Una aproximación integradora al estudio del burnout en los profesores de Universidad

The aim of this paper is to use an integrative approach to identify the main correlates and/or predictors at different levels (personal, psychosocial, occupational and outside the workplace) of the burnout dimensions. The sample consists of 813 university professors. Results from statistical analyses show that there are, indeed, both common and specific predictors for the different facets of the syndrome. Specifically, while social support and optimism are selected to confirm all manifestations of burnout, other factors (work hours per week, time in the profession, hardiness, Type A behavioural pattern, life events, daily hassles) do increase the emergence of differential profiles. Lastly, findings are discussed and the main conclusions are presentedEl objetivo del presente trabajo es identificar, desde un acercamiento integrador, cuáles son los principales correlatos y/o predictores de distintos ámbitos (personal, psicosocial, ocupacional y extralaboral) de las dimensiones del burnout. La muestra está formada por 813 profesores de Universidad. Los resultados de los análisis estadísticos realizados permiten constatar la existencia de predictores comunes y específicos para las facetas del síndrome. Concretamente, mientras se confirma que el apoyo social y el optimismo son seleccionados para explicar todas las manifestaciones del burnout, otros factores (horas de trabajo a la semana, tiempo en la profesión, personalidad resistente, patrón de conducta Tipo A, acontecimientos vitales, contrariedades cotidianas) acentúan la existencia de perfiles diferenciales. Finalmente, se discuten los hallazgos y se presentan las principales conclusionesThis study was possible thanks to a grant given to the project «Análisis de los determinantes psicosociales y biológicos en el estrés laboral de los docentes universitarios» (reference PGIDT99PXI21103A; BSO2000-0475) financed by the Consellería de Educación y Ordenación Universitaria of the Xunta de Galicia and by the Ministerio de Educación y CienciaS

Personal projects’ appraisals and compulsive buying among university students: evidence from Galicia, Spain

The appraisal of goal-related constructs, generally, and of personal projects (PP) in particular, is one of the most solid research paths with regard to subjective well-being and health. In the last few years, the appraisal of PP has been linked to such problems as excessive alcohol and marijuana use, but no study has been conducted in the field of compulsive buying (CB). In this study, using Little’s personal-projects-analysis (PPA) methodology, the differences in university students were analyzed in both broad domains (meaning, structure, community, efficacy, and stress) and specific appraisal dimensions in groups with low (n = 293), moderate (n = 191), and high (n = 41) compulsive-buying propensities. The results confirm that the high-propensity group presented the highest significant levels in the domain of stress and the lowest in efficacy, meaning, and structure. As to appraisal dimensions, the group with a high propensity to CB attained statistically lower appraisals in the dimensions of importance, enjoyment, self-identity, absorption, control, time adequacy, progress, and outcome of their projects; the appraisal of the level of stress, difficulty, and conflict increased as the level of involvement in CB increased. These findings have major implications for the design of prevention and intervention programs for this behavioral problemThe authors would like to express their gratitude to the Xunta de Galicia for funding the project “La adicción a la compra una aproximación multidimensional y longitudinal” (PGIDIT06PXIB241124PR), which has allowed them to begin and consolidate this line of researchS

Life aspirations, generativity and compulsive buying in university students

The study of goal-oriented behaviour, because of its undeniable repercussions on physical and mental health, is one of the target topics of contemporary research. However, the content of life aspirations, emphasised from the self-determination theory, has received little attention from the field of compulsive buying although it plays an important role in the regulation of behaviour and well-being. Generativity, the personal construct that captures the intentions and/or the need to contribute (leave a legacy) to others, has never been analysed with respect to compulsive buying although it has been the source of interest of related fields (responsible consumption). Accordingly, this study seeks to shed light on the role of both constructs (life aspirations and generativity) in compulsive buying among university students. The sample consisted of 1093 Spanish university students classified either as non-compulsive buyers or compulsive buyers. Estimated prevalence of compulsive buying was 7.9%. The results of Student’s test confirm that, besides gender (women report greater propensity to the phenomenon), compulsive buyers score higher and show statistically significant differences with respect to non-compulsive buyers in all extrinsic goals (financial success, image, popularity and conformity) and hedonism. Non-compulsive buyers show significantly higher scores for the intrinsic goals of self-acceptance, affiliation and community feeling and also report a higher generative concern. The logistic regression analysis confirms that being female and the life aspirations of image, popularity and hedonism act as risk factors in compulsive buying in university students while generativity and the importance granted to the intrinsic goals of self-acceptance and affiliation are protective factors. Potential lines of action for this worrying phenomenon are discussed in the light of the findingsThe authors would like to express their gratitude to the Xunta de Galicia for funding the project “La adicción a la compra una aproximación multidimensional y longitudinal” (PGIDIT06PXIB241124PR) which has allowed them to begin and consolidate this line of researchS

Big Five Personality Traits, Coping Strategies and Compulsive Buying in Spanish University Students

Personality traits and coping strategies have historically been two key elements in the field of health psychology. It is, therefore, striking that there is no study in the field of compulsive buying that integrates the most generic, decontextualized and stable aspects (traits) with those having a more marked processual and dynamic nature, which are closer to goal-based views of human nature (coping strategies). Another weakness of the compulsive buying field is that, despite the confirmed growing increase in compulsive buying in the younger age groups, most studies have been conducted with adult samples. Hence, this study seeks to clarify the role of the Big Five domains and different coping strategies in university students’ compulsive buying. The sample consisted of 1093 participants who were classified as either compulsive buyers or non-compulsive buyers. Both groups were compared regarding sociodemographic variables (gender, age), the Big Five personality traits, and coping strategies through chi-square tests or Student’s t-tests. Besides, a multivariate logistic regression analysis was conducted to determine which of these determinants might play a part in the construction of a risk profile for compulsive buying. The results showed that other than gender (specifically being female), Neuroticism and the use of such coping strategies as problem avoidance and wishful thinking are risk factors that increase the propensity for compulsive buying. The use of active coping strategies such as problem solving, cognitive restructuring and social support, as well as the Conscientiousness dimension are protection factors that decrease the likelihood of becoming a compulsive buyer. Finally, and on the basis of the findings obtained, possible guidelines are given, which, hopefully, may effectively contribute to the prevention of and/or intervention in compulsive buying among young adultsS

An Integrative Approach to Burnout in Secondary School Teachers: Examining the Role of Student Disruptive Behaviour and Disciplinary Issues

The aim of this paper is to examine from an integrative approach to what extent occupational stressors when in combination with other variables that have accredited their explicative value in accounting for teacher distress in other domains (personal, psychosocial and outside the occupational sphere) contribute to predicting and/or explaining the different components of burnout. The sample consists in 1386 secondary education teachers. The statistical results obtained confirm for all dimensions in the syndrome the explanatory role of occupational stressors related with student disruptive behaviours/attitudes and disciplinary issues (conflict management and lack of support/consensus). The remaining variables in the study (Type A pattern, optimism, hardiness, friend and family support, life events) also contribute to accounting for burnout, albeit to a lesser extent than occupational factors. Results not only confirm the suitability of the selected variables but also the necessity to design integration studies in which, besides another type of determinants, to include variables from the occupational domain. In other words, our findings suggest that student disruptive behaviour, the difficulties experienced by teachers in managing conflict and the lack support/consensus as regards disciplinary actions are ‘necessary’ ingredients if we are to successfully predict burnout in secondary school teachersEste artículo examina, desde un acercamiento integrador, en qué medida los estresores laborales, cuando se incluyen conjuntamente con otras variables con probada capacidad explicativa del malestar docente pertenecientes a otros ámbitos (personal, psicosocial y extralaboral), contribuyen a predecir y/o explicar las distintas facetas del burnout. La muestra está formada por 1386 profesores de Enseñanza Secundaria. Los resultados confirman, para todas las dimensiones del síndrome, el protagonismo explicativo de los estresores laborables relacionados con las conductas y/o actitudes problemáticas de los alumnos y las cuestiones disciplinarias (manejo de conflictos y falta de apoyo/consenso). Las restantes variables incluidas (patrón Tipo A, optimismo, personalidad resistente, apoyo familia y amigos, eventos vitales) también contribuyen a dar cuenta del desgaste laboral, aunque en menor medida que los factores laborales. Los resultados no sólo confirman la idoneidad de las variables seleccionadas, sino también la necesidad de diseñar estudios integradores en los que, además de otro tipo de determinantes, se incorporen variables del ámbito laboral. Nuestros hallazgos indican que las conductas y/o actitudes problemáticas de los alumnos, las dificultades de los profesores en el manejo del conflicto y la falta de apoyo/consenso en cuestiones disciplinarias, parecen ingredientes “necesarios” si queremos predecir satisfactoriamente el burnout de los docentes de secundariaThis study was possible thanks to the granting of the Project “Estrés laboral y Burnout en los Profesionales de Enseñanza Secundaria” (reference PGIDT02CS024101PR) financed by the Consellería de Educación y Ordenación Universitaria, Xunta de GaliciaS

Exploring Stress, Burnout, and Job Dissatisfaction in Secondary School Teachers

The aim of this study is to identify, from an integrative approach, the main predictors of different manifestations of occupational malaise (stress, burnout and job dissatisfaction). The sample consists of 1,386 teachers from compulsory secondary education. The results from statistical analysis conducted (correlation and regression) strongly support the existence of (personal, psychosocial and contextual) determining factors common to all three phenomena. Specifically, support by colleagues, optimism, hardiness, daily hassles and life events are valid predictors of stress, burnout and job dissatisfaction in secondary school teachers. Other variables (a type A behavioral pattern, family support, conscientiousness) also show that account for the specificity of each of the phenomena. Finally, the implications of the findings are discussed and possible courses of action are suggested at the preventive/intervention level.El objetivo del presente trabajo es identificar, desde un acercamiento integrador, cuáles son los principales predictores de distintas manifestaciones del malestar laboral (estrés, burnout e insatisfacción laboral). La muestra está formada por 1386 profesores de enseñanza secundaria obligatoria. Los resultados de los análisis estadísticos realizados (correlación y regresión) apoyan firmemente la existencia de determinantes comunes (personales, psicosociales y contextuales) entre los tres fenómenos. En concreto, el apoyo de los compañeros, el optimismo, la personalidad resistente, las contrariedades cotidianas y los acontecimientos vitales son predictores válidos del estrés, burnout e insatisfacción laboral de los profesores de secundaria. No obstante, también se constata que otras variables (patrón de conducta tipo A, apoyo de la familia, responsabilidad) dan cuenta de la especificidad de cada uno de los fenómenos. Finalmente, se discuten las implicaciones de los hallazgos y se sugieren, a nivel preventivo y/o de intervención, posibles vías de actuación.Reference PGIDT02CS024101PR, financed by the Consellería de Educación y Ordenación Universitaria of the Xunta de GaliciaS

Estrés, variables positivas y burnout: un modelo explicativo

The notion that personal resources are a powerful screen for the negative influence of stressors in the burnout process is one of the aspects where consensus is more widespread in the domain of Positive Psychology. It is nonetheless true that identifying them and finding out how these “personal strengths or competences” operate would be crucial to improve health and well-being in the workplace. It seems therefore urgent to throw light –from a research perspective– not merely on whether the positive variables play a mediating role between the potential stressors and burnout but also on which the alternative paths are that have an influence on occupational stress. So, the fundamental objective of this study is to analyze a model of influences in which the levels of stress perceived by the teacher from the different disruptive behaviors of the students (verbal abuse at the teacher, aggressions among students, vandalism) are the exogenous variables while the different positive personal variables (optimism, hardiness, life satisfaction) are mediating variables and burnout is the endogenous variable. The results obtained from a sample of 523 secondary education teachers confirm that teacher “resilience” (optimism and hardiness) and life satisfaction mediate the negative impact that stressors from student behavior have on experiencing burnoutLa idea de que los recursos personales constituyen un poderoso tamiz de la influencia negativa de los estresores en el proceso de burnout constituye uno de los aspectos con mayor consenso en el ámbito de la Psicología Positiva. No es menos cierto que la identificación de cuáles son y cómo actúan estas “competencias o fortalezas personales” sería crucial para potenciar la salud y el bienestar en el trabajo. Parece entonces urgente y necesario clarificar, desde la investigación, no sólo si las variables positivas tienen un rol mediador entre los potenciales estresores y el burnout, sino también cuáles son las rutas alternativas de influencia en el malestar laboral. Pues bien, el objetivo fundamental de este trabajo es analizar un modelo de influencias en el que los niveles de estrés percibidos por el docente a partir de distintas conductas problemáticas de los alumnos (agresiones verbales al profesor, agresiones entre alumnos, vandalismo) constituyen las variables exógenas, mientras que distintas variables personales positivas (optimismo, hardiness, satisfacción vital) se postulan como mediadoras y el burnout como variable endógena. Los resultados obtenidos, a partir de una muestra de 523 profesores de enseñanza secundaria, confirman que la “resiliencia” del docente (optimismo y hardiness) y la satisfacción vital median en el impacto negativo que los estresores derivados del comportamiento de los alumnos tienen en la experiencia de burnoutS

Knowledge, perceptions, and perspectives of medical students regarding the use of antibiotics and antibiotic resistance: a qualitative research in Galicia, Spain

Antibiotic resistance is a significant public health concern, with numerous studies linking antibiotic consumption to the development of resistance. As medical students will play a pivotal role in prescribing antibiotics, this research aimed to identify their perceptions of current use and factors that could influence future inappropriate use of antibiotics. The study employed a qualitative research approach using Focus Group discussions (FGs) consisting of students from the final theoretical course of the Medicine degree. The FGs were conducted based on a pre-script developed from factors contributing to antibiotic misuse identified in previous studies. All sessions were recorded and transcribed for analysis by two independent researchers, with all participants signing informed consent. Seven focus groups were conducted, with a total of 35 participants. The study identified factors that could influence the future prescription of antibiotics, including the low applicability of knowledge, insecurity, clinical inertia, difficulties in the doctor-patient relationship, unawareness of available updates on the topic, and inability to assess their validity. The students did not perceive antibiotic resistance as a current problem. However, the study found several modifiable factors in medical students that could explain the misuse of antibiotics, and developing specific strategies could help improve their useThis research was supported in part by the Instituto de Salud Carlos III (ISCIII) (PI081239, PI09/90609) Spanish State Plan for Scientific and Technical Research and Innovation and co-funded by The European Union (ERDF)S

Increased expression of fatty-acid and calcium metabolism genes in failing human heart

Background: Heart failure (HF) involves alterations in metabolism, but little is known about cardiomyopathy-(CM)-specific or diabetes-independent alterations in gene expression of proteins involved in fatty-acid (FA) uptake and oxidation or in calcium-(Ca(2+))-handling in the human heart. Methods: RT-qPCR was used to quantify mRNA expression and immunoblotting to confirm protein expression in left-ventricular myocardium from patients with HF (n = 36) without diabetes mellitus of ischaemic (ICM, n = 16) or dilated (DCM, n = 20) cardiomyopathy aetiology, and non-diseased donors (CTL, n = 6). Results: Significant increases in mRNA of genes regulating FA uptake (CD36) and intracellular transport (Heart-FA-Binding Protein (HFABP)) were observed in HF patients vs CTL. Significance was maintained in DCM and confirmed at protein level, but not in ICM. mRNA was higher in DCM than ICM for peroxisome-proliferator-activated-receptor-alpha (PPARA), PPAR-gamma coactivator-1-alpha (PGC1A) and CD36, and confirmed at the protein level for PPARA and CD36. Transcript and protein expression of Ca(2+)-handling genes (Two-Pore-Channel 1 (TPCN1), Two-Pore-Channel 2 (TPCN2), and Inositol 1,4,5-triphosphate Receptor type-1 (IP3R1)) increased in HF patients relative to CTL. Increases remained significant for TPCN2 in all groups but for TPCN1 only in DCM. There were correlations between FA metabolism and Ca(2+)-handling genes expression. In ICM there were six correlations, all distinct from those found in CTL. In DCM there were also six (all also different from those found in CTL): three were common to and three distinct from ICM. Conclusion: DCM-specific increases were found in expression of several genes that regulate FA metabolism, which might help in the design of aetiology-specific metabolic therapies in HF. Ca(2+)-handling genes TPCN1 and TPCN2 also showed increased expression in HF, while HF- and CM-specific positive correlations were found among several FA and Ca(2+)-handling genes

ANALYSIS OF UNCERTAINTY IN THE STANDARIZATION OF CPUE INDEXES

Catch per unit effort (CPUE) indices are considered as one of the main information sources used in fish stock assessment models (Zou et al., 2019). There are many ways for the standardization of these indices: • Generalized lineal models (GLMs) • Generalized additive models (GAMs) • Geostatistical models. To evaluate the accuracy and uncertainty associated with CPUE indices derived from datasets with different spatial information. • How? With the standardization of CPUE indices using geostatistical models in different sampling scenarios, comparing them with GLMs and GAMs models