ABSTRACT
Resumen El ambiente físico juega un papel importante en el manejo del estrés; la investigación ha probado la relación entre la exposición a ambientes naturales y la recuperación del estrés fisiológico y la fatiga mental. El objetivo del presente trabajo fue desarrollar una escala confiable y válida que evalúe la percepción de restauración psicológica ante el estrés en escenarios naturales. El desarrollo de la escala se realizó en dos fases, en la primera fase, se utilizó la técnica de redes semánticas, a partir de los resultados se redactaron los reactivos que se probaron en la segunda etapa, la validación del instrumento se hizo a través del análisis factorial confirmatorio, en esta etapa participaron 273 personas, hombres y mujeres, con edad promedio de 30 años. A través del Análisis Factorial Confirmatorio se conformó la versión final de la escala que con 23 ítems que evalúan tres factores, valoración estética y afectiva, restauración y prospectiva, con valores de ajuste X2=550.51, p=0.00, CFI=0.94, RMSEA=0.07 y confiabilidad total de 0.96 considerándose que la escala es un instrumento válido y confiable, por lo que su uso puede contribuir en la evaluación y diseño de ambientes restauradores.
Abstract The physical environment plays an important role in stress management; Research has proven the relationship between exposure to natural environments and the recovery of physiological stress and mental fatigue, they capable of improving their physiological and psychological processes; this mechanism has explained under the framework of the Theory of Stress Recovery. In this sense, the TSR argues that exposure to natural environments protects people against the negative impact of environmental stressors and offers physiological, emotional and attention restoration more than urban environments. The natural places that allow the renewal of personal adaptation resources to meet the demands of everyday life are named restorative environments. According to the TSR, the exposure to natural scenes mediates the negative effects of stress, which reduces negative mood and, improves positive emotions. The present work aimed to validate a Psychological Restoration Perceived Scale that measures the perception of psychological restoration in natural settings in the Mexican Population. The development of the scale were carried out in two phases: in the first phase, the semantic network technique was used to identify the latent variables or factors, after which the items that were tested in the second stage were written; in the second phase, the validation of the instrument was made through the Confirmatory Factor Analysis, 273 people, men and women, with an average age of 30 years participated in this stage. The final scale consists of 23 items that evaluate three factors: aesthetic and affective assessment, restoration and prospective. The results have shown that the adjustment values are optimal (X2=550.51, p=0.00, CFI=0.94, RMSEA=0.07), and total reliability of the scale is 0.96 considering that the scale is a valid and reliable instrument, so its use can contribute to the evaluation and design of restorative environments.
ABSTRACT
El presente estudio se llevó a cabo con estudiantes de centros educativos de nivel bachillerato en Xalapa, México, y tuvo el objetivo de identificar y comparar las cualidades restauradoras percibidas en sus espacios escolares de acuerdo con la Teoría de la Restauración de la Atención. Se trabajó con una muestra no probabilística de 706 estudiantes de siete bachilleratos. Se recopilaron datos mediante una encuesta sociodemográfica y la Escala del Potencial Restaurador de los Espacios Escolares (EPREE).Los resultados mostraron que las áreas verdes de las escuelas eran los espacios de descanso con mayores cualidades restauradoras, y que los lugares de descanso favoritos poseían más cualidades restauradoras que los no favoritos. Los alumnos varones, los de más edad y aquellos cuya madre (jefe de familia) tenía niveles inferiores de estudios reportaron una percepción más positiva de los espacios escolares. Las escuelas más grandes y con áreas verdes fueron mejor valoradas en las dimensiones de fascinación, posibilidad de estar alejado, y extensión. Los resultados confirmaron las propuestas centrales de la teoría de la restauración de la atención en el contexto de los espacios escolares.
The present study was carried out with high school students from Xalapa, Mexico. Its aim was to identify and compare the perceived restorativeness in their school environments according to the attention restoration theory. This work is based on a non-probabilistic sample of 706 students from seven high schools. All data were compiled by a sociodemographic survey and the Scale of the Restorative Potential of School Spaces (EPREE, for its the Spanish acronym). The results proved that green areas were the rest spaces with major restorative qualities and that the students' favorite rest places possessed more restorative qualities than other places. Males, older pupils and those whose mother (head of the family) had a lower educational level reported a more positive perception of the school spaces. The largest schools with green areas obtained a higher evaluation for their dimensions of fascination, being away and extent. The results confirmed the main propositions of the attention restoration theory.
Este artigo foi realizado com estudantes de centros educativos de ensino médio em Xalapa (México) e teve como objetivo identificar e comparar as qualidades restauradoras percebidas em seus espaços escolares de acordo com a Teoria da Restauração da Atenção. Trabalhou-se com uma amostra não probabilística de 706 estudantes de sete turmas de ensino médio. Coletaramse dados mediante uma enquete sociodemográfica e a Escala do Potencial Restaurador dos Espaços Escolares (EPREE). Os resultados mostraram que as áreas verdes dos centros eram os espaços de descanso com maiores qualidades restauradoras e que os lugares de descanso preferidos pelos estudantes possuíam mais qualidades restauradoras do que os não preferidos. Os estudantes do gênero masculino, os de mais idade e aqueles cuja mãe (cabeça de família) tinha níveis inferiores de escolaridade relataram uma percepção mais positiva dos espaços escolares. Os maiores centros e com áreas verdes tiveram melhores avaliações nas dimensões de fascinação, possibilidade de estar isolado e extensão. Os resultados confirmaram as propostas centrais da Teoria da Restauração da Atenção no contexto dos espaços escolares.