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Ansiedade face a exames, perceção de autoeficácia e ruminação : impacto no desempenho académico no ensino superior
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Resumo(s)
No mundo académico atual, urge cada vez mais a necessidade de abordar a saúde
mental no Ensino Superior, que impactua o desempenho académico e o bem-estar nos
estudantes, nos mais diversos campos da sua vida.
O objetivo central do presente estudo foi compreender de que modo variáveis como a
ansiedade face a exames, a perceção de autoeficácia e a estratégia de regulação emocional de
ruminação afetam o desempenho académico dos estudantes do Ensino Superior em Portugal.
Para avaliar os níveis de ansiedade face a exames necessitámos de traduzir uma escala sobre
o tema, a Escala Cognitiva de Ansiedade a Testes (ECAT-2, Cassady e colaboradores, 2016),
e para as variáveis restantes, nomeadamente a perceção de autoeficácia, a ruminação e as
dificuldades emocionais, foram usadas escalas já traduzidas e adaptadas para português:
Escala Multidimensional de Auto-eficácia Percecionada (MSPSE, Teixeira, 2008); Escala de
Respostas Ruminativas (ERR, Dinis e colaboradores, 2011); Questionário de Regulação
Emocional (QRE, Vaz e Martins, 2009); e Escala de Dificuldades de Regulação Emocional
(EDRE, Coutinho e Ribeiro, 2010).
A amostra global contou com 170 participantes (idade média de 22,77; DP = 6,63),
que frequentavam o Ensino Superior Universitário (n = 135) e Politécnico (n = 35).
As análises psicométricas da ECAT-2 revelaram uma boa consistência interna das
escalas, com poder discriminativo dos itens satisfatório a bom e com evidências significativas
de validação convergente e discriminante.
Para além da ansiedade, também a perceção de autoeficácia e as dificuldades de
regulação emocional influenciam o desempenho académico. Isto traduz-se num pior
desempenho académico em estudantes mais ansiosos, com pior perceção de autoeficácia e
mais dificuldades de regulação emocional. A ruminação, através do método Stepwise, foi
eliminado do modelo.
É fundamental que haja uma maior prevenção destes sintomas e características com
estes estudantes, para que trabalhe de forma positiva as cognições dos mesmos acerca de si e
das suas capacidades.
In today's academic world, there is an increasing need to address mental health in Higher Education, which impacts students' academic performance and well-being in several areas of their lives. The main objective of this study was to understand how variables such as exam anxiety, perceived self-efficacy and the rumination emotion regulation strategy affect the academic performance of Higher Education students in Portugal. To assess exam anxiety levels, we needed to translate a scale on the subject, the Escala Cognitiva de Ansiedade a Testes (ECAT-2, Cassady et al., 2016), and for the remaining variables, namely perceived self-efficacy, rumination and emotional difficulties, we used scales already translated and adapted to Portuguese: Escala Multidimensional de Auto-eficácia Percecionada (MSPSE, Teixeira, 2008); Escala de Respostas Ruminativas (ERR, Dinis and collaborators, 2011); Questionário de Regulação Emocional (QRE, Vaz and Martins, 2009); and Escala de Dificuldades de Regulação Emocional (EDRE, Coutinho and Ribeiro, 2010). The overall sample included 170 participants (mean age of 22.77; SD = 6.63), who were attending University (n = 135) and Polytechnic (n = 35) higher education. The psychometric analyses of the ECAT-2 revealed good internal consistency of the scales, with satisfactory to good discriminative power of the items and significant evidence of convergent and discriminant validation. In addition to anxiety, perceived self-efficacy and emotion regulation difficulties influence academic performance. This translates into poorer academic performance in students who are more anxious, have poorer perceived self-efficacy, and have more emotion regulation difficulties. Rumination, through the Stepwise method, was eliminated from the model. It is essential that there is greater prevention of these symptoms and behaviors with these students, to work positively on their cognitions about themselves and their abilities.
In today's academic world, there is an increasing need to address mental health in Higher Education, which impacts students' academic performance and well-being in several areas of their lives. The main objective of this study was to understand how variables such as exam anxiety, perceived self-efficacy and the rumination emotion regulation strategy affect the academic performance of Higher Education students in Portugal. To assess exam anxiety levels, we needed to translate a scale on the subject, the Escala Cognitiva de Ansiedade a Testes (ECAT-2, Cassady et al., 2016), and for the remaining variables, namely perceived self-efficacy, rumination and emotional difficulties, we used scales already translated and adapted to Portuguese: Escala Multidimensional de Auto-eficácia Percecionada (MSPSE, Teixeira, 2008); Escala de Respostas Ruminativas (ERR, Dinis and collaborators, 2011); Questionário de Regulação Emocional (QRE, Vaz and Martins, 2009); and Escala de Dificuldades de Regulação Emocional (EDRE, Coutinho and Ribeiro, 2010). The overall sample included 170 participants (mean age of 22.77; SD = 6.63), who were attending University (n = 135) and Polytechnic (n = 35) higher education. The psychometric analyses of the ECAT-2 revealed good internal consistency of the scales, with satisfactory to good discriminative power of the items and significant evidence of convergent and discriminant validation. In addition to anxiety, perceived self-efficacy and emotion regulation difficulties influence academic performance. This translates into poorer academic performance in students who are more anxious, have poorer perceived self-efficacy, and have more emotion regulation difficulties. Rumination, through the Stepwise method, was eliminated from the model. It is essential that there is greater prevention of these symptoms and behaviors with these students, to work positively on their cognitions about themselves and their abilities.
Descrição
Dissertação de mestrado, Psicologia Clínica e da Saúde (Área de Especialização em Psicologia Clínica Cognitivo-Comportamental e Integrativa), 2022, Universidade de Lisboa, Faculdade de Psicologia
Palavras-chave
Ansiedade Auto-eficácia Regulação emocional Alunos do ensino superior Desempenho escolar Dissertações de mestrado - 2022