La ansiedad y la insatisfacción corporal son factores de riesgo para los trastornos de conducta alimentaria y de la ingesta de alimentos. La presente investigación busca analizar los niveles de ansiedad e insatisfacción corporal, y su relación con las diferencias en función del género, curso y centro de estudios en 516 universitarios de Burgos, España –el 42.8 % fueron varones y el 57.2 %, mujeres; M = 21.7 años (DT = 4.1)–, utilizando un muestreo aleatorio estratificado. Para ello, se realizó un estudio descriptivo transversal en el que se aplicó el Cuestionario de Ansiedad Estado-Rasgo y la subescala Insatisfacción Corporal del Inventario de Trastornos de Conducta Alimentaria. Como resultados, alrededor del 20 % de los participantes presentó niveles altos de ansiedad, aunque no se encontraron diferencias por género, curso o centro; adicionalmente, el 61.4 % presentó alta o moderada insatisfacción corporal, principalmente si eran mujeres, personas ansiosas, o de segundo curso en la universidad. También se encontró interrelación entre estos factores, por lo cual en algunos universitarios se pudo identificar determinado riesgo para la aparición de trastornos de la conducta alimentaria y de la ingesta de alimentos.

Background: The passage through university is a complex experience that can heighten personal susceptibility to eating disorders. The objective of this research is to determine how gender, age, course, educational faculty, and body mass index (BMI) can influence the risk of eating disorders among university students. Method: A transversal and descriptive study is conducted with a sample of 516 Spanish students (57.2% female, 42.8% male; M_age = 21.7, SD_age = 4.1) following 26 university degrees. The Inventory Eating Disorder-Reference criterion (EDI-3-RF) was administered to the students. Contingency tables were used between categorical variables with the chi-squared statistic, at a significance level of p < 0.05. The Student t-test was used for two independent samples and a one-way ANOVA test with the post hoc Bonferroni test for more than two groups. Pearson’s correlation and a simple linear regression analysis were used to analyze the relationship between the variables in its quantitative version. Results: It was found that the female students enrolled in the second year presented a greater obsession with thinness and body dissatisfaction (p = 0.029; d = 0.338); the male students practiced more physical exercise to control their weight (p = 0.003); and that students under the age of twenty (p < 0.010; d = 0.584) and students from both the Health (p = 0.0.13) and Law (p = 0.021) educational faculties showed greater bulimic behavior (d = 0.070). More females are underweight (z = 2.8), and more men are overweight (z = 2.4). Normal-weight students scored significantly higher in thinness obsession (p = 0.033). Overweight students scored significantly higher on thinness obsession (p < 0.001) and body dissatisfaction (p < 0.001). Obese students scored significantly higher on body dissatisfaction (p = 0.04). Conclusions: The data obtained in this study, reinforce the hypothesis that the female gender, at an age within the limits of early adolescence, in the first year of the degree courses, with specific university qualifications, and a high BMI constituted factors that could provoke an eating disorder. Consequently, it is necessary to implement preventive measures adapted to the circumstances of each university student.

Durante un tiempo se consideró que las personas con discapacidad intelectual (DI) no se veían afectadas negativamente por el estrés y por ello no se incluían en los estudios de afrontamiento del estrés. En este trabajo se aplica la adaptación española del Inventario de Estrategias de Afrontamiento (CSI) a una muestra de 262 adultos, entre 20 y 74 años, 108 con DI y 154 sin DI, de Burgos (España). Se observan diferencias significativas en las personas con DI en relación con la edad: en apoyo social, los menores de 40 años puntúan más alto que los mayores de 50. En las personas sin DI, las mujeres tienden a utilizar significativamente más las estrategias centradas en la búsqueda de apoyo (M = 15.05, DT = 6.21) y en la liberación de emociones (M = 12.16, DT = 4.3) que los hombres (M = 10.00, DT = 6.21; M = 8.29, DT = 5.26), pero estos recurren más a la estrategia de retirada social (M = 8.09, DT = 5.19) que las mujeres (M = 5.05, DT = 3.82). Las personas con DI utilizan menos las estrategias de resolución de problemas, reestructuración cognitiva y apoyo social que las personas sin DI.

Teacher’s professional identity (TPI) is an essential and decisive element in the way future EY and primary teachers approach their labour. This study aims to analyse how and when student teachers build TPI and to study its relationship with personal well-being. The sample was made up of 135 students of the Faculty of Education of the University of Burgos (Spain), aged 18–44. A questionnaire elaborated ad hoc and an individual psychological well-being scale were both implemented. The results suggest that training activities, initially scheduled by the university courses, are those which most contribute to the building of a TPI; that there seem to be no differences in relation to gender and year of study in the factors which contribute to its development, regardless of whether it is rather innovative or research-oriented and that there is a relationship between types of TPI, as well as between these and the satisfaction with academic choice, and psychological well-being. Future teachers should build a solid TPI which enables them to successfully adapt to complex educational settings and encourages them to innovate. It is necessary to gradually make room for reflection from the beginning of the university training, as this could improve the future professional performance and the students’ psychological well-being.