The Effect of Ramadan and COVID-19 on the Relationship between Physical Activity and Burnout among Teachers
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Measures
2.2.1. Physical Activity
2.2.2. Burnout
2.3. Statistical Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Variable | Before COVID-19 | Before Ramadan | During Ramadan | Statistical Significance |
---|---|---|---|---|
Vigorous MET | 312.98 ± 442.01 | 213.33 ± 256.49 | 49.12 ± 161.95 | p < 0.001 |
Moderate MET | 192.98 ± 238.34 | 168.07 ± 238.68 | 47.01 ± 89.16 | p < 0.001 |
Walking MET | 680.26 ± 823.27 | 536.68 ± 640.48 | 393.97 ± 619.30 | p = 0.096 |
Total PA | 1186.22 ± 1130.68 | 918.08 ± 938.60 | 490.11 ± 652.29 | p < 0.001 |
Emotional exhaustion | 9.01 ± 6.81 | 11.03 ± 6.76 | 14.85 ± 6.79 | p < 0.001 |
Personal accomplishment | 22.82 ± 7.77 | 19.14 ± 6.52 | 22.73 ± 6.97 | p = 0.008 |
Depersonalization | 2.59 ± 3.16 | 3.12 ± 3.84 | 2.70 ± 3.90 | p = 0.75 |
Total PA | Vigorous MET | Moderate MET | Walking MET | Emotional Exhaustion | Depersonalization | Personal Accomplishment | |
---|---|---|---|---|---|---|---|
Total PA | 1 | ||||||
Vigorous MET | 0.51 (<0.001) | 1 | |||||
Moderate MET | 0.59 (<0.001) | 0.23 (0.05) | 1 | ||||
Walking MET | 0.64 (<0.001) | 0.15 (0.2) | 0.31 (0.03) | 1 | |||
Emotional exhaustion | −0.58 (<0.001) | −0.34 (0.004) | −0.78 (<0.001) | −0.57 (<0.001) | 1 | ||
Depersonalization | −0.21 (0.07) | −0.23 (0.26) | −0.20 (0.06) | −0.19 (0.09) | 0.35 (<0.001) | 1 | |
Personal accomplishment | 0.61 (<0.001) | 0.37 (<0.001) | 0.84 (<0.001) | 0.65 (<0.001) | −0.68 (<0.001) | −0.41 (<0.001) | 1 |
Total PA | Vigorous MET | Moderate MET | Walking MET | Emotional Exhaustion | Depersonalization | Personal Accomplishment | |
---|---|---|---|---|---|---|---|
Total PA | 1 | ||||||
Vigorous MET | 0.66 (<0.001) | 1 | |||||
Moderate MET | 0.67 (<0.001) | 0.41 (<0.001) | 1 | ||||
Walking MET | 0.72 (<0.001) | 0.13 (0.3) | 0.20 (0.13) | 1 | |||
Emotional exhaustion | −0.47 (<0.001) | −0.32 (0.01) | −0.72 (<0.001) | −0.45 (<0.001) | 1 | ||
Depersonalization | −0.24 (0.06) | −0.19 (0.12) | −0.25 (0.056) | −0.23 (0.08) | 0.32 (0.002) | 1 | |
Personal accomplishment | 0.51 (<0.001) | 0.32 (0.01) | 0.76 (<0.001) | 0.54 (<0.001) | −0.61 (<0.001) | −0.45 (<0.001) | 1 |
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Slimani, M.; Znazen, H.; Azaiez, F.; Bragazzi, N.L. The Effect of Ramadan and COVID-19 on the Relationship between Physical Activity and Burnout among Teachers. Nutrients 2022, 14, 2648. https://doi.org/10.3390/nu14132648
Slimani M, Znazen H, Azaiez F, Bragazzi NL. The Effect of Ramadan and COVID-19 on the Relationship between Physical Activity and Burnout among Teachers. Nutrients. 2022; 14(13):2648. https://doi.org/10.3390/nu14132648
Chicago/Turabian StyleSlimani, Maamer, Hela Znazen, Fairouz Azaiez, and Nicola Luigi Bragazzi. 2022. "The Effect of Ramadan and COVID-19 on the Relationship between Physical Activity and Burnout among Teachers" Nutrients 14, no. 13: 2648. https://doi.org/10.3390/nu14132648