVID-19) epidemic among the teachers in China. METHODS: We involved 88611 teachers (response rate: 94.75%) from three cities of Henan Province, China, during February 4, 2020 and February 12, 2020. Anxiety was assessed by using Generalized Anxiety Disorder tool (GAD-7). Odds ratios (OR) with 95% Confidence intervals (CI) for potential factors of anxiety were estimated using multiple logistic regression models. RESULTS: The overall prevalence of anxiety was 13.67%. The prevalence was higher for women than men (13.89% vs. 12.93%). The highest prevalence of anxiety was 14.06% (SE 2.51%) with age of 60 to 100 years in men, and 14.70% (SE 0.56%) with age of 50 to 60 years in women. Participants located in country-level city school had the lowest prevalence of anxiety across all age categories (12.01% for age of 18-30 years; 12.50% for age of 30-40 years; 12.13% for age of 40-50 years; 9.52% for age of 60-100 years). After adjusting for potential confounders, age, sex, education status, type of teachers, school location, information source, worried level, fear level, and behavior status were found to be associated with anxiety. CONCLUSIONS: This large-scale study assessed the prevalence of anxiety in teachers, as well as its potential influence of factors, which is useful for international and national decision-makers.


Assuntos
Transtornos de Ansiedade/epidemiologia , Ansiedade/epidemiologia , Infecções por Coronavirus , Pandemias , Pneumonia Viral , Professores Escolares/estatística & dados numéricos , Adolescente , Adulto , Idoso , Betacoronavirus , China/epidemiologia , Estudos Transversais , Docentes/psicologia , Docentes/estatística & dados numéricos , Feminino , Humanos , Masculino , Saúde Mental , Pessoa de Meia-Idade , Questionário de Saúde do Paciente , Prevalência , Fatores de Risco , Professores Escolares/psicologia , Fatores Sexuais , Adulto Jovem
4.
PLoS One ; 15(8): e0237712, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32810180

RESUMO

This study presents the results of research focused on university teachers' perceptions of the implementation of ECO (Explore, Create, and Offer) methodology. Through teachers´ responses, the objective was to learn about the impact ECO has on both teaching and learning. The sample consists of 22 teachers from four academic fields; they implemented ECO methodology during the 2018-19 academic year with 1,350 undergraduate students and 175 Master's-level students. The participating teachers belong to five universities: Universidad de Sevilla (Spain), Universitat de Barcelona (Spain), Universidade de Vigo (Spain), Universidad de Las Palmas de Gran Canaria (Spain) and Universidad Nacional de La Plata (Argentina). An exploratory and descriptive study was carried out, and the data were gathered from an online survey filled in by the teachers. Twenty-eight cases were obtained, one for each course that was involved in the project. The mean values were analysed by running a Kruskal-Wallis H test and ER2 for the effect size. In addition, the thematic analysis method was used to analyse the teachers' perceptions while representing their opinions faithfully. The results showed that ECO methodology has a very positive effect on the personal development of the teachers. ECO is a methodology that comes to have revolutionary effects, improving the relationship between teachers and students, who strengthen their commitment to their own learning. It is also an excellent means for connecting students with the social and professional world outside of academia.


Assuntos
Atitude , Educação/métodos , Docentes/psicologia , Modelos Educacionais , Universidades , Argentina , Docentes/estatística & dados numéricos , Humanos , Aprendizagem , Espanha , Estudantes/psicologia , Inquéritos e Questionários/estatística & dados numéricos
6.
J Physician Assist Educ ; 31(3): 121-125, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-32732664

RESUMO

PURPOSE: The coronavirus (COVID-19) pandemic has presented physician assistant (PA) educators with unprecedented challenges in delivering content remotely with minimal time to develop new pedagogical strategies. We surveyed faculty about their experience during the early weeks of adapting to these new instructional techniques. METHODS: An anonymous quantitative and qualitative survey was distributed to all individuals registered by programs as Physician Assistant Education Association members. RESULTS: The survey response rate was 22.3% (667/2991) with 32% of program directors (PD), and 23.7% of faculty reporting they had taught online synchronous content prior to COVID-19 adaptations. Prior experience with technology was associated with significantly lower levels of faculty stress during the pivot to online instruction. A majority of the respondents felt educational quality had remained consistent despite the transition to online teaching, and a majority of both faculty and program directors anticipate only minor changes to program structure once they are able to return to traditional classroom learning. Concerns about technology were most commonly cited as stressors and as causes of decreased quality of instruction. CONCLUSION: Educational challenges and stress during the pandemic were most prominently associated with unfamiliar technology. It remains to be seen what changes persist when the pandemic subsides.


Assuntos
Instrução por Computador/métodos , Infecções por Coronavirus/epidemiologia , Docentes/psicologia , Assistentes Médicos/educação , Pneumonia Viral/epidemiologia , Atitude Frente aos Computadores , Betacoronavirus , Humanos , Pandemias , Estresse Psicológico/epidemiologia
7.
Artigo em Inglês | MEDLINE | ID: mdl-32722413

RESUMO

One of the key features of today's society is the role of technology and mass-media. Among these tools, cinema has influenced successive generations more than 100 years. From an educational point of view, it is a resource of high pedagogical value. Moreover, it is present in the daily life of university students who will be the future teachers. Therefore, the aim of this study is to find out the film consumption habits of students in the teacher's degree in Spanish universities. A quantitative approach was adopted with a survey design, and the national sample was made up of 4659 students. They ware from the different regions of Spain and 58 universities. The questionnaire called Percepciones sobre las potencialidades del cine como recurso didáctico en las aulas de Infantil y Primaria (PECID) was designed ad hoc for this research. The results obtained showed that most students have a weekly habit of consuming films, with fiction being the most popular type of film. Likewise, the viewing of films is preferably done through television and the computer. It can be concluded that this familiarity with cinema outside the university should be complemented with specific training in the teacher's degree. In this sense, it contributes to an optimal application of cinema.


Assuntos
Docentes/psicologia , Idioma , Estudantes , Hábitos , Humanos , Espanha , Inquéritos e Questionários , Universidades
9.
Cad Saude Publica ; 36(5): e00090520, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32490918

RESUMO

This study aimed to assess the prevalence and variables related to perceived stress associated with the COVID-19 pandemic in a sample of Colombian adults using a designed online cross-sectional survey. Adults answered a version of the Perceived Stress Scale (PSS-10) modified for COVID-19 (PSS-10-C), with Cronbach alpha equal to 0.86. In total, 406 individuals aged between 19 and 88 years (M = 43.9; SD = 12.4) agreed to participate in the survey: 61.8% were females, 90.6% had a university degree, 44.1% were health professionals, and 45.7% considered public health policies for preventing the spread of the disease inconsistent with scientific recommendations. PSS-10-C scores ranged from 0 to 36 (M = 16.5; SD = 7.3); 58 individuals (14.3%) scored for high perceived stress (cut-off point = 25). The inconsistency between policies and scientific evidence was significantly related to high perception of stress associated with COVID-19 (OR = 2.36; 95%CI: 1.32-4.20), after adjusting for gender. We concluded that the study group presented the prevalence of perceived stress associated with COVID-19 at high levels, arising from the inconsistent strategies developed by health authorities in view of scientific recommendations. Further researches must address the psychosocial aspects of epidemics.


Assuntos
Infecções por Coronavirus/psicologia , Pneumonia Viral/psicologia , Angústia Psicológica , Estresse Psicológico/psicologia , Inquéritos e Questionários/estatística & dados numéricos , Adulto , Idoso , Idoso de 80 Anos ou mais , Colômbia/epidemiologia , Infecções por Coronavirus/epidemiologia , Estudos Transversais , Medicina Baseada em Evidências , Docentes/psicologia , Feminino , Conhecimentos, Atitudes e Prática em Saúde , Pessoal de Saúde/psicologia , Política de Saúde , Humanos , Masculino , Pessoa de Meia-Idade , Pandemias , Pneumonia Viral/epidemiologia , Prevalência , Estresse Psicológico/epidemiologia , Estudantes/psicologia , Adulto Jovem
10.
Int J Soc Psychiatry ; 66(8): 810-820, 2020 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-32583710

RESUMO

BACKGROUND: Coronavirus disease 2019 (COVID-19) is an infectious disease caused by a newly discovered coronavirus. COVID-19 has affected educational systems worldwide, leading to the widespread closure of schools, colleges and universities. The COVID-19 pandemic is also having a dramatic impact on societies and economies around the world. With various measures of lockdowns and social distancing in place, it becomes important to understand emotional intelligence of faculty members working in institutions of higher learning on a large scale in this pandemic. AIM: The purpose of this article is to examine the perception of faculty members toward their emotional intelligence during COVID-19 and to study the impact of demographic variables on their emotional intelligence. METHOD: The data collected were analyzed using descriptive and inferential statistics. The data for the study were collected through both the primary and secondary sources. Online questionnaires were used to gather the primary data. The measuring items used for the study were sourced from existing validated scales and literature. Descriptive statistics was employed to know the descriptive information across various demographic variables on a total sample of 683. The various demographic variables, which were considered for the study, were gender and designation. RESULTS: The results revealed that the faculty members perceived their emotional intelligence at an above-average level in the present pandemic, that is, COVID-19. The results also revealed that the perception of the respondent faculty members toward their emotional intelligence from different universities and states is more or less the same and also the demographic variable gender has a significant impact on emotional intelligence during the present pandemic. CONCLUSION: Besides having theoretical implications that open pathways for conducting further research, the findings of the study may serve as a reference for service practitioners in designing strategies that will ensure superior performance of faculty members in higher educational institutions during the pandemic.


Assuntos
Infecções por Coronavirus/psicologia , Inteligência Emocional , Docentes/psicologia , Pneumonia Viral/psicologia , Inquéritos e Questionários , Betacoronavirus , Feminino , Humanos , Masculino , Pandemias , Universidades
13.
Adv Exp Med Biol ; 1235: 165-178, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32488642

RESUMO

In higher education (HE), distance learning (DL) has increased worldwide. Many educational establishments have embraced online distance learning (ODL), with online courses being delivered by a great number of institutions, ranging from community colleges to major universities world-wide. Distance learning (DL) is not a new concept (Keegan D. Theoretical principles of distance education, London, Routledge, 1993), it dates as far back as the eighteenth century as a means of providing access to those who would otherwise not be able to participate in face-to-face educational courses. Traditional DL courses lacked interactivity and the emergence of computers and the internet provided the opportunity for learners to undertake online distance learning (ODL). Many ODL students are biomedical professionals juggling work and family commitments, and therefore the ability to study at a time and place that suits them allows them to engage in learning that they otherwise would not be able to do without relocating. However, whilst ODL offers greater learning opportunities, the lack of campus time and face-to-face learning contact can result in learners feeling isolated.Knowledge is constructed in the midst of interactions with others and is shaped by the skills and abilities valued in a particular culture. Thus, the teacher plays a key role in this learning process in shaping the leaning activities and supporting the development of knowledge and understanding. Therefore, it can be said that the role of the ODL instructor differs from that associated with traditional on-campus education. The instructor becomes the facilitator to support student learning, whilst the student actively participates in what and how knowledge is imparted. Consequently, students studying online are often required to take on a greater responsibility for their own learning. They learn more independently than the on-campus students, as they cannot just simply follow what the other students are doing, they must log into the VLE as a solitary initiative and interact with fellow students and their tutor of their own accords, this chapter looks at how presence and belonging can be supported in ODL as well as supporting staff and students to transition to ODL.


Assuntos
Disciplinas das Ciências Biológicas/educação , Pesquisa Biomédica/educação , Educação a Distância , Docentes , Internet , Aprendizagem , Estudantes , Docentes/psicologia , Humanos , Estudantes/psicologia , Universidades/organização & administração
14.
Psychiatry Res ; 290: 113108, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32450409

RESUMO

The aim of this study was to analyze the psychological impact of COVID-19 in the university community during the first weeks of confinement. A cross-sectional study was conducted. The Depression Anxiety Stress Scale (DASS-21) was employed to assess symptoms of depression, anxiety and stress. The emotional impact of the situation was analyzed using the Impact of Event Scale. An online survey was fulfilled by 2530 members of the University of Valladolid, in Spain. Moderate to extremely severe scores of anxiety, depression, and stress were reported by 21.34%, 34.19% and 28.14% of the respondents, respectively. A total of 50.43% of respondents presented moderate to severe impact of the outbreak. Students from Arts & Humanities and Social Sciences & Law showed higher scores related to anxiety, depression, stress and impact of event with respect to students from Engineering & Architecture. University staff presented lower scores in all measures compared to students, who seem to have suffered an important psychological impact during the first weeks of the COVID-19 lockdown. In order to provide timely crisis-oriented psychological services and to take preventive measures in future pandemic situations, mental health in university students should be carefully monitored.


Assuntos
Infecções por Coronavirus/psicologia , Docentes/psicologia , Transtornos Mentais/epidemiologia , Pneumonia Viral/psicologia , Quarentena/psicologia , Estudantes/psicologia , Adulto , Ansiedade/epidemiologia , Ansiedade/psicologia , Betacoronavirus , Infecções por Coronavirus/prevenção & controle , Infecções por Coronavirus/virologia , Estudos Transversais , Feminino , Humanos , Masculino , Saúde Mental , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Pneumonia Viral/virologia , Espanha/epidemiologia , Estresse Psicológico/epidemiologia , Estresse Psicológico/psicologia , Estudantes/estatística & dados numéricos , Inquéritos e Questionários , Universidades , Adulto Jovem
15.
Asia Pac J Public Health ; 32(4): 209-214, 2020 05.
Artigo em Inglês | MEDLINE | ID: mdl-32449364

RESUMO

Using current best evidence to make decisions can improve outcomes of public health. Thus, establishing the capacities of evidence-based public health (EBPH) has become one of the core competences. To better scale up EBPH movement, efforts should focus on introduction of EBPH into school curriculum. However, data indicating the extent to which EBPH is used in universities are scant. In the current study, we conducted a nationwide questionnaire survey to investigate the perceptions toward EBPH among full-time teachers and senior undergraduates at all universities with a Department of Public Health in Taiwan. A structured questionnaire was distributed by post to all potential participants of nine universities in 2017. Questions included items related to awareness, knowledge, skills, behaviors, and barriers of EBPH. Results showed teachers were more aware of EBPH than students. In addition, teachers more often had sufficient knowledge and skills of EBPH, and more often applied the findings to decision-making after critical appraisal than students. Furthermore, personal barriers toward EBPH were more common in students than teachers. In conclusion, there are differences in awareness, knowledge, skills, behaviors, and barriers of EBPH between teachers and students. The data suggest that an initiative of systematically teaching EBPH to undergraduates is important.


Assuntos
Prática Clínica Baseada em Evidências/organização & administração , Docentes/psicologia , Saúde Pública/educação , Estudantes de Saúde Pública/psicologia , Currículo , Docentes/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estudantes de Saúde Pública/estatística & dados numéricos , Inquéritos e Questionários , Taiwan , Universidades , Adulto Jovem
17.
Artigo em Inglês | MEDLINE | ID: mdl-32344638

RESUMO

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.


Assuntos
Pessoal de Educação , Docentes , Estresse Psicológico , Universidades , Adulto , Comunicação , Docentes/psicologia , Feminino , Humanos , Pessoa de Meia-Idade , Estudos Prospectivos
18.
PLoS One ; 15(4): e0230745, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32240204

RESUMO

Although interventions delivered in school settings have the potential to improve children's health and well-being, the implementation of effective interventions in schools presents challenges. Previous research suggests facilitating greater autonomy for schools to select interventions aligned to their needs could improve implementation and maintenance. The aim of this mixed-methods outcome and process evaluation was to explore whether involving headteachers in the developmental stages of health interventions influenced adoption, effectiveness (e.g. pupil fitness and physical activity, assessed quantitatively), implementation and maintenance (assessed quantitatively and qualitatively). Three UK primary schools were provided with a choice of five evidence-based physical activity interventions: Playground scrapstore, daily classroom refreshers, alternative afterschool clubs, parent and child afterschool activities and an 'In the Zone' playground intervention. To evaluate the impact of this autonomous approach, semi-structured interviews with headteachers (n = 3), teachers (n = 3), and a private coach, and focus groups with pupils aged 9-11 (n = 6, 31 pupils, 15 boys), were undertaken. This was alongside an outcome and process evaluation, guided by the RE-AIM framework. This study assessed the impacts on adoption, implementation and maintenance of the autonomous approach and the effect on physical activity (seven day accelerometry-GENEActiv) and aerobic fitness (20m shuttle run). All three schools adopted different intervention components; alternative afterschool clubs, parent and child afterschool activities and daily classroom refreshers. Headteachers welcomed greater autonomy in developing school-based interventions and appreciated the more collaborative approach. Mixed results were reported for the effectiveness, implementation and maintenance of the interventions adopted. Allowing pupils choice and promoting a positive school environment were key factors for enhancing engagement. Moreover, promoting inclusive physical activity projects with a consideration of existing curriculum pressures aided implementation. This mixed-methods study provides valuable insights about autonomous approaches to inform further development, implementation and maintenance for future interventions.


Assuntos
Saúde da Criança/normas , Docentes/organização & administração , Comportamentos Relacionados com a Saúde , Conhecimentos, Atitudes e Prática em Saúde , Promoção da Saúde , Serviços de Saúde Escolar/organização & administração , Professores Escolares/psicologia , Criança , Exercício Físico , Docentes/psicologia , Feminino , Humanos , Masculino , Serviços de Enfermagem Escolar
19.
Rev. int. med. cienc. act. fis. deporte ; 20(77): 155-166, mar. 2020. graf
Artigo em Espanhol | IBECS | ID: ibc-194774

RESUMO

La función docente conlleva un desgaste físico y emocional que repercute en el estado de salud de las personas. Este estudio pretende evaluar el efecto ser físicamente activo sobre la percepción del estado de salud y el síndrome de burnout en el profesorado. Para ello, una muestra de 65 docentes que fueron distribuidos en tres grupos según su nivel de actividad física (alta, moderada y baja) correspondiente al Cuestionario Internacional de Actividad Física (IPAQ), cumplimentaron el General Health Questionnaire (GHQ-28) y el Maslach Burnout Inventory (MBI). Los resultados confirman que la actividad física tiene efectos positivos en las dimensiones que definen la percepción de la salud y el burnout; no obstante, en algunas de las dimensiones se obtienen diferencias significativas cuando la intensidad de actividad física es moderada


Teaching can lead to both physical and emotional exhaustion and this can have serious repercussions on a person's health. This study examines the impacts of being physically active on a teacher's perception of health state and burnout syndrome. After stratifying the teachers enrolled (n=65) by physical activity level (high, moderate or low) based on the International Physical Activity Questionnaire (IPAQ), they completed the General Health Questionnaire (GHQ-28) and the Maslach Burnout Inventory (MBI). Results indicate that moderate and high levels of physical activity have beneficial effects on the dimensions that define the perception of health and burnout. However, in the dimension social dysfunction, significant impacts emerged only when the intensity of physical activity was moderate


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Atividade Motora/fisiologia , Percepção , Docentes/psicologia , Esgotamento Psicológico/psicologia , Inquéritos e Questionários , Exercício Físico/psicologia , Estudos Transversais , Análise de Variância , Estilo de Vida
20.
PLoS One ; 15(3): e0228914, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-32160238

RESUMO

Using an online survey of academics at 55 randomly selected institutions across the US and Canada, we explore priorities for publishing decisions and their perceived importance within review, promotion, and tenure (RPT). We find that respondents most value journal readership, while they believe their peers most value prestige and related metrics such as impact factor when submitting their work for publication. Respondents indicated that total number of publications, number of publications per year, and journal name recognition were the most valued factors in RPT. Older and tenured respondents (most likely to serve on RPT committees) were less likely to value journal prestige and metrics for publishing, while untenured respondents were more likely to value these factors. These results suggest disconnects between what academics value versus what they think their peers value, and between the importance of journal prestige and metrics for tenured versus untenured faculty in publishing and RPT perceptions.


Assuntos
Docentes/psicologia , Editoração , Valores Sociais , Universidades , Canadá , Humanos , Motivação , Publicações , Inquéritos e Questionários , Estados Unidos
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