Percorrer por autor "Mercader-Rubio, Isabel"
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- Contributions of one hypothetical model of predictive relationships between psychological skills and emotional intelligence in university student-athletes: A cross-sectional studyPublication . Mercader-Rubio, Isabel; Ángel, Nieves Gutiérrez; Brito-Costa, Sónia; ROSAS DA SILVA, SOFIA DE LURDES; Moisão, Ana; Furtado, GuilhermePsychological skills are considered in sport psychology as indispensable capabilities to analyze the athlete’s own vision of his or her own personality. These skills encompass self-confidence, positive and negative coping control, attentional control, visual-imaginative control, motiva-tional level, and attitudinal control. The significance of this research lies in demonstrating the relationship established between each of the dimensions of emotional intelligence and the con-stituent skills of the personality. As such, this study aims to investigate the relationship between the seven factors related to psychological skills and emotional intelligence (attention, clarity, and emotional regulation). The sample comprises 163 university students pursuing degrees in Phys-ical Activity and Sports Sciences, [70,9% (N = 117) men and 27.9% (N = 46) women] with a mean age of 20.33 years. As assessment instruments, we used two validated and standardized scales, the IPED and the TMMS-24. The main findings of this work allow us to affirm the existence of a relationship between the three dimensions of emotional intelligence and the control of both positive and negative coping, attentional control, visual-imaginative control, motivational level, and attitudinal control. In conclusion, this study underscores the necessity of cognitive and emotional training, in addition to physical training, to enhance these skills among both male and female athletes.
- Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students—Relations with Emotional IntelligencePublication . Mercader-Rubio, Isabel; Ángel, Nieves Gutiérrez; ROSAS DA SILVA, SOFIA DE LURDES; Furtado, Guilherme; Brito-Costa, SóniaIn this paper, we have focused on the Self-Determination Theory, paying special attention to intrinsic motivation, which is understood as the motivation that leads the subject to perform a task without the expectation of obtaining an external reward. In the field of sport, motivation is one of the most studied variables and one of the most researched, since it is closely related to the reasons that lead the athletes to start, maintain, and abandon sports practice. The main objective of this study is to analyze the relationship between intrinsic motivation (IM) and emotional intelligence from the theoretical contributions of the Self-Determination Theory. The specific objectives are to analyze attention, clarity, and emotional regulation, as well as intrinsic motivation to acquire knowledge. Additionally, we aim to explore the relationship between attention, clarity, and emotional regulation and the intrinsic motivation to achieve something. Lastly, we investigate the correspondence between attention, clarity, and emotional regulation and the intrinsic motivation to experience stimuli. The sample consists of 163 undergraduate and master’s students related to Physical Activity and Sports Sciences, studying at a Spanish public university, located in the southeast region of Andalusia—specifically, in the city of Almería. The participants had a mean age of 20.33 years. In terms of gender, 70.9% (n = 117) were men and 27.9% (n = 46) women. In terms of degree, 76.7% (n = 147) were undergraduate students and 23.3% (n = 18) were postgraduate students. The Sports Motivation Scale (SMS/EMD) was used to assess intrinsic motivation, and the TMMS-24 was used to assess emotional intelligence. The main findings of this research demonstrate the existence of a relationship between the three dimensions of emotional intelligence (emotional attention, emotional clarity, and emotional regulation) and intrinsic motivation (intrinsic motivation to know something, intrinsic motivation to achieve something, and intrinsic motivation to experience stimulation). These findings emphasize the importance of emotional intelligence for intrinsic motivation.
- Levels of Somatic Anxiety, Cognitive Anxiety, and Self-Efficacy in University Athletes from a Spanish Public University and Their Relationship with Basic Psychological NeedsPublication . Mercader-Rubio, Isabel; Ángel, Nieves Gutiérrez; ROSAS DA SILVA, SOFIA DE LURDES; Brito-Costa, SóniaResearch on self-efficacy, cognitive anxiety and somatic anxiety provides fundamental information to early identify weak areas in the training of athletes and to implement actions that contribute to the improvement and maintenance of sporting activities. The aim of this study was to analyze the relationship between anxiety (somatic anxiety, cognitive anxiety and self-efficacy) and basic psychological needs (competence, autonomy and relationship with others). The sample was composed of 165 university students enrolled in courses related to physical activity and sport sciences, with a mean age of 20.33 years (SD = 3.44), studying in a Spanish public university located in Almeria, in the southeast of Spain (Andalusia). The main findings showed the existence of a continuous and effective relationship between self-efficacy and basic psychological needs. While there was no positive and direct relationship between cognitive anxiety and somatic anxiety and autonomy, there was a direct and positive relationship between cognitive anxiety and somatic anxiety and competence and the relationship with others. Therefore, the results obtained showed that a more positive form of motivation would be autonomous motivation, as it helps to interpret the perception of self-efficacy, favoring performance in competition, whereas controlled motivation has the opposite effect. The importance of this research resides in the fact that it shows that within the sports field, an athlete’s self-perception has an indirect negative effect on pre-competitive somatic anxiety, and the link in this relationship is task orientation and the absence of demotivation towards sport. Despite this, the same effect on cognitive anxiety was not produced.
- Relationships between somatic anxiety, cognitive anxiety, self-efficacy, and emotional intelligence levels in university physical education studentsPublication . Mercader-Rubio, Isabel; Ángel, Nieves Gutiérrez; ROSAS DA SILVA, SOFIA DE LURDES; Moisão, Ana; Brito-Costa, SóniaOne of the most studied topics nowadays, from psychology in general, and from sport psychology, is anxiety. In fact, research on anxiety has been approached from various theoretical perspectives ranging from psychoanalysis, behaviorism, or more recently, those theories that take into consideration the importance of affective, rational, and emotional processes. The aim of this study is to analyze the levels of anxiety and emotional intelligence, and their relationship. The sample is composed of 165 university physical education students with a mean age of 20.33 years (SD = 3.44), (70.9% male and 27.9% female). We used the CSAI-2 questionnaire (to measure cognitive anxiety, somatic anxiety, and self-confidence), and the TMMS-24 (to measure emotional intelligence). The main findings of this research highlighted the presence of significant correlations between emotional clarity and emotional regulation, self-confidence, cognitive anxiety, and somatic anxiety. Therefore, we conclude that sporting performance is influenced by various variables of different kinds, including emotions, and highlight the importance of the incorporation of the emotional component in the field of sport.