RESUMO
Introduction: Physical exercise is one of the most relevant lifestyle choices for the prevention of diseases; however, participation in this type of activity remains low. Therefore, it is necessary to deepen the understanding of related psychological factors in men and women. Objective: To determine whether personality traits, emotional intelligence and negative affective are differentially related to physical exercise characteristics in men and women. Method: A cross-sectional study was conducted with 579 physically active people (61.1% men) between 18 and 59 years of age. The Big Five Inventory (BFI-15p), Brief Emotional Intelligence Scale (EQ-i-M20), and Depression, Anxiety and Stress Scale (DASS-21) were used. Results: Compared with men, women exercised fewer days and minutes per week, had fewer years of participation and performed fewer different physical exercises. On the emotional intelligence scale, compared with men, women showed less stress management, adaptability and general mood but greater interpersonal intelligence. With regard to personality traits, compared with men, women showed greater openness, conscientiousness, agreeableness, and neuroticism. In males, heightened levels of general mood and extraversion were associated to a lasting commitment to physical exercise over time. Conversely, in females, depression was negatively associated with the years dedicated to physical exercise. Conclusion: Distinct approaches are essential for men and women, acknowledging the varied ways psychological factors are linked to physical exercise based on gender.
RESUMO
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.