Perfeccionismo, afectividad y satisfacción con la vida en educación física. [Perfectionism, affectivity and life satisfaction in physical education].

Abstract

El perfeccionismo en la adolescencia ha sido asociado a altos niveles de desajuste y trastorno psicológico y bajos niveles de bienestar subjetivo y ajuste psicológico. Pero, no todas las dimensiones del perfeccionismo son insanas y desadaptativas. Mediante un análisis path se exploró un modelo para determinar cómo son las relaciones entre las dimensiones del perfeccionismo (autoexigencia y presión externa), la afectividad (positiva y negativa) y la satisfacción con la vida, en el contexto de la educación física. Participaron 388 estudiantes de 1º a 4º de Secundaria (222 varones y 166 mujeres; M = 14.24 ± 1.45 años). La autoexigencia predijo de manera positiva y directa la satisfacción con la vida; el afecto positivo también medió esta relación. La presión externa predijo directa y negativamente la satisfacción con la vida, cuya relación fue también mediada por el afecto negativo. Los resultados confirman una dimensión saludable de perfeccionismo (autoexigencia) y otra no saludable (presión externa) en la adolescencia.Palabras clave: bienestar; calidad de vida; salud mental; afectividad R e s u m e n Correspondence/correspondencia: Antonio Méndez-Giménez Facultad de Formación del Profesorado y Educación. Universidad de Oviedo. Asturias (España) Email: mendezantonio@uniovi.es Perfectionism during adolescence has been associated to high levels of psychological unbalance and distress, and low levels of subjective wellness and psychological adjustment. However, not all dimensions of perfectionism are negative and maladaptive. A path analysis was used to explore a model to determine the relations between two dimensions of perfectionism (Self-imposed and External pressures), affectivity (positive and negative) and life satisfaction in physical education. 388 1st to 4th secondary students (222 males and 166 females; M = 14.24 ± 1.45 years) agreed to participate. Self-imposed positively predicted life satisfaction, while positive affect mediated this effect. External pressures negatively predicted life satisfaction and negative affect mediated this effect. Results confirm a healthy dimension of perfectionism (self-imposed), and an unhealthy dimension (external pressures) in adolescence.Key words: wellness; quality of life; mental health; affectivity. A b s t r a c tRecibido el 28 de enero de 2015; Aceptado el 10 de mayo de 2015

Impact of the MooN Physical Education Program on the Socio-Emotional Competencies of Preadolescents

“…However, although there were no significant differences between experimental and control groups in the pre-test phase, the results in the post-test phase suggest that the MooN Program (SEM) could be acting as a protective factor before the significant decrease (between experimental and control groups) of the variable self-demand perfectionist efforts. In this sense, we need to point out that this positive indicator of child perfectionism [34], oriented to the search for beneficial standards of high performance and critical evaluation [31,32], represents a healthy factor in the educational setting to promote student well-being [34] and protection against negative [32] and maladaptive behaviors [33] in childhood. Furthermore, it is relevant to note that, at this stage, the prevention of socio-emotional problems is crucial [14,28].…”

“…In the same way, the intervention based on the SEM could promote different socio-emotional competencies (e.g., self-management, social skills and responsible decision-making) relevant for success in the school setting [13,16]. In this sense, Méndez-Giménez et al [34] point out that the self-demand variable is a positive personality trait of perfectionism, a determining factor in students' well-being and motivation for learning, and a protective factor against demotivation in the educational context. Another possible explanation for these findings could be the structure and organization of competitive and physical/sports training in the intervention (SEM), implemented by seasons (long-term didactic unit).…”

“…It is an indicator with a tendency to seek execution levels and significant results, assuming the positive criteria of efforts for themselves. Méndez-Giménez et al [34] define the variable as a personality profile determining student motivation in the educational setting. Likewise, these authors point out that the self-demand factor is a healthy dimension of perfectionism.…”

“…Likewise, Stoeber [33] indicates that perfectionist efforts, understood as a dynamic multidimensional personality trait, could promote children's healthy and adaptive educational settings. Méndez-Giménez et al [34] point out the self-demand subscale as a positive indicator of perfectionism and determinant in schools, favoring the quality of life and personal and social well-being of students in the context of physical education. In the same way, the variable self-demand perfectionist efforts (e.g., self-oriented or intrapersonal perfectionism) have been related to adequate coping strategies, positive affectivity, and psychological adjustment [32,33].…”

“…In the same way, the variable self-demand perfectionist efforts (e.g., self-oriented or intrapersonal perfectionism) have been related to adequate coping strategies, positive affectivity, and psychological adjustment [32,33]. Furthermore, students who present high self-demand levels in physical education maintain more positive interpersonal relationships [34].…”