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dc.contributor.authorMorales Rodríguez, Francisco Manuel 
dc.contributor.authorRodríguez Clares, René
dc.contributor.authorGarcía Muñoz, María Remedios
dc.date.accessioned2020-11-06T10:31:48Z
dc.date.available2020-11-06T10:31:48Z
dc.date.issued2020-08-27
dc.identifier.citationMorales Rodríguez, F.M.; Rodríguez Clares, R.; García Muñoz, M.R. Influence of Resilience, Everyday Stress, Self-Efficacy, Self-Esteem, Emotional Intelligence, and Empathy on Attitudes toward Sexual and Gender Diversity Rights. Int. J. Environ. Res. Public Health 2020, 17, 6219. [https://doi.org/10.3390/ijerph17176219]es_ES
dc.identifier.urihttp://hdl.handle.net/10481/64098
dc.description.abstractThe 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-e cacy, 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 e ective 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-e cacy, self-esteem, emotional intelligence, empathy, and everyday stress which highlights how “education is an instrument of social transformationes_ES
dc.description.sponsorshipUNESCOes_ES
dc.language.isoenges_ES
dc.publisherMdpies_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectAttitudes toward sexual orientation and gender identity rightses_ES
dc.subjectUniversity Studentses_ES
dc.subjectResiliencees_ES
dc.subjectEveryday stresses_ES
dc.subjectEmotional intelligence es_ES
dc.subjectBurnoutes_ES
dc.subjectEmpathy es_ES
dc.titleInfluence of Resilence, Everyday Stress, Self-Efficacy, Self-Esteem, Emotional Intelligence, and Empathy on Attitudes toward Sexual and Gender Diversity Rightses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/ijerph17176219
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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