Healthy Students: Adaptation and Validation of the Instrument from the Workplace to the Educational Field

Abstract

Psychological capital (optimism, resilience, hope and self-efficacy) has been joined by a new dimension in the workplace. This is engagement, a new construct, and a research questionnaire called the healthy employee was created to assess this dimension. In this sense, the present work has the aim of adapting and validating this questionnaire of the healthy employee in the educational field, calling this person a healthy student. In total, 290 students (140 women and 150 men) undertaking different university degrees were recruited for this research. A confirmatory factor analysis was carried out to test the structure of two different models in the workplace, with five and eight dimensions, and to adapt and verify the reliability of the models in the educational setting. The results showed a poor fit for both models, suggesting the elimination of four items in the five-dimensional model and of three items in the eight-dimensional model. In addition, the five-dimensional model indicated discriminant validity, while the eight-dimensional model presented non-compliance between two dimensions. Therefore, this work generates an instrument with adequate psychometric properties in the five-dimensional model in the educational field.

Effects of Physical Activity and COVID-19 on Healthy Student Strengths in the University System: Implications for Post-Pandemic Management

“…The concept of the healthy student was introduced by Gómez-Chacón et al [9] and describes a positive psychological state of individual development characterized by five distinct strengths according to Luthans and Youssef-Morgan [31]: having confidence, making a positive attribution (optimism or positive emotions) about success now and in the future, persevering toward goals and, when necessary, redirecting paths to goals (hope or competence) to succeed, and when embraced by problems and adversity, sustaining and rebounding and even beyond (resilience) to achieve success. Finally, there is the engagement strength, defined by Schaufeli et al [32] as the positive affective state, relatively persistent, characterized by vigor, dedication and absorption or concentration.…”

“…After reviewing the literature on the impact of PA on different academic variables and contexts, the relationship between PA and the healthy student was considered, including the COVID-19 influence. In this sense, a pre-COVID survey was used including 2 validated instruments: IPAQ [59] and the Healthy Student Questionnaire [9].…”

“…This study has as its starting point the Health and Resilient Organization tool (HERO) [10], using for the present investigation the questionnaire of healthy employees in the validated version adapted to the educational context [9], which is made up of 5 dimensions and a total of 40 items: optimism (6 items), engagement (structured in the sub-dimensions vigor, dedication, and absorption) (18 items), resilience (7 items), hope (composed of the mental and emotional sub-dimensions) (6 items), and self-efficacy (3 items). Responses were provided using a seven-point Likert scale ranging from 0 (never) to 6 (always).…”

“…On the other hand, the healthy student concept was defined by Gómez-Chacón [9] and is based on the healthy employee model of Salanova et al [10]. It is founded on the concept of psychological capital, which is defined as a positive psychological state of individual development.…”

XIII Congreso Iberoamericano de Economía del Deporte. Los eventos deportivos: impacto, turismo y tecnología

“…El estudio se ha realizado con una muestra de estudiantes universitarios españoles de grado y postgrado de diferentes universidades en dos momentos diferentes: Pre-COVID (150 hombres y 140 mujeres) y COVID (259 hombres y 347 mujeres). Para la recogida de datos (vía online) se utilizó el International Physical Activity Questionnaire (IPAQ; Craig et al, 2003) en su versión reducida para medir la cantidad de actividad física, y el cuestionario del estudiante saludable (Gómez-Chacón et al, 2021), siendo un total de 36 ítems y 5 dimensiones: emociones positivas, engagement, resiliencia, autoeficacia y competencia. La participación fue voluntaria, asegurando el anonimato y la confidencialidad de las respuestas.…”