The COVID 19 pandemic has had a significant impact on the physical and emotional health of the population. In the case of specific populations, such as students and instructors, the change in the teaching-learning model has required both groups to adapt to online learning platforms and modify all academic activities in the context of implementing the emergency remote education model. The relevance of mental health has been continually neglected; however, due to the COVID-19 epidemiological outbreak, the impact of confinement on populations’ mental health has been incorporated into public discussion. In particular, the health emergency’s impact on health workers in the first line of care has been highlighted. The effect of mental health on the lockdown population and those encouraged to work from home, a group in which university professors and students are located, has been emphasized. To understand the changes faced by higher education instructors and students, derived from the implementation of the emergency remote teaching model in the context of the pandemic, we developed a study to investigate the experiences of this sector, with particular emphasis on the mental health stressors associated with their academic activities. We examined indicators related to anxiety, depression, motivation-demotivation, coping, and contextual and family conditions that could generate stress in the teaching-learning process during the emergency remote teaching model. We recruited a sample of 1,040 participants (380 instructors and 660 students) from more than 97 universities and 118 academic programs across the country. As a result, we have found that teachers have faced less difficulty with the teaching-learning model changes and how they deal with confinement. Similarly, this study has identified that women in general, both instructors and students, have more significant signs and symptoms related to mental health conditions, while men, both instructors, and students, resent the lack of socialization in the work and study centers environments.

The Utrecht Work Engagement Scale (UWES) is an instrument designed by Schaufeli y Bakker (2003) to measure engagement in the work context. The purpose of the present study is to adapt the UWES to the sports context. The sample consists of 240 national third division Spanish football players between the ages of 15 and 38. The UWES factor structure has been analyzed through exploratory and confirmatory factor analyses. The results reveal a three-factor structure of the scale (vigor, absorption and dedication) and also an adequate internal consistency in all cases. Finally the results show preliminary support for the validity of the construct as sport burnout is negatively related to the three engagement characteristics. These findings provide preliminary evidence for the benefits of using the UWES in the sports context.

El Athlete Burnout Questionnaire (ABQ) se ha convertido en el instrumento más utilizado para evaluar el burnout en el contexto deportivo, lo que ha permitido un incremento significativo en las investigaciones. A pesar de ello, una revisión en la literatura revela que no existen trabajos que proporcionen datos psicométricos del ABQ con muestra mexicana, por lo que el objetivo de la presente investigación fue analizar las propiedades psicométricas del Athlete Burnout Questionnaire en deportistas mexicanos. El análisis de los datos se desarrolló a través de 2 estudios, aplicando el cuestionario en el primero de ellos a una muestra de 464 jóvenes deportistas entre 13 y 18 años de edad (M = 14.85, DT = 1.45). Los resultados del Análisis Factorial Confirmatorio (AFC) indicaron índices de ajuste aceptables (c2 = 176.7; c2 /gl = 2.18; p < .01; TLI = .93, IFI = .95, CFI = .95 y RMSEA = .05) así como pesos de regresión aceptables para la estructura trifactorial del cuestionario original. Para el segundo estudio se utilizó una muestra de 1009 deportistas mexicanos entre 12 y 39 años de edad (M = 17.28, DT = 2.98). Los resultados del AFC encontraron suficiente evidencia para la validez de constructo (c2 = 419.5; c2 /gl = 5.59; p < .01; TLI = .94, IFI = .96, CFI = .96 y RMSEA = .07). Los resultados en el análisis de correlación entre el Athlete Burnout Questionnaire (ABQ) y el Athlete Engagement Questionnaire (AEQ) pueden considerarse como prueba favorable de la validez discriminante. En cuanto a la fiabilidad, se encontraron resultados aceptables en consistencia interna en ambas fases del estudio, concluyendo que el ABQ es una herramienta útil para evaluar el burnout en depotistas mexicanos. The Athlete Burnout Questionnaire (ABQ) has become one of the most used tools to assess burnout in sport contexts. Despite a significant increase in research in this field, the literature has shown that there are no papers which provide psychometric data of the ABQ using a Mexican sample. Hence the objective of the present study was to analyze the psychometric properties of the Athlete Burnout Questionnaire of Mexican athletes. Data analysis was obtained using two studies. The first study consisted of 464 young athletes between 13 and 18 years old (M = 14.85, DT = 1.45). The results of the Confirmatory Factor Analysis (CFA) showed acceptable fit indices (c2 = 176.7; c2 /gl = 2.18; p < .01; TLI = .93, IFI = .95, CFI = .95 y RMSEA = .05) Acceptable results of load regression were also found for the original three factor questionnaire. A sample of 1009 Mexican athletes between 12 and 39 years of age (M = 17.28, SD = 2.98) were used for the second study. The results of the CFA found sufficient evidence for the construct validity (c2 = 419.5; 2cc2 /gl = 5.59; p < .01; TLI = .94, IFIS = .96, CFI = .96 and RMSEA = .07). The results in the analysis of correlation between the Athlete Burnout Questionnaire (ABQ) and the Athlete Engagement questionnaire (AEQ) can be considered as evidence of the discriminant validity. In regard to reliability, acceptable results were observed in internal consistency in both phases of the study, concluding that the ABQ is a useful tool to evaluate the burnout in Mexican athletes.

the findings of this study show that the SEI-WC is a reliable and valid instrument to measure the level of self-efficacy for weight control in Mexican university students in the health area.

El objetivo de la presente investigación fue analizar el poder predictivo de la motivación intrínseca y la autoeficacia para mantenerse activo sobre el bienestar psicológico en estudiantes universitarios mexicanos físicamente activos. La muestra de este estudio predictivo transversal estuvo conformada por 539 estudiantes universitarios físicamente activos, de ambos sexos (Hombres = 34%, mujeres = 66%) y con edades comprendidas entre los 17 y 47 años (M = 19.8, DT = 2.88). El 84% de los universitarios reporta hacer ejercicio físico de manera regular y el 36% practicar deporte de manera formal. De acuerdo con los principales resultados del análisis de regresión múltiple por el método de pasos sucesivos, la autoeficacia resultó el mejor predictor de los tres indicadores de bienestar psicológico (Autoestima, satisfacción con la vida y vitalidad subjetiva). La motivación intrínseca predijo la vitalidad subjetiva. A pesar de que los porcentajes de varianza explicada son relativamente bajos, tanto la autoeficacia como la motivación intrínseca resultaron predictores de la vitalidad subjetiva en universitarios que realizan actividad físico-deportiva de manera regular. La autoeficacia para mantenerse físicamente activo resultó ser el mejor predictor de los tres indicadores de bienestar psicológico. Un individuo que confía en sus planes para mantenerse realizando actividad físico-deportiva, con objetivos claros, es probable que se sienta mejor consigo mismo, acepte su vida actual y experimente niveles de energía óptimos.