Um Estudo Exploratório Da Tendência “Antiobesidade” Entre Professores E Estudantes De Educação Física Italianos

Gobbi, Erica; Greguol, Márcia; Seron, Bruna Barboza; Carraro, Attilio

doi:10.22456/1982-8918.73193

Cited by 4 publications

(8 citation statements)

References 20 publications

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“…For instance, O'Brien et al (2007) administered the AFA to a sample of trainee PE teachers and found that the mean (M) score obtained on the Dislike subscale was 1.5 standard deviation (SD) below the midpoint of the scale, indicating a pro-fat attitude of the trainees in the sample. Similar results have been found by Gago et al (2012) and Gobbi et al (2017) using the same measure (1.3 and 1.2 SD below the midpoint, respectively) and by Alameda and Whitehead (2015) and Rukavina et al (2019) using the Disparagement subscale of the AFAT (2.0 and 1.8 SD below the midpoint, respectively).…”

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?supporting

confidence: 86%

“…In general, the results of these studies show that most PE teachers maintain implicit obesity biases (Alameda and Whitehead, 2015;Gago et al, 2012;Gobbi et al, 2017;Fontana et al, 2013;Lynagh et al, 2015;O'Brien et al, 2007). For example, Fontana et al (2013), using a pencil and paper version of the Implicit Association Test (IAT) to measure the automatic associations between the concepts thin/fat with the attributes good/bad and lazy/active, found, both in teachers and trainee teachers, that the fat-bad and fat-lazy associations were much stronger than the fatgood and fat-active associations.…”

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 95%

“…The Dislike subscale of the Anti-Fat Attitudes (AFA; Crandall, 1994) questionnaire and the Disparagement subscale of the Anti-Fat Attitudes Test (AFAT; Lewis et al, 1997) have been used to measure the affective component of PE teachers' explicit anti-fat bias. Research using these measures has shown that PE teachers have a sympathetic attitude toward overweight/obese individuals (Alameda and Whitehead, 2015;Gago et al, 2012;Gobbi et al, 2017;O'Brien et al, 2007;Rukavina et al, 2019). For instance, O'Brien et al (2007) administered the AFA to a sample of trainee PE teachers and found that the mean (M) score obtained on the Dislike subscale was 1.5 standard deviation (SD) below the midpoint of the scale, indicating a pro-fat attitude of the trainees in the sample.…”

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 99%

“…The cognitive component of explicit anti-fat bias has been assessed through the measurement of PE teachers' stereotypical beliefs. Most of these studies have shown that PE teachers endorsed stereotypes that represent overweight/obese individuals as lazy, incompetent, and weak-willed (Gago et al, 2012;Gobbi et al, 2017;Greenleaf and Weiller, 2005;Greenleaf et al, 2008;O'Brien et al, 2007;Peterson et al, 2012;Tingstrom and Nagel, 2017). For example, Greenleaf and Weiller (2005) surveyed 105 PE teachers and found that they had lower expectations of overweight students than healthy-weight students, both in terms of their physical abilities and their reasoning, cooperative, and social interaction skills.…”

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 99%

“…Greenleaf et al (2008), applying a modified version of the Fat Stereotypes Questionnaire (Davison and Birch, 2004) to a sample of trainee PE teachers, discovered that overweight children, in comparison with non-overweight children, were thought to be lazier and less socially adept, among other common stereotypes. Research using the Willpower subscale of the AFA questionnaire has also found that trainee PE teachers considered that overweight/obese children lack the willpower required to control their weight (Gago et al, 2012;Gobbi et al, 2017;O'Brien et al, 2007).…”

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 99%

See 4 more Smart Citations

Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?

Márquez

Sierra-Robles

Sánchez-García

et al. 2020

European Physical Education Review

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It has been suggested that physical education (PE) teachers hold strong anti-fat attitudes and that these can have an impact on the health of their students. In this study, we compare the attitudes and stereotypes towards obesity of PE teachers with those of their colleagues who teach mathematics. In addition, we evaluated the association between the teachers’ anti-fat biases and the level of physical activity (PA) of their students. The sample consisted of 81 PE teachers and 75 mathematics teachers. The adolescent sample consisted of 1792 secondary school students. The assessment of attitudes and stereotypes was conducted with the Implicit Association Test and the Anti-Fat Attitudes questionnaire. The PA level of the adolescents was determined by a self-administered instrument. PE and mathematics teachers showed similar biases, except for the automatic obesity–laziness association, which was stronger for PE teachers than for mathematics teachers. These distinctive implicit stereotypes of PE teachers were also significant predictors of the lack of PA in adolescents. We recommend the use of interventions aimed at reducing non-traditional forms of prejudice in teachers.

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Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?supporting

confidence: 86%

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 95%

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 99%

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 99%

Section: Do Physical Education (Pe) Teachers Have An Anti-fat Bias?mentioning

confidence: 99%

See 3 more Smart Citations

Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?

Márquez

Sierra-Robles

Sánchez-García

et al. 2020

European Physical Education Review

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Dimensões dos preconceitos e estigmas na Educação

Carvalho

Ximenes

2022

Educação (Porto Alegre, Online)

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Este estudo tem como objetivo analisar as implicações dos estigmas e preconceitos na Educação na busca de compreender como esses conceitos se atualizam e reverberam em publicações científicas. Trata-se de uma revisão sistemática de literatura realizada em artigos científicos publicados de 2013 a 2021 na base de dados Redalyc e PsycINFO, considerando os artigos publicados nos idiomas inglês, português e espanhol, mediante uso dos descritores preconceito, estigma e vergonha na área da Educação e da Psicologia. De 873 artigos localizados, foram selecionados 44 para análise, com o auxílio do software Atlas Ti 5.2, divididos em quatro dimensões: cognitiva, afetiva, comportamental e institucional. Os resultados apontam para o automatismo de crenças em discursos morais que reforçam estereótipos, interferindo nas relações de afeto desencadeando afastamento ou reações de riso, nojo ou pena, bem como medo, silenciamento e angústia em quem sofre. Aumentam comportamentos agressivos e diminui o apoio social, sendo necessárias intervenções institucionais sistemáticas, de longa duração e participativas. Destaca-se, por fim, a necessidade de maiores estudos sobre o tema no campo da educação superior com a participação dos diversos sujeitos sociais.

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Relação entre satisfação sexual e satisfação com a imagem corporal de mulheres obesas e mulheres submetidas à cirurgia bariátrica

Souza¹,

Ernesto²,

Junqueira³

et al. 2021

RSD

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O presente artigo teve como objetivo comparar a imagem corporal e satisfação sexual em mulheres obesas e mulheres submetidas a cirurgia bariátrica há pelo menos 8 meses; verificar qual a autopercepção de ambas as amostras em relação ao peso; verificar se há correlação entre a satisfação com a imagem corporal e a satisfação sexual entre os dois grupos. Participaram 258 mulheres em relacionamento afetivo/sexual, sendo 100 classificadas com obesidade grau II e 158 estavam em condição pós cirurgia bariátrica. Todas as participantes responderam os seguintes instrumentos: Questionário de Caracterização Sociodemográfica; Body Shape Questionnaire e a Escala de Satisfação Sexual para Mulheres (SSS-W). Para a análise da dados, foi realizada análise estatística descritiva, teste t , ANOVA e teste de correlação de Pearson. Como resultado verificou-se que o escore de satisfação sexual no SSSW foi de 106,57(mulheres submetidas à cirurgia) e de 102,98 (obesas), não havendo diferença significativa (p > 0,05). Na satisfação com a imagem corporal, dentre as mulheres com cirurgia, 47,46% foram classificadas como satisfeitas, 25,95% com leve insatisfação, 18,36% apresentaram moderada insatisfação e 8,23% grave insatisfação. Dentre as mulheres obesas 14% apresentaram satisfação, 15% insatisfação em nível leve, 43% moderada insatisfação e 28% grave insatisfação da imagem. Foi encontrada correlação negativa estatisticamente significativa (r = 0,40 p = 0,001) entre Satisfação Sexual e Imagem Corporal. Conclui-se que, independentemente do peso, há a tendência de quanto maior a preocupação da mulher com a imagem corporal menor será sua satisfação sexual.

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Um Estudo Exploratório Da Tendência “Antiobesidade” Entre Professores E Estudantes De Educação Física Italianos

Cited by 4 publications

References 20 publications

Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?

Anti-fat bias in secondary school teachers: Are physical education teachers more biased than mathematics teachers?

Dimensões dos preconceitos e estigmas na Educação

Relação entre satisfação sexual e satisfação com a imagem corporal de mulheres obesas e mulheres submetidas à cirurgia bariátrica

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