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Bem-estar subjetivo e Funcionamento Psicológico Positivo
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Abstract(s)
A generalidade dos estudantes ingressa no Ensino Superior (ES) com expectativas positivas de sucesso. No entanto, muitos experienciam dificuldades diversas na sua adaptação, que poderão afetar o seu bem-estar e o seu desempenho académico. O objetivo principal deste estudo é analisar o bem-estar subjetivo e o funcionamento psicológico positivo de estudantes ao longo do seu percurso no ES. Além disso, pretende-se analisar a relação destes constructos com as variáveis ano de estudo, sexo, deslocação da residência habitual e rendimento académico. Participaram 137 estudantes, em dois momentos distintos, com um ano de intervalo: quando frequentavam o 1º (n = 95) ou o 2º ano (n = 42) da licenciatura e um ano depois. Foram utilizadas a Satisfaction With Life Scale (SWLS), a Positive and Negative Affect Schedule (PANAS) e a Escala de Funcionamento Psicológico Positivo (EFPP). Os resultados, na amostra global, não revelaram diferenças significativas entre os dois momentos (M1 e M2) nas dimensões e nos constructos em estudo, apontando para uma estabilidade temporal quer ao nível do BES, quer ao nível do FPP e dos recursos que este constructo envolve. Contudo, a análise separada dos estudantes em função do ano escolar, revelou um decréscimo significativo na dimensão Autoestima do 1º para o 2º ano, bem como uma melhoria na Autonomia, do 2º para o 3º ano. Além disso, os estudantes que se encontravam deslocados de sua residência habitual registraram um aumento significativo na dimensão Satisfação com a Vida à medida que progridem no ES. Considerando a variável sexo, apenas se verificaram diferenças na dimensão Curiosidade, sendo a pontuação mais favorável no sexo feminino. Relativamente ao rendimento académico, evidenciaram-se correlações significativamente positivas entre as notas de acesso ao ES e o Afeto Positivo, o Afeto Negativo, o Otimismo e a Vitalidade. Conclui-se com uma reflexão em torno do acompanhamento fornecido aos estudantes ao longo do seu percurso no ES, com um foco particular no momento da transição e em certos subgrupos que poderão estar em maior risco, em termos de funcionamento psicológico e adaptação académica.
Most students enter Higher Education (HE) with positive expectations for success. However, many experience different difficulties in their adaptation, which may affect their well-being and academic performance. The main objective of this study is to analyze the subjective well-being and the positive psychological functioning of students on their path in HE. In addition, it is intended to analyze the relationship of these constructs with the variables year of study, sex, displacement of habitual residence and academic performance. 137 students participated, in two different moments, one year apart: when they attended the 1st (n = 95) or 2nd year (n = 42) of the degree and one year later. The Satisfaction With Life Scale (SWLS), the Positive and Negative Affect Schedule (PANAS) and the Positive Psychological Functioning Scale (PPFS) were used. The results, in the global sample, did not reveal significant differences between the two moments (M1 and M2) in the dimensions and constructs under study, pointing to a temporal stability in SWB and PPF, and also, in the resources that this construct involves. However, the separate analysis of students according to the school year, revealed a significant decrease in the Self-esteem dimension from the 1st to the 2nd year, as well as an improvement in Autonomy from the 2nd to the 3rd year. In addition, students who moved from their usual residence, registered a significant increase in the Life Satisfaction dimension, as they progress in HE. Considering the gender variable, there were only differences in the Curiosity dimension, with the most favorable score in females. Regarding academic performance, there were significant positive correlations between the grades of access to HE and Positive Affect, Negative Affect, Optimism and Vitality. It concludes with a reflection on the monitoring provided to students along their path in HE, with a particular focus on the moment of transition and certain subgroups that may be at greater risk, in terms of psychological functioning and academic adaptation.
Most students enter Higher Education (HE) with positive expectations for success. However, many experience different difficulties in their adaptation, which may affect their well-being and academic performance. The main objective of this study is to analyze the subjective well-being and the positive psychological functioning of students on their path in HE. In addition, it is intended to analyze the relationship of these constructs with the variables year of study, sex, displacement of habitual residence and academic performance. 137 students participated, in two different moments, one year apart: when they attended the 1st (n = 95) or 2nd year (n = 42) of the degree and one year later. The Satisfaction With Life Scale (SWLS), the Positive and Negative Affect Schedule (PANAS) and the Positive Psychological Functioning Scale (PPFS) were used. The results, in the global sample, did not reveal significant differences between the two moments (M1 and M2) in the dimensions and constructs under study, pointing to a temporal stability in SWB and PPF, and also, in the resources that this construct involves. However, the separate analysis of students according to the school year, revealed a significant decrease in the Self-esteem dimension from the 1st to the 2nd year, as well as an improvement in Autonomy from the 2nd to the 3rd year. In addition, students who moved from their usual residence, registered a significant increase in the Life Satisfaction dimension, as they progress in HE. Considering the gender variable, there were only differences in the Curiosity dimension, with the most favorable score in females. Regarding academic performance, there were significant positive correlations between the grades of access to HE and Positive Affect, Negative Affect, Optimism and Vitality. It concludes with a reflection on the monitoring provided to students along their path in HE, with a particular focus on the moment of transition and certain subgroups that may be at greater risk, in terms of psychological functioning and academic adaptation.
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Keywords
Adaptação Ao Ensino Superior Bem-Estar Estabilidade Funcionamento Psicológico Positivo Satisfação Com A Vida