Examinando por Autor "Mendoza, M.C."

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    Emotional regulation and physical recovery in young athletes of individual and collective sport modalities
    (Revista Internacional de Ciencias del Deporte, 2018-07) Molina, V.M.; Oriol, X.; Mendoza, M.C.
    Due to the influence of positive and negative affects experienced during competition on sports performance, emotional regulation is one of the psychological variables that are more interesting to the sport psychology field. In this sense, this study analyzes how the use of reappraisal and suppression stimulates or hampers the physical recovery of young athletes. All of this taking into account the mediating role of self-efficacy and cognitive anxiety experienced during competition. Three hundred Chilean athletes with ages from 11 to 18 years old participated in this study (M = 15.15; SD = 2.38). Specifically, 139 of them practiced individual sports (boating, athletics, swimming, rhythmic gymnastics, and tennis) and 161 collective sports (basketball, volleyball, soccer, and rugby). Results show that the use of cognitive reappraisal as a dispositional strategy is associated with positive affect. In addition, cognitive reappraisal promotes self-efficacy in athletes during competition and stimulates their physical recovery. Emotional suppression produces the opposite effect, being associated to negative affect and impairing physical recovery by cognitive anxiety. Results are also discussed related to differences observed in the use of these two emotional regulation strategies in individual and collective sports, along with their practice implications for the training of young athletes in both modalities. © 2018 Revista Internacional de Ciencias del Deporte. All rights reserved.
  • Miniatura
    Ítem
    Violent relationships at the social-ecological level: A multi-mediation model to predict adolescent victimization by peers, bullying and depression in early and late adolescence
    (Public Library of Science, 2017-03) Oriol, X.; Miranda, R.; Amutio, A.; Acosta, H.C.; Mendoza, M.C.; Torres-Vallejos, J.
    Background From the social-ecological perspective, exposure to violence at the different developmental levels is fundamental to explain the dynamics of violence and victimization in educational centers. The following study aims at analyzing how these relationships are produced in the Peruvian context, where structural violence situations exist. Methods A multi-mediation structural model with 21,416 Peruvian adolescents (M = 13.69; SD = 0.71) was conducted to determine the influence of violence in the school environment on violence perceived within school and violence exercised by teachers. In addition, it was also intended to determine whether these violent relationships predict depression through loneliness, and bullying through peer victimization. The existence of differences between early and late adolescence was also verified. Results Results confirm that violence in the school setting has high influence on violence exercised by adolescents and teachers within the school. Teacher violence is the most important predictor of depression through loneliness, and encourages peer victimization and the emergence of aggressive behavior. Exposure to violence exercised by support sourcesteachers and classmatesexplains more than 90% of the total variance explained in bullying behavior. Differences were found between early and late adolescence models. Conclusion The high prevalence of structural violence in school settings facilitates the bullying/victimization dynamics within school. From a social-ecological perspective, this result suggests the importance of network cooperation at a mesosystem level, with teachers from educational centers playing a crucial role in the prevention of bullying/victimization.