The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

Effects of a Combination of Three-Dimensional Virtual Reality and Hands-on Horticultural Therapy on Institutionalized Older Adults’ Physical and Mental Health: Quasi-Experimental Design

Background Institutionalized older adults have limited ability to engage in horticultural activities that can improve their physical and mental health. Objective This study explored the effects of a combination of 3D virtual reality and horticultural therapy on institutionalized older adults’ physical and mental health. Methods The study used a quasi-experimental design. A total of 106 older adults from 2 long-term care facilities were recruited and assigned to the experimental (n=59) or control (n=47) group. The experimental participants received a 9-week intervention. Both groups completed 3 assessments: at baseline, after the intervention, and 2 months later. The outcome variables included health status, meaning in life, perceived mattering, loneliness, and depression. Results The experimental group demonstrated significantly improved health status (P<.001), meaning in life (P<.001), and perceived mattering (P<.001) as well as significantly reduced depression (P<.001) and loneliness (P<.001) compared to the control group immediately after the intervention; these effects persisted for up to 2 months. Conclusions This study verified the beneficial effects of a combination of 3D virtual reality and hands-on horticultural therapy on older adults’ health. These results could support the future successful implementation of similar programs for institutionalized older adults on a larger scale.

Effects of a Combination of Three-Dimensional Virtual Reality and Hands-on Horticultural Therapy on Institutionalized Older Adults’ Physical and Mental Health: Quasi-Experimental Design (Preprint)

BACKGROUND Institutionalized older adults have limited ability to engage in horticultural activities that can improve their physical and mental health. OBJECTIVE This study explored the effects of a combination of 3D virtual reality and horticultural therapy on institutionalized older adults’ physical and mental health. METHODS The study used a quasi-experimental design. A total of 106 older adults from 2 long-term care facilities were recruited and assigned to the experimental (n=59) or control (n=47) group. The experimental participants received a 9-week intervention. Both groups completed 3 assessments: at baseline, after the intervention, and 2 months later. The outcome variables included health status, meaning in life, perceived mattering, loneliness, and depression. RESULTS The experimental group demonstrated significantly improved health status (<i>P</i>&lt;.001), meaning in life (<i>P</i>&lt;.001), and perceived mattering (<i>P</i>&lt;.001) as well as significantly reduced depression (<i>P</i>&lt;.001) and loneliness (<i>P</i>&lt;.001) compared to the control group immediately after the intervention; these effects persisted for up to 2 months. CONCLUSIONS This study verified the beneficial effects of a combination of 3D virtual reality and hands-on horticultural therapy on older adults’ health. These results could support the future successful implementation of similar programs for institutionalized older adults on a larger scale.

The Relationships Among Perceived Organization Support, Resilience, Perceived Mattering, Emotional Exhaustion, and Job Satisfaction in Adapted Physical Educators

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

U.S. Physical Education Teacher Education Faculty Members’ Workplace Perceptions Across Gender and Institution Type

Purpose: To examine the workplace experience of physical education teacher educators while accounting for gender and institution type. Method: Participants included 286 U.S. faculty members (151 females and 135 males). Data were collected using an online survey that included measures of negative (i.e., marginalization, isolation, role stress, emotional exhaustion) and positive (i.e., perceived mattering, perceived organizational support) workplace experiences. Primary analyses began with a multivariate analysis of covariance followed up by univariate analyses of covariance to examine the differences in study variables based on gender and institution type. Results: Doctoral institution faculty members reported higher marginalization and lower perceived mattering and organizational support. Female faculty members reported higher role overload and emotional exhaustion. Discussion: Results highlight differences in the faculty experience across institution types as well as gender disparities. Recommendations are provided for improving the faculty experience as well as for future research in the area.