Practice of physical activity its association with violence, emotional intelligence, and self-concept development in undergraduates

Autores

DOI: https://doi.org/10.6018/cpd.500081
Palavras-chave: Prática da actividade física, Violência, Autoconceito

Resumo

Hoje em dia, sabe-se que a actividade física tem uma influência positiva tanto na saúde física como mental. Por conseguinte, este estudo visa lançar luz sobre até que ponto a inteligência emocional e o auto-conceito podem ser úteis para reduzir comportamentos violentos nos desportistas espanhóis. Foi realizado um estudo transversal sobre uma amostra constituída por 457 estudantes universitários (23,86 ± 12,24), que estavam a estudar diferentes graus na Universidade de Granada. Os instrumentos utilizados foram um questionário demográfico, a versão espanhola do Formulário de Auto-Conceito 5, a versão espanhola da Escala de Violência Escolar, e a versão espanhola do Inventário de Auto-Relatórios Schutte (SSRI). Os resultados revelam que quase toda a amostra praticava regularmente actividade física; além disso, a dimensão mais elevada foi a gestão auto-mocional no que diz respeito à inteligência emocional, Pura Agressão Relacional no que diz respeito ao tipo de violência, e académica no que diz respeito ao auto-conceito. Finalmente, houve uma correlação negativa entre a inteligência emocional geral e todos os tipos de violência, bem como entre todos os tipos de violência e o auto-conceito académico.

Downloads

Não há dados estatísticos.

Referências

Alviz, M.M., Lain, B., Mendo-Lázaro, S., & Iglesias-Gallego, D. (2020). Predictive role of emotional intelligence and physical activity on the physical self-concept of schoolchildren. Sportis-Scientific Technical Journal of School Sport Physical Education and Psychomotricity, 6(2), 308-326. https://doi.org/10.17979/sportis.2020.6.2.5844

Arseneault, L. (2018). Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: implications for policy and practice. Journal of Child Psychology and Psychiatry, 59(4), 405–421. https://doi.org/10.1111/jcpp.12841

Bayrak, R., Güler, M., & Hisli, N. (2018). The mediating role of self-concept and coping strategies on the relationshipbetween attachment styles and perceived stress. European Journal of Psychology, 14, 897-913

Bermejo-Martins, E., Luis, E.O., Fernández-Berrocal, P., Martínez, M., & Sarrionandia, A. (2021). The role of emotional intelligence and self-care in the stress perception during COVID-19 outbreak: An intercultural moderated mediation analysis. Personality and Individual Differences, 177, 1-9. https://doi.org/10.1016/j.paid.2021.110679

Blakely-McClure, S. J., & Ostrov, J. M. (2016). Relational aggression, victimization and self-concept: testing pathways from middle childhood to adolescence. Journal of Youth and Adolescescence, 45, 376–390. https://doi.org/10.1007/s10964-015-0357-2

Cañas, E., Estévez, J.E., Estévez, E., & Aparisi, D. (2016). The role of emotional intelligence on psychological adjustment and peer victimization in a sample of Spanish adolescents. Frontiers in Psychology, 11¸ 1-9. https://doi.org/10.3389/fpsyg.2020.600972

Cañas. E., Estévez, E., Marzo, J.C., and Piqueras, J.A. (2019). Psychological adjustment in cybervictims and cyberbullies in secondary education. Annals of Psychology, 35(3), 434-443. https://doi.org/10.6018/analesps.35.3323151

Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155.

Estévez, E., Estévez, J.F., Segura, L., & Suárez, C. (2019). The influence of bullying and cyberbullying in the psychological adjustment of victims and aggressors in adolescence. Environmental Research and Public Health, 16(12), https://doi.org/10.3390/ijerph16122080

Estévez, E., Jiménez, T.I. & Segura, L. (2019). Emotional Intelligence and Empathy in Aggressors and Victims of School Violence. Journal of Educational Psychology, 111(3), 488-496. https://psycnet.apa.org/doi/10.1037/edu0000292

Estevez-Casellas, C., Gómez-Medina, M.D.& Sitges, E. (2021). Relationship between Emotional Intelligence and Violence Exerted, Received, and Perceived in Teen Dating Relationships. International Journal of Environmental Research and Public Health, 18(5), 1-14. https://doi.org/10.3390/ijerph18052284

Fry, D., Fang, X., Elliott, S., Casey, T., Zheng, X., Li, & … McCluskey, G. (2018). The relationships between violence in childhood and educational outcomes: A global systematic review and meta-analysis. Child Abuse and Neglect, 75, 6–28. https://doi.org/10.1016/j.chiabu.2017.06.021

Fung, A. L. C. (2019). Adolescent reactive and proactive aggression, and bullying in Hong Kong: prevalence, psychosocial correlates, and prevention. Journal of Adolescent Health, 64(6), 65-72. https://doi.org/10.1016/j.jadohealth.2018.09.018

Furqani, N. N. (2020). The role of emotional intelligence in adolescent development. Advances in Social Science, Education and Humanities Research, 395, 277–280. https://dx.doi.org/10.2991/assehr.k.200120.058

García, F. y Musitu, G. (1999). AF-5: Autoconcepto Forma 5. TEA Ediciones.

García-Coll, V., Graupera-Sanz, J.L., Ruiz-Pérez, L.M. & Palomo-Nieto, M. (2013). Inteligencia emocional en el deporte: Validación española del Schutte self Report Inventory (SSRI) en deportistas españoles. Cuadernos de psicología del deporte, 13(1), 25-36.

Gedda-Muñoz, R., Villagrán-del Picó, N. & Valdés-Badilla, P. (2020). Association between academic self-concept with academic achievement in physically active and inactive university students. Retos, 41, 1-8. https://doi.org/10.47197/retos.v0i41.82565

González-García, A. (2016). Risk factors associated with cyberbullying: systematic review based on the Triple Risk for Delinquency and Crime Model (TRD). Revista de los Estudios de Derecho y Ciencia política, 22(3), 73-92. https://doi.org/10.7238/idp.v0i22.2971

Guerrero-Baona, E., Sánchez-Herrera, S., Moreno-Manso, J.M., Sosa-Baltasar, D., and Durán-Vinagre, M.A. (2019). Self-concept and its relationship to emotional intelligence and anxiety. Behavioral Psychology, 27(3), 455-476

Kopp, A., Reichert, M. & Jekauc, D. (2021). Trait and Ability Emotional Intelligence and Its Impact on Sports Performance of Athletes. Sports, 9(5), 1-14. https://doi.org/10.3390/sports9050060

Kowalska, J., Wojtowicz, D. & Szczepansla-Gieracha, J. (2021). Physical Activity and the Emotional State of Physiotherapy Students Who Finish Their Education. International Journal of Environmental Research and Public Health, 18(9), 1-12. https://doi.org/10.3390/ijerph18094572

Krug, E. G., Dahlberg, L. L., Mercy, J. A., Zwi, A. B., & Lozano, R. (Eds.). (2002). World report on violence and health. World Health Organization.

Lazarides, R. & Raufelder, D. (2019). Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions? British Journal of Educational Psychology, 91(1), 127-147. http://doi.org/10.1111/bjep.12352

Lee, D.J. (2021). Relationships among the Degree of Participation in Physical Activity, Self-Concept Clarity, and COVID-19 Stress in Adolescents. Healthcare, 9(4), 1-14. https://doi.org/10.3390/healthcare9040482

Lindell-Postigo, D., Zurita-Ortega, F., Ortiz-Franco, M., & González-Valero, G. (2020). Cross-Sectional Study of Self-Concept and Gender in Relation to Physical Activity and Martial Arts in Spanish Adolescents during the COVID-19 Lockdown. Education Sciences, 10(8), 1-10. http://dx.doi.org/10.3390/educsci10080210

Little, T. D., Henrich, C. C., Jones, S. M. y Hawley, P. H. (2003). Disentangling the “whys” from the “whats” of aggressive behaviour. International Journal of Behavioral Development, 27, 122–133.

Martínez-Marín, M.D., Martínez, C., and Paterna, C. (2020). Gendered self-concept and gender as predictors of emotional intelligence: a comparison through of age. Current Psychology, 39(2), 1-14. https://doi.org/10.1007/s12144-020-00904-z

Morales-Rodríguez, F.M. (2017). Relationship between coping with daily stress, self-concept, social skills and emotional intelligence. European Journal of Education and Psychology, 10(2), 41-48. https://doi.org/10.1016/j.ejeps.2017.04.001

Muñoz-Ruiz, J. (2016). Risk factors in school harassment and cyberbullying: instructional implications and criminal answer in the Spanish legal order. Revista Criminalidad, 58(3), 71-86.

Murray, R.M., Sabiston, C.M., Cofee, P., & Kowalski, K.C. (2021). Strengthening the relationship between physical activity and physical self-concept: The moderating effect of controllable attributions. Psychology of Sport and Exercise, 5, 1-7. https://doi.org/10.1016/j.psychsport.2020.101828

Musitu, G., Estévez, E. & Emler, N. (2007). Adjustment problems in the family and school contexts, attitude towards authority and violent behaviour at school in adolescence. Adolescence, 42, 779–794.

Nel, E.C. (2019). The impact of workplace bullying on flourishing: The moderating role of emotional intelligence. SA Journal of Industrial Psychology, 45, 1-9. https://doi.org/10.4102/sajip.v45i0.1603

Rey, L., Mérida-López, S., Sánchez-Álvarez, N., y Extremera, N. (2019). When and how do emotional intelligence and flourishing protect against suicide risk in adolescent bullying victims? International Journal of Environmental Research and Public Health, 16(12), 2114. https://doi.org/10.3390/ijerph16122114

San Román-Mata, S., Puertas-Molero, P., Ubago-Jiménez, J.L., & González-Valero, G. (2020). Benefits of Physical Activity and Its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain. International Journal of Environmental Research and Public Health, 17(12), 1-12. http://dx.doi.org/10.3390/ijerph17124474

Sáncez-Zafra, M., Cachón-Zagalaz, J., Sanabrias-Moreno, D. &Zagalaz-Sánchez, M.L. (2019). Analysis of the relationship between self-concept and school violence in the last school years of Primary Education. Revista Publicaciones, 49(5), 39-51. http://doi.org/10.30827/publicaciones.v49i5.15113

Sánchez-Alcaraz, B., Gómez-Marmol, A., Valero-Valenzuela, A., De la Cruz-Sánchez, E., Belando, N. & Moreno-Murica, J.A. (2019). Achieving greater sportsmanship and decreasing school violence through responsibility and sport practice. Revista de Psicología del Deporte, 28(2), 151-160.

Schutte, N.S., Malouff, J.M., Hall, L.E., Haggerty, D.J., Cooper, J.T., Golden, C.J. & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and individual differences, 25(2), 167-177.

Sesar, A.P., Sesar, A., Bucan, K., Sesar, I., Cvitkovic, K. & Cavar, I. (2021). Personality Traits, Stress, and Emotional Intelligence Associated with Central Serous Chorioretinopathy. Medical Science Monitor, 27, 1-8. https://dx.doi.org/10.12659%2FMSM.928677

Tziner, A., Shkoler, O., Fein, E.C. (2020). Examining the effects of cultural value orientations, emotional intelligence, and motivational orientation: How do LMX mediation and gender-based moderation make a difference? Frontiers in Psychology, 11, 502903:1-502903:20. Doi: https://doi.org/10.3389/fpsyg.2020.502903

Ubago-Jiménez, J.L., González-Valero, G., Puertas-Molero, P., & García-Martínez, I. (2019). Development of Emotional Intelligence through Physical Activity and Sport Practice. A Systematic Review. Behavioral Sciences, 9(4), 1-10. http://dx.doi.org/10.3390/bs9040044

Wang, K., Yang, Y., Zhang, T.R., Ouyang, Y.Y., Liu, B., & Luo, J. (2020). The Relationship Between Physical Activity and Emotional Intelligence in College Students: The Mediating Role of Self-Efficacy. Frontierns in Psychology, 11, 1-11. https://doi.org/10.3389/fpsyg.2020.00967

Wang, L., Wu, Q.L. & Choi, A.W.M. (2020). Negative Emotions as Risk Factors for Self-Directed Violence and Intimate Partner Violence in Chinese College Students. Journal of Interpersonal Violence, 35(19), 3886-3912. https://doi.org/10.1177%2F0886260517713225

Wang, X., Zhang, Y., Hui, Z., Bai, W., Terry, P., Ma, M., … Wang, M. (2018). The mediating effect of regulatory emotional self-efficacy on the association between self-esteem and school bullying in Middle school students: a cross-sectional study. International Journal of Environmental Research and Public Health, 15(5), 991. https://doi.org/10.3390/ijerph15050991

Zurita-Ortega, F., González-de Mesa, C., Martínez-Martínez, A., Zafra-Santos, E.O. y Valdivia-Moral, P.A. (2018). Psychometric Analysis and Adaptation of the Questionnaire AF5 towards Judo in a Chilean Sample. Universitas Psychologica, 17(4), 1-10. https://doi.org/10.11144/Javeriana.upsy17-4.apat

Publicado
04-01-2023
Como Citar
Lindell-Postigo, D., Melguizo Ibáñez, E., Zurita-Ortega, F., Ortiz-Franco, M., Ubago-Jiménez, J. L., & González-Valero, G. (2023). Practice of physical activity its association with violence, emotional intelligence, and self-concept development in undergraduates. Cadernos de Psicologia do Desporto, 23(1), 53–62. https://doi.org/10.6018/cpd.500081
Edição
Secção
Psicología del Deporte