Influence of Resilience, Everyday Stress, Self-Efficacy, Self-Esteem, Emotional Intelligence, and Empathy on Attitudes toward Sexual and Gender Diversity Rights

Abstract

The present study forms part of the project “Cross-disciplinary education for sexual, body, and gender diversity” (Code 419). The aim of this study was to analyze the role played by the psychoeducational variables involved in burnout (resilience, self-efficacy, self-esteem, emotional intelligence, empathy, and everyday stress) on attitudes toward sexual and gender diversity rights. Participants comprised 170 university students undertaking a degree in primary education. Instruments were administered to assess the constructs analyzed, ensuring informed consent, voluntary participation, anonymity, and data confidentiality. An ex post facto design was employed to determine whether attitudes toward sexual and gender diversity rights are influenced by the possible relationships and role of these variables. We found statistically significant associations between students’ attitudes toward sexual and gender diversity at all three levels (sociocultural, relational, and personal) and the variable of burnout. Attitudes towards gender sexual orientation and gender identity rights influence burnout, and vice versa. As we ponder deeply about how these factors influence one another, we can shift our perspectives in a way that builds social harmony. It is important to learn how exactly these influences work, and this knowledge translates into making teaching strategies more effective to help raise awareness about guaranteeing rights for all. At the personal level of students’ attitudes toward sexual and gender diversity/equality, we found positive correlations between this level and the total score for the variable of resilience and with its factor of personal competence. The data obtained will be of use for future psychoeducational assessment and intervention programs related to an education in sexual orientation and gender identity rights that are aimed at developing socio-emotional competencies and attention to diversity with the ultimate goal of improving social harmony by dismantling stereotypes and raising awareness of the importance of the variables of resilience, self-efficacy, self-esteem, emotional intelligence, empathy, and everyday stress which highlights how “education is an instrument of social transformation”.

Ecological Momentary Mood, Resilience, and Mental Health Status as Predictors of Quality of Life Among Young Adults Under Stress: A Structural Equation Modeling Analysis

“…Momentary mood is expected to affect QoL both directly and indirectly, mediated by psychological resilience ( 61 ). Finally, in line with the predicted effects of gender on QoL ( 56 ), we hypothesized that gender will directly contribute to QoL. Additionally, following the ongoing debate regarding the impact of gender on mental health status and on psychological resilience, we hypothesized an additional direct contribution of gender to both variables ( 37 ).…”

“…Therefore, in our model, we refer to self-efficacy as part of the global concept of psychological resilience. In addition, there may be gender differences related to the two constructs: while female adolescents were found to report lower self-efficacy under stress compared to their male counterparts ( 55 , 56 ), others report higher levels of challenges among newly-recruited females soldiers ( 24 ).…”

Personal Tools and Psychosocial Resources of Resilient Gender-Based Violence Women

“…Thus, Morales et al [29] cited some characteristics of individual resilience, such as self-esteem, independence or relational capacity, all mentioned by the women in our study as personal coping tools. We confirmed that the women in our research showed that they were able to move on.…”

Effectiveness of a Program to Improve Attention towards Affective-Sexual, Bodily and Gender Diversity in University Students

“…Regarding the objective related to the analysis of the relationship between attitudes towards gender equality with other psychoeducational variables, such as thinking styles, further research is needed. A previous study [44] demonstrated the existence of correlations between the variables' attitudes towards gender equality and those of resilience and burnout. Comparably, a second study [45] indicated that women tend to be more empathetic than men, and that less empathetic people are more likely to experience behavior that is more violent, such as bullying in the school environment.…”