An explanatory model of academic psychosocial variables and physical activity during the educational selection process
DOI:
https://doi.org/10.47197/retos.v64.110470Keywords:
Physical activity, preservice teacher education, resilience, stress, teacher burnoutAbstract
Introduction: The current system for becoming a state sector teacher in Spain is very different to the situation in Europe. The process involves having to pass a very demanding exam that has a negative impact on the emotional well-being of the applicants.
Objective: This study aims (a) to develop and refine a multigroup equation model for the variables of physical activity, resilience, stress and burnout syndrome and (b) to study the effects of physical activity, resilience, stress and burnout syndrome variables using a multigroup structural equation model.
Methodology: The study used a cross-sectional research design and was conducted on a sample of 4117 applicants. Scientifically validated instruments were used, such as the Perceived Stress Scale, the Connor Davidson Resilience Scale, the Maslach Burnout Inventory and the International Physical Activity Questionnaire.
Results: The candidates who have taken the test more than once have increased levels of stress and burnout syndrome.
Discussion: These results are consistent with others research. In spite of this, the effect of resilience stands out as a fundamental element to face the selective process.
Conclusions: developing resilience and doing physical activity could have a beneficial effect on the candidates during this assessment process.
References
Aguilar-Parra, J. M., Álvarez, J., & Lorenzo, J. J. (2016). Estudio sobre las pruebas de la oposición de acceso a la función pública docente. Variables influyentes en cada fase de oposición. Educación XX1, 19(1), 357−379. https://doi.org/10.5944/educXX1.14477
Antonini-Philippe, R., Schwab, L., & Biasutti, M. (2021). Effects of Physical Activity and Mindfulness on Resilience and Depression During the First Wave of COVID-19 Pandemic. Frontiers in Psycholo-gy, 12, 700742. https://doi.org/10.3389/fpsyg.2021.700742
Cohen S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385−396. http://dx.doi.org/10.2307/2136404
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: the Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76−82. https://doi.org/10.1002/da.10113
Craig, C. L., Marshall, A. L., Sjöström, M., Bauman, A. E., Booth, M. L., Ainsworth, B. E., Pratt, M., Ekelund, U. L. F., Yngve, A., Sallis, J., & Oja, P. (2003). International physical activity question-naire: 12-country reliability and validity. Medicine & Science in Sport & Exercise, 35(8), 1381–1395. https://doi.org/10.1249/01.MSS.0000078924.61453.FB
Crespo, M., Fernández-Lansac, V., & Soberón, C. (2014). Spanish version of the Connor-Davidson Resil-ience Scale (CD-RISC) for chronic stress situations. Behavioral Psychology, 22(2), 219−238. https://www.behavioralpsycho.com/wp-content/uploads/2019/08/03.Crespo_22-2.pdf
De la Fuente, J., & Amate, J. (2019). La experiencia desagradable como determinante de las respuestas cognitivas, conductuales y fisiológicas de estrés académico en universitarios opositores. Anales de Psicología, 35(3), 472−483. https://doi.org/10.6018/analesps.35.3.323101
de Vries, J. D., & Bakker, A. B. (2021). The physical activity paradox: a longitudinal study of the implica-tions for burnout. International Archives of Occupational and Environmental Health, 95(5), 965−979. http://dx.doi.org/10.1007/s00420-021-01759-y
Díaz-Sánchez, C., & Barra-Almaiga, E. (2017). Resiliencia y satisfacción laboral en profesores de cole-gios municipales y particulares subvencionados de la comuna de Machalí. Estudios Pedagógi-cos, 43(1), 75−86. http://dx.doi.org/10.4067/S0718-07052017000100005
Fernández-García, R., Zurita-Ortega, F., Melguizo-Ibáñez, E., & Ubago-Jiménez, J.L. (2024). Physical activity as a mediator of stress, anxiety and depression on well-being in physical education teachers. Journal of Human Sport and Exercise, 19(1), 117−129. https://doi.org/10.14198/jhse.2024.191.10
Felgueroso, F., Pérez, M. J., & Bagües, M. F. (2007). Sobre la composición óptima de los tribunales eva-luadores: el caso de las oposiciones a Jueces y Fiscales. Cuadernos Económicos de ICE, 74, 147−166. https://www.revistasice.com/index.php/CICE/article/view/5921/5921
Felver, J. C., Razza, R., Morton, M. L., Clawson, A. J., & Mannion, R. S. (2020). School-based yoga inter-vention increases adolescent resilience: a pilot trial. Journal of Child and Adolescent Mental Health, 32(1), 1−10. http://dx.doi.org/10.2989/17280583.2019.1698429
Freudenberger, H. J. (1989). Burnout: Past, present, and future concerns. Loss, Grief & Care, 3(1-2), 1−10. https://doi.org/10.1300/J132v03n01_01
Fromel, K., Safar, M., Jakubec, L., Groffik, D., & Aatka, R. (2020). Academic Stress and Physical Activity in Adolescents. Biomed Research International, 2020, 4696592. http://dx.doi.org/10.1155/2020/4696592
Goel, A. D., Akarte, S. V., Agrawal, S. P., & Yadav, V. (2016). Longitudinal assessment of depression, stress, and burnout in medical students. Journal of Neurosciences in Rural Practice, 7(4), 493−498. http://dx.doi.org/10.4103/0976-3147.188625
González-Valero, G., Gómez-Carmona, C. D., Bastida-Castillo, A., Corral-Pernía, J. A., Zurita-Ortega, F., & Melguizo-Ibáñez, E. (2023). Could the complying with WHO physical activity recommendations improve stress, burnout syndrome, and resilience? A cross-sectional study with physical educa-tion teachers. Sport Sciences for Health, 1−10. https://doi.org/10.1007/s11332-022-00981-6
González-Valero, G., Zurita-Ortega, F., San Román-Mata, S., & Puertas-Molero, P. (2021). Relación de efecto del Síndrome de Burnout y resiliencia con factores implícitos en la profesión docente. Una revisión sistemática. Revista De Educación, (394), 271−296. https://doi.org/10.4438/1988-592X-RE-2021-394-508
Guo, L., & Liang, L. (2023). Physical activity as a causal variable for adolescent resilience levels: A cross-lagged analysis. Frontiers in Psychology 14, 1095999. https://doi.org/10.3389/fpsyg.2023.1095999
Hinwood, M., Ilicic, M., Gyawali, P., Coupland, K., Kluge, M. G., Smith, A., Bowden, S., Nilsson, M., & Walker, F. R. (2023). Psychological Stress Management and Stress Reduction Strategies for Stroke Survivors: A Scoping Review. Annals of Behavioral Medicine, 57(2), 111−130. https://doi.org/10.1093/abm/kaac002
Hosseini, S. M., Pourafzali, S. M., Shahraki, H. R., Kabiri, M., & Rostami, N. (2023). Investigation of aca-demic motivation in medical students and its association with clinical education quality, aca-demic achievement, and academic burnout. Journal of Education and Health Promotion, 11(1), 376. http://dx.doi.org/10.4103/jehp.jehp_1605_21
Hosseinkhani, Z., Hassanabadi, H.R., Parsaeian, M., Nedjat, S., & Foroozanfar, Z. (2020). The role of mental health, academic stress, academic achievement, and physical activity on self-rated health among adolescents in Iran: A multilevel analysis. Journal of Education and Health Pro-motion, 9(1), 182. http://dx.doi.org/10.4103/jehp.jehp_161_20
Jackson, K. M., & Szombathelyi, M. K. (2023). Student Burnout in Higher Education: From Lockdowns to Classrooms. Education Sciences, 12(12), 842. http://dx.doi.org/10.3390/educsci12120842
Konaszewski, K., Kolemba, M., & Niesiobedzka, M. (2021). Resilience, sense of coherence and self-efficacy as predictors of stress coping style among university students. Current Psychology, 40(8), 4052−4062. http://dx.doi.org/10.1007/s12144-019-00363-1
Latino, F., Cataldi, S., & Fischetti, F. (2021). Effects of an 8-Week Yoga-Based Physical Exercise Inter-vention on Teachers' Burnout. Sustainability, 13(4), 2104. http://dx.doi.org/10.3390/su13042104
Mantilla, S., & Gómez-Conesa, A. (2007). International physical activity questionnaire. An adequate instrument in population physical activity monitoring. Revista Iberoamericana de Fisioterapia y Kinesiologia 10, 48−52. http://dx.doi.org/10.1016/S1138-6045(07)73665-1
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organiza-tional Behavior, 2(2), 99−13. https://doi.org/10.1002/job.4030020205
Maydeu-Olivares, A. (2017) Maximum Likelihood Estimation of Structural Equation Models for Con-tinuous Data: Standard Errors and Goodness of Fit. Structural Equation Modeling: A Multidisci-plinary Journal, 24(3), 383−394. http://dx.doi.org/10.1080/10705511.2016.1269606
Kyriazos, T. A. (2018). Applied Psychometrics: Sample Size and Sample Power Considerations in Fac-tor Analysis (EFA, CFA) and SEM in General. Psychology, 9(8), 86856. http://dx.doi.org/10.4236/psych.2018.98126
Melguizo-Ibáñez, E., González-Valero, G., Ubago-Jiménez, J. L., & Puertas-Molero, P. (2022). Resilience, Stress, and Burnout Syndrome According to Study Hours in Spanish Public Education School Teacher Applicants: An Explanatory Model as a Function of Weekly Physical Activity Practice Time. Behavioral Sciences, 12(9), 329. https://doi.org/10.3390/bs12090329
Melguizo-Ibáñez, E., González-Valero, G., Zurita-Ortega, F., & Ortega-Martín, J. L. (2023). Burnout, es-trés y resiliencia en el proceso de oposición a cuerpos educativos. Revista de Educación, 402, 31−53. https://doi.org/10.4438/1988-592X-RE-2023-402-594
Melguizo-Ibáñez, E., González-Valero, G., Zurita-Ortega, F., Ubago-Jiménez, J. L., Puertas-Molero, P., & Alonso-Vargas, J. M. (2023b). Lifestyle Habits in Elementary and High School Education Stu-dents: A Systematic Review. Social Sciences, 12(3), 113. https://doi.org/10.3390/socsci12030113
Moreno-López, R., Esteban-Ramiro, B., & Barranco-Barroso, R. (2020). Young people's uncertainty about the future: Education system, training, and transition to employment in Spain. Tuning Journal for Higher Education, 7(2), 67−89. https://doi.org/10.18543/tjhe-7(2)-2020pp67-89
Moreno-Lucas, J. L., Martínez-Ramón, J. P., Morales-Rodríguez, F. M., Ruiz-Esteben, C., & Méndez, I. (2023). Stress, Burnout, and Resilience: Are Teachers at Risk? International Journal of Mental Health Promotion, 25(2), 207−222. https://doi.org/10.32604/ijmhp.2023.025901
Naczenski, L. M., de Vries, J. D., van Hooff, M. L. M., & Kompier, M. A. J. (2018). Systematic review of the association between physical activity and burnout. Journal of Occupational Health, 59(6), 477−494. http://dx.doi.org/10.1539/joh.17-0050-RA
Paolucci, E. M., Loukov, D., Bowdish, D. M. E., & Heisz, J. J. (2018). Exercise reduces depression and inflammation but intensity matters. Biological Psychology, 133,79−84. http://dx.doi.org/10.1016/j.biopsycho.2018.01.015
Real Decreto 270/2022, de 12 de abril, por el que se modifica el Reglamento de ingreso, accesos y adquisición de nuevas especialidades en los cuerpos docentes a que se refiere la Ley Orgánica 2/2006, de 3 de mayo, de Educación, y se regula el régimen transitorio de ingreso a que se re-fiere la disposición transitoria decimoséptima de la citada ley, aprobado por Real Decreto 276/2007, de 23 de febrero. Boletín Oficial del Estado, 88, de 13 de abril de 2022. https://www.boe.es/eli/es/rd/2022/04/12/270
Remor, E. (2006). Psychometric Properties of a European Spanish Version of the Perceived Stress Scale (PSS). The Spanish Journal of Psychology, 9(1), 86−93. https://doi.org/10.1017/S1138741600006004
Seisdedos, N. (1997). MBI Inventario Burnout de Maslach: Manual. TEA
Selye, H. (1975). Stress and distress. Comprehensive Therapy, 1(8), 9−13.
Shah, R., Paulson, J., & Couch, D. (2020). The Rise of Resilience in Education in Emergencies. Journal of Intervention and Statebuilding, 14(3), 303−326. http://dx.doi.org/10.1080/17502977.2019.1694390
Shen, G. (2022). Anxiety, Boredom, and Burnout Among EFL Teachers: The Mediating Role of Emotion Regulation. Frontiers in Psychology, 13, 842920. https://doi.org/10.3389/fpsyg.2022.842920
Silva, L. R, B., Seguro, C. S., de Oliveira, C. G. A., Santos, P. O. S., de Oliveira, J. C. M, de Souza-Filho, L. F. M., de Paula-Júnior, C. A., Gentil, P., & Rebelo, A. C. S. (2020). Physical Inactivity Is Associated with Increased Levels of Anxiety, Depression, and Stress in Brazilians During the COVID-19 Pandemic: A Cross-Sectional Study. Frontiers in Psychiatry, 11, 565291. https://doi.org/10.3389/fpsyt.2020.565291
Suárez-Riveiro, J. M., Rubio-Sánchez, V., Antúnez-Horcajo, R., & Fernández-Suárez, A. P. (2013). Metas y Compromiso de los opositores al cuerpo de maestros en la especialidad de Educación Prima-ria. Revista de Investigación Educativa, 31(1), 77−92. http://dx.doi.org/10.6018/rie.31.1.139661
Tenenbaum, G., & Eklund, R. (2007). Handbook of Sport Psychology. Wiley & Sons.
Yang, S., & Wang, W. (2022) The Role of Academic Resilience, Motivational Intensity and Their Rela-tionship in EFL Learners' Academic Achievement. Frontiers in Psychology, 12, 823537. http://dx.doi.org/10.3389/fpsyg.2021.823537
Zhao, W., Vandelanotte, C., Khalesi, S., Alley, S. J., Williams, S. L., Thwaite, T. L., Fenning, A. S., Stanton, R., & To, Q. G. (2022). Depression, anxiety, stress, and physical activity of Australian adults dur-ing COVID-19: A combined longitudinal and repeated cross-sectional study. Frontiers in Psy-chology, 13, 962962. https://doi.org/10.3389/fpsyg.2022.962962
Zheng, S., Liu, H. R., & Yao, M. L. (2022). Linking young teachers/self-efficacy and responsibility with their well-being: the mediating role of teaching emotions. Current Psychology. https://doi.org/10.1007/s12144-022-03342-1
Zhu, X. H., Chu, T., Yu, Q., Li, J. M., Zhang, X. Y., Zhang, Y., & Lou, L. Y. (2021). Effectiveness of Mind-Body Exercise on Burnout and Stress in Female Undergraduate Students. International Journal of Mental Health Promotion, 23(3), 353−360. http://dx.doi.org/10.32604/IJMHP.2021.016339
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 BADICU GEORGIAN GEORGIAN, Rubén Fernández-García, Félix Zurita-Ortega, Eduardo Melguizo-Ibáñez, Luca Paolo Ardigò, José Luis Ubago-Jiménez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
