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Stress, criatividade e engagement em alunos do ensino superior
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Resumo(s)
O objectivo desta investigação é perceber o modo como estudantes de ensino superior,
de ambos os Sexos e de diferentes áreas do saber (Cursos de Ciências e de Não-Ciências),
percepcionam o seu contexto académico (Exigências), avaliam o seu Controlo sobre o mesmo
(Percepção de Controlo), respondem a situações de stress neste contexto particular
(Estratégias de Coping), utilizam alguns dos seus recursos pessoais (Resolução Criativa de
Problemas) e vivenciam bem-estar (Engagement). Averigua-se as relações entre estas
diferentes variáveis e o papel que desempenham no bem-estar (Engagement). É, ainda,
objectivo desta investigação estudar o papel da Resolução Criativa de Problemas na relação
entre o Coping e o Engagement destes estudantes.
Os problemas de investigação e as hipóteses que estabelecem as relações entre estas
variáveis - Sexo, Curso, Exigências, Controlo, Coping, Resolução Criativa de Problemas e
Engagement - são deduzidos a partir da revisão de literatura efectuada, na qual se examinam as
diversas abordagens e definições dos principais constructos subjacentes.
Neste estudo participam quatrocentos estudantes de ensino superior de quatro Cursos
distintos, que reunimos nas categorias de Cursos de Ciências e Não-Ciências. No intuito de
recolher os dados que nos permitem analisar as variáveis constituintes e relações entre elas,
recorremos a um a metodologia quantitativa, usando medidas de auto-relato cujos resultados
são trabalhados estatisticamente, designadamente por meio de análises de correlação e de
regressão.
Os resultados obtidos revelam diferenças entre os Cursos, de tal forma que os
estudantes dos Cursos de Não-Ciências apresentam maior Resolução Criativa de Problemas e
mais Engagement do que os estudantes dos Cursos de Ciências. Ao nível das diferenças entre
os Sexos, as estudantes recorrem mais a Estratégias de Coping centrado nas Emoções e de
Negação e Evitamento do que os estudantes da nossa amostra. Também, os alunos que percepcionam maior Controlo sobre o seu contexto académico, que usam mais Estratégias de
Coping centradas no Problema, recorrendo menos a Estratégias de Negação e Evitamento, que
são mais Criativos na Resolução dos seus Problemas no contexto da vida académica,
experimentam mais Engagement, constituindo-se estas variáveis como preditores válidos do
Engagement.
Estes e outros resultados são discutidos à luz dos Modelos de referência desta
investigação: Modelo de Avaliação Cognitiva, Stress e Coping (Lazarus e Folkman, 1984), e
Modelo Transaccionai de Stress Profissional (Cox, Kuk, & Leiter, 1993). No final do trabalho
é feita uma reflexão sobre possíveis formas de potenciar o Engagement nos estudantes, quer
através da promoção da Criatividade, quer pelo incremento da sua Percepção de Controlo,
quer ainda através do desenvolvimento de formas de Coping mais adaptativas.
The aim o f this investigation is to understand the way undergraduate students, of both Sexes and from different areas of knowledge (Science-Courses and Non-Science Courses), get to perceive their academic context (Demands), how do they perceive their Control (Control Awareness) over that same context and how do they respond to situations of stress in that particular context (Coping Strategies), making use of some of their personal resources (Creative Problem Solving) and experience well-Being (Engagement). It is also a purpose of this investigation to explore the relations between these variables and the role they play in students’ well Being (Engagement). Also verify the Creative Problem Solving role in the relation between Coping and students’ Engagement is an aim of this study. The research problems and hypotheses that establish relations between these different variables - Sex, Course, Demands, Control, Coping, Creative Problem Solving and Engagement - were drawn from the literature revision. In this investigation, took part 400 university students, from four different courses that we gathered in the categories of Science and Non-Science Courses. Aiming to assemble the data that would allow us to examine the constituent variables and relations between them, we have appealed to the quantitative methodology, using self-report questionnaires whose results were statistically worked upon, namely through correlation and regression analysis. The results obtained reveal significant differences between Courses: the Non-Science Courses students express more Creative Problem Solving and more Engagement than the Science-Courses students. About gender differences: female students use more Emotion Regulation Coping Strategies and more Avoidance and Denial Strategies than male students. Students that denote a greater Control over their academic context, that use more Problem Oriented Coping Strategies, recurring less to Avoidance and Denial Strategies, that are more Creative in the Resolution of their Problems in the academic context, turn out to be those who experience more Engagement, therefore these variables constitute themselves as valid predictors of Engagement. All these results are discussed under the aegis of the Models of reference of this investigation: Transactional Model of Stress (Lazarus & Folkman, 1984) and Transactional Model of Professional Stress (Cox, Kuk & Leiter, 1993). We reflect about possibilities to power Engagement in students, not only by promoting Creativity, but also by increasing their own perception of Control, and even through the development of more healthy ways of Coping.
The aim o f this investigation is to understand the way undergraduate students, of both Sexes and from different areas of knowledge (Science-Courses and Non-Science Courses), get to perceive their academic context (Demands), how do they perceive their Control (Control Awareness) over that same context and how do they respond to situations of stress in that particular context (Coping Strategies), making use of some of their personal resources (Creative Problem Solving) and experience well-Being (Engagement). It is also a purpose of this investigation to explore the relations between these variables and the role they play in students’ well Being (Engagement). Also verify the Creative Problem Solving role in the relation between Coping and students’ Engagement is an aim of this study. The research problems and hypotheses that establish relations between these different variables - Sex, Course, Demands, Control, Coping, Creative Problem Solving and Engagement - were drawn from the literature revision. In this investigation, took part 400 university students, from four different courses that we gathered in the categories of Science and Non-Science Courses. Aiming to assemble the data that would allow us to examine the constituent variables and relations between them, we have appealed to the quantitative methodology, using self-report questionnaires whose results were statistically worked upon, namely through correlation and regression analysis. The results obtained reveal significant differences between Courses: the Non-Science Courses students express more Creative Problem Solving and more Engagement than the Science-Courses students. About gender differences: female students use more Emotion Regulation Coping Strategies and more Avoidance and Denial Strategies than male students. Students that denote a greater Control over their academic context, that use more Problem Oriented Coping Strategies, recurring less to Avoidance and Denial Strategies, that are more Creative in the Resolution of their Problems in the academic context, turn out to be those who experience more Engagement, therefore these variables constitute themselves as valid predictors of Engagement. All these results are discussed under the aegis of the Models of reference of this investigation: Transactional Model of Stress (Lazarus & Folkman, 1984) and Transactional Model of Professional Stress (Cox, Kuk & Leiter, 1993). We reflect about possibilities to power Engagement in students, not only by promoting Creativity, but also by increasing their own perception of Control, and even through the development of more healthy ways of Coping.
Descrição
Tese de Mestrado em Psicologia (Área de especialização em Stress e Bem-Estar) apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Stress Avaliação cognitiva Coping Criatividade Burnout