scholarly journals Percepción de la influencia del modelo Estport en la carrera dual de los estudiantes-deportistas en universidades de España e Italia (Perception of the influence of the Estport model in the dual career of student-athletes in universities in Spain and Italy)

2021 ◽  
Vol 16 (47) ◽  
Keyword(s):  
University Students ◽  
Student Athletes ◽  
Dual Career ◽  
Las Mujeres ◽  
And Gender ◽  
High Level ◽  
Academic Year ◽  
Estudiantes Universitarios

El objetivo del presente estudio fue analizar la influencia del modelo Estport a través de la evaluación de las percepciones de los deportistas en cuanto a barreras, herramientas de ayuda y el tutor deportivo. La intervención tuvo una duración de un curso académico universitario en universidades de España e Italia. Participaron 153 estudiantes-deportistas, 109 españoles y 44 italianos, con edades comprendidas entre los 17 y 48 años (M = 23.62; DT = 4.31) de distinto nivel deportivo: amateur (25.4%), semi-profesional (42.8%) y profesional (31.8%). Se utilizó el cuestionario de percepción de los estudiantes universitarios-deportistas de alto nivel sobre la carrera dual. Los deportistas italianos percibieron más barreras que los españoles y, en general, los hombres percibieron más barreras que las mujeres. Con respecto a la percepción de las herramientas de ayuda y la tutoría deportiva, no existieron diferencias significativas entre países y género, lo que podría suponer una percepción similar de la influencia del modelo Estport. === The objective of the present study was to analyze the influence of the Estport model implemented in universities in Spain and Italy, after intervention in an academic year. 153 student-athletes participated, 109 Spaniards and 44 Italians, with ages between 17 and 48 years (M = 23.62; DT = 4.31) of different sports level: amateur (25.4%), semi-professional (42.8%), and professional (31.8%). The ESTPORT questionnaire on the perception of university students-high-level athletes about the dual career was used. The Italian athletes perceived more barriers than the Spanish and in general, the men perceived more barriers than the women. Regarding the perception of aid tools and sports mentoring, there are no significant differences between countries and gender, a similar perception of the influence of the Estport model could suppose it.

scholarly journals Influence of Alexithymia on Somatic Complaints among Japanese Adolescents: A survey research

2021 ◽  
Author(s):  
Ayumi Tannaka ◽  
Akio Umezawa
Keyword(s):  
High School ◽  
University Students ◽  
Survey Research ◽  
Late Adolescence ◽  
Somatic Complaint ◽  
Somatic Complaints ◽  
Japanese Adolescents ◽  
And Gender ◽  
High Level ◽  
Academic Year

Abstract Background The purpose of this study is to examine alexithymic tendencies in Japanese adolescents (aged 12–20) and their effects on somatic complaints. Methods Participants were Japanese adolescents (n = 2,759). Alexithymic tendencies were assessed by the Alexithymia Scale for Adolescents (ASA), and somatic complaints by the Somatic Complaint List (SCL). Results The following results were obtained. 1) ASA total scores remained at a high level from early to late adolescence. 2) Among the ASA subfactors, difficulty identifying feelings (DIF) and difficulty describing feelings (DDF), increased during adolescence, whereas externally oriented thinking (EOT) decreased; as a result, the ASA total scores remained high. 3) DIF significantly affected somatic complaints among adolescents irrespective of their academic year and gender. 4) DDF only had an effect of increasing somatic complaints in junior high and high school-aged male participants, and this effect disappeared as respondents’ age grew and they were university students. This shows that the effect of alexithymic tendencies on somatic complaints changed with age. Conclusion Compared to the results of previous studies, the results of this study showed that alexithymic tendencies among Japanese adolescents are consistently high. The study further revealed that the increasing somatic complaints were consistently influenced by DIF.

scholarly journals Social Anxiety in Relation to Self-Esteem among University Students in Jordan

2020 ◽  
Vol 13 (2) ◽  
pp. 96
Author(s):  
Odeh Suleiman Murad
Keyword(s):  
Social Anxiety ◽  
University Students ◽  
Negative Correlation ◽  
Significant Negative Correlation ◽  
Self Esteem ◽  
Personal Traits ◽  
Study Results ◽  
High Level ◽  
The Relationship ◽  
Academic Year

People with social anxiety demonstrate different behavioral aspects such as nervousness, apprehension, fear, and concern that negatively affect their personal traits and self-esteem. The current study is designed to identify the relationship between social anxiety and self-esteem among university students. To achieve this purpose, the descriptive correlation approach was utilized. Social anxiety and self-esteem scales were applied to a sample of 334 university students in Jordan. The study results revealed a low level of social anxiety and a high level of self-esteem among participants. In addition, there was a statistically significant negative correlation between the level of social anxiety and self-esteem among participants. The study recommended holding workshops and seminars for fresh students at the beginning of each academic year, to alleviate their feeling of stress and social anxiety and to raise the level of their self-esteem.

scholarly journals SPORT AND MENTAL HEALTH LEVEL AMONG UNIVERSITY STUDENTS

2016 ◽  
Vol 20 (3) ◽  
pp. 39-42 ◽  
Author(s):  
Mouloud Kenioua ◽  
Abd Elkader Boumasjed
Keyword(s):  
Mental Health ◽  
Standard Deviation ◽  
University Students ◽  
Student Athletes ◽  
Five Dimensions ◽  
Mental Health Scale ◽  
Self Confidence ◽  
Health Level ◽  
The Mean ◽  
High Level

Purpose: study of mental health level of university student, athletes and non-athletes. Material: The tested group consisted of 160 male and female undergraduates from Ouargla University, Algeria; 80 students-athletes from Institute of Physical Education and Sports and 80 students-non-athletes from Department of Psychology, English and Mathematics. In the study we used health mental scale, adapted by Diab (2006) to Arab version scale, formed from five dimensions (Competence and self-confidence, Capacity for social interaction, Emotional maturity, Freedom from neurotic symptoms, self rating and aspects of natural deficiencies). Results: the findings indicated that university students have high level of mental health. And the mean of the responses of students-athletes group by mental health scale reached (M = 32.40), with standard deviation (STD =5.83), while the mean of the responses of students-non athletes group by mental health scale has reached (M=27.47), with standard deviation (STD=7.88). T-value, required to know significance of differences between means of students-athletes and students-non athletes has reached (T=4.51), (DF=185, p -0.01). So there are significant statistical differences between student athletes and non-athletes in their responses by mental health scale in favor of the student athletes. Conclusion:sports are beneficial in respect to mental health among university students and emphasizing the importance of the mental health of university students through its integration in the various recreational and competitive activities. Future qualitative research, covering multi-variables’ tests on mental health and others psychological characteristics could be performed in sports area.

scholarly journals LOS MODELOS DE GÉNERO EN EL ALUMNADO UNIVERSITARIO ESPAÑOL: UN ENFOQUE DESDE LA AUTOPERCEPCIÓN Y LAS RELACIONES DE GÉNERO.

2017 ◽  
Vol 2 (1) ◽  
pp. 279
Author(s):  
Chiara Santoro ◽  
Mª Carmen Monreal Gimeno
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Gender Relations ◽  
Differential Resistance ◽  
Self Perception ◽  
Men And Women ◽  
Self Identity ◽  
Self Service ◽  
And Gender ◽  
Estudiantes Universitarios

Abstract.GENDER MODELS IN THE SPANISH UNIVERSITY STUDENT: A FOCUS ON SELF-SERVICE AND GENDER RELATIONS.This paper presents the results concerning the resistance of normative gender models of masculinity and femininity in the self-perception and gender relations of Spanish students, as one of the specific objectives of the research “gender models among university students from an intercultural perspective”. This research, which is part of the IRSES Gendercit European project, has the general objective of study from an intercultural perspective current gender models in Argentinian, Italian and Spanish university students. This research is carried out from an approach that understands gender from a relational perspective and uses gender models as indicators of the resistance of a patriarchal culture that hinders the achievement of substantial equality between men and women that the law 3/2007, of 22 March, promotes in Spain. Furthermore, the questionnaire on gender models, used in this research, and the results related to self-perception and gender relations in the Spanish sample, composed of 198 undergraduate students, are presented. In the conclusions, we show how the differential resistance of gender models in men and women in self-perception, may be related to gender relations’ modalities and forms and to the causes of their main differences. The analysis of these elements allows us to deepen the understanding of the resistances and dynamics of the sex-gender system in an educational context, such as the university, so important for the construction of a more egalitarian society.Key words: gender equality, university students, self identity, gender relations.Resumen.En esta ponencia se presentan los resultados relativos a la resistencia de los modelos de género normativos de masculinidad y feminidad en la autopercepción y las relaciones de género de los/las estudiantes españoles/as, como uno de los objetivos específicos de la investigación “Los modelos de género entre el alumnado universitario desde una perspectiva intercultural”. Esta investigación, que es parte del proyecto europeo IRSES Gendercit, tiene como objetivo general el estudio desde una perspectiva intercultural de los actuales modelos de género en las y los estudiantes universitarios/as de Italia, España y Argentina. La misma se desarrolla a partir de un enfoque que entiende el género desde una perspectiva relacional y utiliza a los modelos de género como medidores de la resistencia de una cultura patriarcal que dificulta el conseguimiento de la igualdad sustancial entre hombres y mujeres, que en el contexto español promueve la ley 3/2007, de 22 de Marzo. A continuación, se presenta el cuestionario sobre modelos de género, utilizado en esta investigación, y los resultados relativos a la autopercepción y a la percepción de los demás en la muestra española, compuesta por 198 estudiantes de grado. En las conclusiones, se evidencia como la resistencia diferencial de los modelos de género en hombres y mujeres en la autopercepción de si, puede estar relacionadas con las modalidades y las formas que adquieren las relaciones de género entre los sexos y las causas de sus principales diferencias por sexo. El análisis de estos elementos nos permite así profundizar en la comprensión de las resistencias y de las dinámicas del sistema sexo-género en un contexto educativo, como el universitario, tan importante para la construcción de una sociedad igualitaria.Palabras clave: igualdad de género, estudiantes universitarios, identidad, relaciones de género

scholarly journals The Effects Of Spousal Support And Gender On Workers Stress And Job Satisfaction: A Cross National Investigation Of Dual Career Couples

2011 ◽  
Vol 12 (1) ◽  
pp. 52 ◽  
Author(s):  
Allen L. Bures ◽  
Dale Henderson ◽  
Jacqueline Mayfield ◽  
Milton Mayfield ◽  
Joel Worley
Keyword(s):  
Job Satisfaction ◽  
Work Stress ◽  
Spousal Support ◽  
Dual Career ◽  
Men And Women ◽  
Dual Career Couples ◽  
And Gender ◽  
High Level ◽  
The Relationship ◽  
Cross National

This paper investigates the relationships between the level of spousal support that a dual career marriage participant receives and the individuals job satisfaction and work stress. Results indicate that a high level of spousal support leads to higher levels of job satisfaction. Data analysis also suggests that gender moderates the relationship between spousal support and work stress. At a low level of spousal support, but men and women reported approximately equal stress. However, data show that a high level of spousal support reduces mens work stress, but does not significantly decrease womens stress level.

scholarly journals Uso de la metodología de aprendizaje basada en proyectos para la adquisición de competencias transversales con niveles de dominio alto en asignaturas relacionadas con la Bioelectricidad

2020 ◽  
Author(s):  
Beatriz Trenor ◽  
Gema Prats
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Modeling And Simulation ◽  
Learning Process ◽  
Biomedical Engineering ◽  
Project Based Learning ◽  
Teaching Learning ◽  
High Level ◽  
Academic Year ◽  
Competencias Transversales

The the need for greater participation and motivation of university students in the teaching-learning process has led to the concept of project-based learning. By using this methodology, the student works individually and in groups independently, but under the guidance of the teacher. Furthermore, this methodology allows the acquisition of transversal skills with a high level of mastery in subjects of the last year of undergraduate and master degrees. The objective of this work is the design and application of the project-based learning methodology in the subjects of Bioelectronics and Modeling and simulation of bioelectric systems that is capable of integrating the transversal competences "Design and project" (CT05), "Effective communication ”(CT08),“Understanding and integration ”(CT01),“ Analysis and problem solving ”(CT03),“Innovation, creativity and entrepreneurship ”(CT04) and“ Critical thinking ”(CT09), with high levels of mastery. This methodology has been applied throughout the 2019-2020 academic year in these subjects belonging to the Degree in Industrial Electronic and Automatic Engineering and the Master of Biomedical Engineering, respectively, from the Universitat Politècnica de València. The assessment of the students has been very positive and the acquisition of transversal skills has been very satisfactory.

scholarly journals DIFERENCIAS DE GÉNERO EN PERSONALIDAD EFICAZ EN UNIVERSITARIOS CHILENOS

2016 ◽  
Vol 5 (1) ◽  
pp. 131 ◽  
Author(s):  
Silvia Castellanos Cano ◽  
Patricia Guerra Mora ◽  
José Antonio Bueno Álvarez
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Self Efficacy ◽  
Self Esteem ◽  
Personality Questionnaire ◽  
Social Self ◽  
Present Communication ◽  
Multidimensional Construct ◽  
Las Mujeres ◽  
Estudiantes Universitarios

Abstract.GENDER DIFFERENCES IN EFFECTIVE PERSONALITY IN CHILEAN UNIVERSITY STUDENTSEffective Personality is a multidimensional construct, which has a psychometrically confirmed structure, developed by Dr. Martin del Buey and Dr. Martín Palacio. Effective Personality consists of four areas of Self: Strengths, Demands, Challenges and Relationships. In the present communication we want to study if there are, at gender level, statistically significant differences in the construct of Effective Personality in Chilean university students. The sample consists of 736 students from four universities in the fifth region of Chile. 517 women (70.2%) and 219 men (29.8%) participated. For evaluation Effective Personality Questionnaire-University (CPE-U) (Dapelo and Martín del Buey, 2006) was used. This tool has four subscales: Self-Esteem, Self-Empowerment Academy, Antitrust Self-efficacy and Social Self-realization. After analyzing relevant data, it was found that there were significant differences in factors: Selfesteem (t = -3.039, p = .002), Academic Self-Realization (t = 2.331, p = .020), and Antitrust Self-Efficacy (t = -3.464, p = .001). However, we found no significant differences in Social Self-Realization (t = -, 967, p =, 334). Women got a higher average in the Academic Self-realization factor, while the group of men shows a higher average than women in factors Esteem, Antitrust Self-Efficacy and Social Self-Realization, although in the latter the gender differences are not statistically significant.Keywords. Effective Personality, University students, Gender, Chile.Resumen.La Personalidad Eficaz es un constructo multidimensional desarrollado por el Dr. Martín del Buey y la Dra. Martín Palacio, que cuenta con una estructura confirmada psicométricamente. La Personalidad Eficaz está conformada por cuatro esferas del Yo: Fortalezas; Demandas; Retos y Relaciones. En la presente comunicación se pretende estudiar si existen, a nivel de género, diferencias estadísticamente significativas en el constructo de Personalidad Eficaz en los estudiantes universitarios chilenos. La muestra está formada por 736 estudiantes de cuatro universidades de la quinta región de Chile. Participaron 517 mujeres (70.2%) y 219 hombres (29.8%). Para realizar la evaluación se empleó el Cuestionario Personalidad Eficaz-Universidad (CPE-U) (Dapelo y Martín del Buey, 2006). Esta herramienta cuenta con cuatro subescalas: Autoestima; Autorrealización Académica; Autoeficacia Resolutiva y Autorrealización Social. Tras el análisis de datos correspondientes, se encontró que existen diferencias estadísticamente significativas en los factores de: Autoestima (t=-3,039, p=,002); Autorrealización Académica (t=2,331, p= ,020); y Autoeficacia Resolutiva (t= -3,464, p= ,001). Sin embargo, se encontró que no hay diferencias significativas en Autorrealización Social (t= -,967, p= ,334). Las mujeres presentan medias superiores en el factor Autorrealización Académica; mientras que el grupo de los hombres muestra una media superior a las mujeres en los factores Autoestima; Autoeficacia Resolutiva y Autorrealización Social, aunque en éste último las discrepancias por género no son significativas estadísticamente.Palabras Clave. Personalidad Eficaz, Universitarios, Género, Chile.

scholarly journals Communication Skills among Undergraduate Students at Al-Quds University

2020 ◽  
Vol 10 (6) ◽  
pp. 136
Author(s):  
Suheir Suliman Sabbah ◽  
Fadwa Hallabieh ◽  
Ola Hussein
Keyword(s):  
University Students ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Three Dimensions ◽  
Listening Skill ◽  
Medium Level ◽  
Speaking Skill ◽  
High Level ◽  
Academic Year

This study aimed to investigate the communication skills among undergraduate students at Al-Quds University. The researcher obtained responses from (193) undergraduate students enrolled in B.A. program. The researcher used the questionnaire of Hamidat (2007) which composed of (32) statements divided into four areas: listening skill, speaking skill, the skill of understanding others, and controlling emotions skill. The results revealed that university students have achieved a high level of communication skills in three dimensions (listening, speaking, and understanding others). It also showed a medium level in controlling emotions. Moreover, the results showed that there were no significant differences in the level of communication skills according to gender, faculty, or academic year.

scholarly journals Predicting First Year University Students’ Academic Success

2017 ◽  
Vol 7 (19) ◽  
Author(s):  
Aboma Olani
Keyword(s):  
Academic Success ◽  
University Students ◽  
First Year ◽  
Las Mujeres ◽  
First Year University ◽  
Estudiantes Universitarios

Introducción: El abandono universitario prematuro debido al fracaso académico puede resultar problemático para los estudiantes, las familias y los educadores. En un mayor esfuerzo para comprender los factores asociados al éxito académico en la universidad, se examinaron medidas de redimiendo académico previo (puntuación media de acceso a la universidad, PPA), puntuaciones en test de aptitud, nota de selectividad y variables psicológicas (motivación, autoeficacia) en alumnado para predecir su nota media del primer año de carreraMétodo: Las puntuaciones académicas previas de 3301 estudiantes universitarios de primer año se obtuvieron mediante archives de datos previos. De la muestra total, 214 estudiantes rellenaron un autoinforme relativo a variables psicológicas. Los datos fueron analizados medainte análisis de regresión múltiple. La regresión fue utilizada para explicar el grado de predicción de la nota media obtenida durante el primer año de carrera predicha por las variables psicológicas analizadas y la puntuación media previa al ingreso en la universidad. El análisis de regresión múltiple por pasos se utilizó para identifican los predictores más importantes de la nota media del primer año de carrera.Resultados. Los resultados muestran que la combinación de las puntuaciones académicas y las variables psicológicas explican un 17% de la varianza encontrada en las puntuaciones medias obtenidas el primer año de universidad. La contribución única de las variables psicológicas explica el 4% de la varianza. Se observa un mayor porcentaje de la varianza explicada en nota media entre las mujeres (34%) en comparación con los hombres (15%). Además, la nota media de acceso a la universidad aparece como un predictor significativo para el rendimiento universitario en ambos sexos.Conclusión. Los resultados del estudio apoyan la conclusión de el rendimiento académico previo a la universidad predice los resultados obtenidos en la universidad. Los efectos de las varaibles psicológicas en el rendimiento no son significativos. Basadas en los hallazgos del estudio, se presentan algunas implicaciones prácticas para los servicios de apoyo al estudiante y el servicio de admisión universitaria.

scholarly journals DESARROLLO VOCACIONAL Y FACTORES QUE INFLUYERON EN LA ELECCIÓN VOCACIONAL EN PERSONAS DISCAPACITADAS CON ESTUDIOS UNIVERSITARIOS INSERTADAS LABORALMENTE

2016 ◽  
Vol 3 (1) ◽  
pp. 539
Author(s):  
José Manuel Martínez Vicente ◽  
María Ángeles Segura García ◽  
Isabel García Martínez
Keyword(s):  
Gender Differences ◽  
Standard Deviation ◽  
University Students ◽  
University Graduates ◽  
Vocational Development ◽  
Las Mujeres ◽  
The Impact ◽  
Estudiantes Universitarios

Abstract:The characteristics and factors of vocational behaviour which have an impact on non-disabled university students are relatively well-known (Rocabert and Martínez-Vicente, 2011). However, the vocational development and advancement of disabled university students is less well-known. The aim of this paper was to study the vocational advancement and the factors of choice of disabled university graduates in employment taking into account gender differences. For this purpose the Cuestionario de Biodatos Universitarios (CBU) by Rocabert and Martínez-Vicente (2011) and the Inventario de Factores Vocacionales by Rivas and Pascual (2003) were given to a sample of 30 disabled university graduates (average age, 32.8 years; standard deviation, 9.2 years). The results showed that psychogenic factors heavily conditioned the vocational behaviour of both sexes. They also showed that the impact of sociogenic factors linked to external and stereotyped influences is more significant in women.Keywords: Vocational development and advancement, factors of choice, disability, gender.Resumen:Si bien son conocidas las características y factores de la conducta vocacional que influyen en los estudiantes universitarios sin discapacidad (Rocabert y Martínez-Vicente, 2011) se conocen en menor medida las características vocacionales de los estudiantes universitarios con algún tipo de discapacidad. Es por ello que el objetivo de este estudio fue analizar las características del desarrollo vocacional y de los factores de elección de personas discapacitadas con titulación universitaria e insertada laboralmente comprobando si existen diferencias debido al sexo. Para ello fueron aplicados el Cuestionario de Biodatos Universitarios (CBU) de Rocabert y Martínez-Vicente (2011) y el Inventario de factores vocacionales de Rivas y Pascual (2003), a una muestra de 30 personas con discapacidad con estudios universitarios e insertadas laboralmente de una edad media de 32,8 años y una desviación típica de 9,2. Los resultados confirmaron que los factores de carácter psicogénico dominaron y modularon la conducta vocacional en ambos géneros. Por otra parte se constató una mayor influencia en las mujeres de factores de carácter sociogénico asociados a influencias externas y estereotipadas.Palabras claves: Desarrollo vocacional, factores de elección, discapacidad, género.

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