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O presente estudo teve como objetivo analisar os níveis de stress, ansiedade e depressão em estudantes do ensino superior, bem como explorar a relação destas variáveis com as estratégias de regulação emocional utilizadas, tanto cognitivas, quanto comportamentais. Participaram no estudo 315 estudantes, com idades compreendidas entre os 18 e os 53 anos, que responderam a um questionário composto pela Escala de Ansiedade, Depressão e Stress (EADS-21), o Questionário de Regulação Emocional Comportamental (BERQ), e o Questionário de Regulação Emocional Cognitiva (CERQ). Os resultados indicaram níveis moderados a elevados de sintomatologia psicológica, sendo o stress o mais prevalente. Estratégias de regulação emocional desadaptativas, como a ruminação, a catastrofização e a autoculpabilização revelaram-se associadas a níveis mais elevados de sintomas emocionais. Foram também encontradas diferenças estatisticamente significativas em função do género e do ciclo de estudos, com maiores níveis de stress, ansiedade e depressão e menor utilização de estratégias de regulação emocional adaptativas, nas raparigas e estudantes de licenciatura. Estes resultados sublinham a importância da promoção da literacia emocional e da implementação de estratégias preventivas no contexto da saúde mental dos estudantes do ensino superior.
The present study aimed to analyze the levels of stress, anxiety, and depression among higher education students, as well as to explore the relationship of these variables with the emotional regulation strategies used, both cognitive and behavioral. A total of 315 students, aged between 18 and 53 years, participated in the study and completed a questionnaire composed of the Depression, Anxiety and Stress Scales (DASS-21), the Behavioral Emotion Regulation Questionnaire (BERQ), and the Cognitive Emotion Regulation Questionnaire (CERQ). The results indicated moderate to high levels of psychological symptoms, with stress being the most prevalent. Maladaptive emotional regulation strategies, such as rumination, catastrophizing, and self-blame, were associated with higher levels of emotional symptoms. Statistically significant differences were also found according to gender and study cycle, with girls and undergraduate students presenting higher levels of stress, anxiety, and depression, as well as lower use of adaptive regulation strategies. These findings highlight the importance of promoting emotional literacy and implementing preventive strategies within the context of higher education students’ mental health.
The present study aimed to analyze the levels of stress, anxiety, and depression among higher education students, as well as to explore the relationship of these variables with the emotional regulation strategies used, both cognitive and behavioral. A total of 315 students, aged between 18 and 53 years, participated in the study and completed a questionnaire composed of the Depression, Anxiety and Stress Scales (DASS-21), the Behavioral Emotion Regulation Questionnaire (BERQ), and the Cognitive Emotion Regulation Questionnaire (CERQ). The results indicated moderate to high levels of psychological symptoms, with stress being the most prevalent. Maladaptive emotional regulation strategies, such as rumination, catastrophizing, and self-blame, were associated with higher levels of emotional symptoms. Statistically significant differences were also found according to gender and study cycle, with girls and undergraduate students presenting higher levels of stress, anxiety, and depression, as well as lower use of adaptive regulation strategies. These findings highlight the importance of promoting emotional literacy and implementing preventive strategies within the context of higher education students’ mental health.
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Palavras-chave
Ansiedade Depressão Estratégias de Regulação
Emocional Comportamentais Estratégias de Regulação Emocional Cognitivas Estudantes Universitários Saúde Mental Stress