Stress Regulation, Physical Activity, and Perseverance in Spanish Teenagers with Perfectionist Trends

Abstract

Stress as an emotional response with adaptive function can obstruct both academic performance and psychosocial and physiological functioning when it is recurrent, persistent, and intense. Individual characteristics and regular physical activity produce differences in ways of coping with pressure situations, stressing the necessity of teenagers handling them in an effective way for their psychological adjustment and well-being. The purpose of this investigation was to identify how the frequency of physical activity and the influence of certain personality traits (perfectionism and perseverance) moderate stress. The sample was composed of 127 teenage students; tests were administered to measure perfectionism, perseverance, perceived stress, including an ad hoc sociodemographic questionnaire. The results show that particular conditions/skills have a moderating effect on stress perception in students with perfectionist maladaptive tendencies. Training in perseverance allows students to develop resources for handling stress, making it possible to achieve personal standards as well as adapt to one's context.

Influence of Academic Performance, Level of Play, Sports Success, and Position of Play on the Motivation of the Young Football Player

“…Regarding the measurement of the precompetitive moment, we can also find an inverse correlation between academic performance and demotivation. Both cases could coincide with the opinion of Hernandez et al [62] on the decrease in academic performance based on a physiological and psychological obstruction on the part of a submission to situations of continued stress. However, there are multiple studies on achievement motivation on school moments themselves on academic performance [35][36][37].…”

Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

“…However, this study finds that stress has no significant impact on academic performance, and only anxiety presents a weak predictive effect on academic performance among all negative emotions, which is quite different from previous studies and verifies H2. Past research has shown that high levels of anxiety and depression have a negative effect on students' academic performance, since they can affect memory as well as concentration [12,13,17], and students with more academic stress are more likely to perform poorly on exams [14]. Achievement goals and academic self-efficacy are not controlled in these studies, so the conclusions may be biased, and negative emotions may not directly affect academic performance.…”

“…Aronen et al reported that anxiety and depression can affect memory as well as concentration, which leads to poor academic performance [15]. Depression is found to have a significant mediation effect between physical activity and academic performance [16], and stress is also proven to obstruct both academic performance and psychosocial and physiological functioning as an emotional response with adaptive function [17]. Although anxiety, depression, and stress are all classified as negative emotions, their impacts on academic performance are not entirely consistent in previous studies.…”

Motivational Climate in Sport Is Associated with Life Stress Levels, Academic Performance and Physical Activity Engagement of Adolescents

“…In the same way, various previous studies have been conducted, which have taken the same approach. These include studies conducted in References [38,39,40,41,42].…”