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The affective aversive response derived from considering that one’s own body might be negatively evaluated (i.e., social-physique anxiety) has been identified as an important antecedent of various health consequences. However, the connection between sociocultural pressures orienting towards prevailing Western body ideals and physical-social anxiety remains to date unexplored. The aim of the present study was to analyze the effects of sociocultural pressure towards thin body and mesomorphic body ideals perceived from three different sources (i.e., media, family, and peers) on social-physique anxiety in a sample of preadolescents. A longitudinal design and a non-probabilistic convenience sampling technique were used. A total of 651 students (50.4% girls) from 12 schools enrolled in the study. Self-report data were collected on two occasions over a 12-month period, which coincided with the 6th year of primary school and the 1st year of Compulsory Secondary Education. Statistical analyses involved testing different multilevel regression models (Linear Mixed Regression Models). The results showed a gender-differentiated pattern of inf luence of socio-cultural pressure on social-physique anxiety. The perception of pressure towards the mesomorphic body ideal originating in the media explained social-physique anxiety in boys, while the same was true for the perception of pressure towards the thin body ideal originating in the family in girls. The findings suggest that actions aimed at preventing the onset of social-physique anxiety in preadolescents could benefit from adopting a gender-differentiated perspective., La respuesta afectiva aversiva derivada de considerar que el propio cuerpo podría está siendo negativamente evaluado (i. e., la ansiedad físico-social) se considera un importante antecedente de diversas consecuencias de salud. No obstante, la conexión entre las presiones socioculturales que orientan hacia los ideales corporales occidentales preponderantes y la ansiedad físico-social permanece hasta la fecha inexplorada. El objetivo de este trabajo fue analizar los efectos de la presión sociocultural hacia los ideales de cuerpo delgado y cuerpo mesomórfico percibida desde tres fuentes (i.e., medios de comunicación, familia e iguales) sobre la ansiedad físico-social en una muestra de preadolescentes. Se empleó un diseño longitudinal y una técnica de muestreo no probabilístico accidental. Participaron 651 estudiantes (50.4% chicas) de 12 centros educativos. Se recabaron datos de tipo autoinformado en dos ocasiones separadas por un periodo de doce meses, coincidiendo con los cursos 6º de primaria y 1º de Educación Secundaria Obligatoria. Se testaron diferentes modelos de regresión multinivel (Modelos Lineales de Regresión Mixta). Los resultados mostraron un patrón de inf luencia diferenciado en función del sexo. La percepción de presión hacia el ideal de cuerpo mesomórfico originada en los medios de comunicación explicaba la ansiedad físico-social en chicos, ocurriendo lo propio en el caso de la percepción de presión hacia el ideal de cuerpo delgado originada en la familia en chicas. Estos hallazgos sugieren que las medidas encaminadas a prevenir la aparición de la ansiedad físico-social en preadolescentes podrían beneficiarse de adoptar una perspectiva diferenciada en función del sexo de las personas destinatarias.

Emotional intelligence (EI) and resilience play an important role in the lives of adolescents, and this has been especially so during the coronavirus pandemic, which has affected the mental health of young people. The study objectives were: (i) to analyse the correlations between the EI variables and resilience; (ii) to analyse the differences between the resilience variable and the EI variables according to the sex variable; and (iii) to analyse the predictive relationship between the EI variables and the resilience variable according to sex. A cross-sectional, observational, and descriptive design study was carried out with a convenience sample consisting of 150 students (78 girls; 72 boys) between the ages of 12 and 18 years (M=14.83; SD=1.72). The scales administered were: The Emotional Quotient Inventory and the Resilience Scale. The descriptive statistics were calculated - Student's T test was used to check for differences based on the sex variable, and linear regression analysis was performed to check the prediction ratio of the EI subscales on resilience. The results demonstrated positive and significant relationships between the EI variables and resilience, with EI and resilience being higher in boys than in girls - this differs from previous data, perhaps influenced by the Covid-19 pandemic. The results also reflect that EI positively predicts resilience to a greater extent in boys than in girls., La inteligencia emocional (IE) y la resiliencia cobran un papel importante en la vida de los adolescentes, sobre todo en tiempos de pandemia por coronavirus, donde la salud mental de los jóvenes se ha visto afectada. Los objetivos de estudio fueron: (i) analizar las correlaciones entre las variables de la IE y la resiliencia; (ii) analizar las diferencias entre la variable resiliencia y las variables de IE según la variable sexo; y (iii) analizar la relación de predicción entre las variables de la IE y la variable resiliencia en función del sexo. Se llevó a cabo un estudio de diseño observacional y descriptivo de carácter transversal con una muestra por conveniencia formada por 150 estudiantes (78 chicas; 72 chicos) de entre 12 y 18 años (M=14.83; SD=1.72). Se administraron las escalas: The Emotional Quotient Inventory y Resilence Scale. Se calcularon los estadísticos descriptivos, se usó la prueba T de Student para comprobar las diferencias en función de la variable sexo, y se realizó un análisis de regresión lineal para comprobar la relación de predicción de las subescalas de la IE sobre la resilencia. Los resultados demostraron relaciones positivas y significativas entre las variables de la IE y la resiliencia, siendo mayor la IE y la resiliencia en chicos que en chicas, lo cual difiere con los datos obtenidos hasta el momento, pudiendo tener influencia la pandemia de Covid-19. También, se refleja que la IE predice de forma positiva la resiliencia en mayor medida en los chicos que en las chicas.

This study examined the utility of a biopsychosocial model to explain both higher body mass index (BMI) and disordered eating. The study was designed to examine the predictors of higher BMI and a number of measures of disordered eating (dietary restraint, drive for muscularity, drive for thinness, binge eating, and compensatory behaviour). Young adults (N = 838) recruited from seven countries, grouped into four regions (Europe, North American countries, Australia, Japan), completed an online survey, with each completion being 12 months apart. The survey included assessments of BMI and disordered eating, and a range of biological, psychological and sociocultural factors expected to predict both outcomes. Results revealed unique patterns of association between predictors and BMI as well as different measures of disordered eating in the four geographical regions. The findings identify the specific nature of biopsychosocial factors that predict both higher BMI and different aspects of disordered eating. They also demonstrate that caution needs to be exercised in generalising findings from one country to other countries.

Introduction: Restrained, emotional and intuitive eating were examined in relation to each other and as correlates of participants' weight status, body image and self-esteem. In some past research, restrained and emotional eating have been associated with higher weight status and poorer mental health, while intuitive eating is more frequently linked to lower weight status and more positive well-being. However, these eating styles have rarely been examined together and never in a large cross-country sample. Method: Six-thousand two-hundred and seventy-two (6272) emerging adults (M age = 21.54 years, SD = 3.13) completed scales from the Three-Factor Eating Questionnaire, the Eating Disorders Examination Questionnaire, the Intuitive Eating Scale-2, the Multidimensional Body Self Relations Questionnaire, the Rosenberg Self-Esteem Scale, and provided weight and height information that was used to calculate body mass index (BMI). Participants resided in Australia, Belgium, Canada, China, Italy, Japan, Spain and the United States and provided information using an online survey. Results: Path analyses for the entire sample revealed significant pathways between higher intuitive eating and higher body satisfaction and self-esteem, and lower BMIs among participants. Higher levels of restrained and emotional eating were associated with lower body satisfaction and self-esteem, and higher BMIs among participants. Minor cross-country differences were evident in these patterns of relations, but intuitive eating emerged as a consistent predictor across countries. Conclusion: Overall, findings suggest that efforts should be made to increase intuitive eating among emerging adults and to support individual and macrolevel interventions to decrease restrained and emotional eating behaviours.

Guided by self-determination theory, the objective of the present research was to examine the differences between physical education (PE) and foreign language (FL) pre-service teachers in terms of the associations between perceived educator-created (dis)empowering climates and need-based experiences and motivation. A convenience sample of 246 PE and 208 FL pre-service teachers (57.08% women, Mage=24.92, SD=4.07) participated in this cross-sectional research. All the participants came from eight Andalusian public universities: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). The participants completed the following scales: the Educator-Created Empowering and Disempowering Climate Questionnaire, the Basic Psychological Needs Satisfaction Scale, the Psychological Needs Thwarting Scale, and the Academic Motivation Scale. The results showed that PE pre-service teachers scored significantly higher than FL pre-service teachers in disempowering climate, need satisfaction and amotivation. The results from the multi-group path analysis revealed that, overall, empowering and disempowering climates were differentially associated with the motivational outcomes between the PE and FL pre-service teachers. More specifically, FL pre-service teachers had slightly higher associations between empowering climates and need satisfaction, and between disempowering climates and need frustration. Conclusions: the findings underscore the importance not only of teacher educators creating empowering climates. FUNDING INFORMATION. “This research was financed by the Andalusian Research, Development, and Innovation Plan (PAIDI 2020) of the Andalusian Regional Government: grant number P20_00148”; research project (I+D+i) entitled "Is the empowering-disempowering motivational climate that undergraduate students perceive related to their intention of becoming a teacher?, Basado en la teoría de la auto-determinación, el objetivo de la presente investigación fue analizar las diferencias en las asociaciones del clima (des)empoderador creado por el formador con la satisfacción y frustración de las necesidades psicológicas básicas y la calidad de la motivación entre el profesorado en formación inicial de educación física (EF) y de lengua extranjera (LE). En este estudio trasversal, participó una muestra de conveniencia de 246 docentes de formación inicial de EF y 208 de LE (57,08%mujeres, Medad=24,92, SD=4,07). Los participantes pertenecían a ocho universidades públicas andaluzas: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). Cada participante completó las siguientes escalas: el Educator-Created Empowering and Disempowering Climate Questionnaire, la Basic Psychological Needs Satisfaction Scale, la Psychological Needs Thwarting Scale, y la Escala de Motivación Académica. Los resultados mostraron que el profesorado en formación inicial de EF obtuvo valores medio significativamente superiores que el profesorado en formación inicial de LE en el clima desempoderador, satisfacción de las necesidades y desmotivación.