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Envolvimento na escola e saúde mental dos estudantes de Ensino Superior
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A presente investigação tem o seu enquadramento conceptual no âmbito das teorias cognitivo sociais, as quais incluem estudos referenciados na literatura, onde o envolvimento do aluno na escola (EAE) é considerado como constructo multidimensional. Associado ao EAE poderá estar a saúde mental (SM) dos estudantes que, no âmbito da perspetiva positiva, tem sido estudada como um constructo bidimensional que integra duas vertentes: positiva, ligada ao bem-estar e negativa, relativa ao distress psicológico. Dada a importância e a atualidade do estudo dos referidos constructos no contexto de ensino superior, formulou-se o seguinte problema de investigação: “Como se caracterizam o envolvimento na escola, o bem-estar e o distress dos estudantes no ensino superior, como se relacionam estas variáveis entre si, e como se diferenciam em função de fatores pessoais, escolares e familiares?”. Relativamente à metodologia adotada, o estudo incidiu sobre uma amostra de 715 estudantes do 1º Ciclo de Estudos do Ensino Superior Politécnico, da região de Lisboa, abrangendo todos os anos escolares repartidos por várias áreas de estudos. Os dados foram recolhidos online, entre março e maio de 2016, tendo sido utilizados os seguintes instrumentos: Escala de Envolvimento dos Alunos na Escola, Escala Quadri-Dimensional - EAE-E4D, de Veiga (2013, 2016), Escala de Bem-Estar (EBE) e Escala de Distress Psicológico (EDP), as duas últimas adaptadas do Mental Health Inventory - MHI-38, a partir da versão portuguesa de Pais-Ribeiro (2001). Em termos de resultados e conclusões, constatou-se uma relação significativa em sentido positivo entre o envolvimento e o bem-estar e uma relação significativa, negativa, entre o envolvimento e o distress dos estudantes. Encontraram-se ainda, no envolvimento, diferenças significativas dos resultados em função da idade, das habilitações académicas dos pais, da residência, do ano escolar, da área de estudo e da avaliação subjetiva do rendimento
académico. No que respeita ao bem-estar e ao distress psicológico, os resultados variaram, de forma significativa, em função do género, da idade, da área de estudo e da avaliação subjetiva do rendimento escolar. Os diferentes resultados, que, em geral, se apresentaram no sentido esperado, foram interpretados à luz da literatura revista e permitiram retirar conclusões e apontar sugestões para posteriores estudos.
The present research is framed within the context of cognitive-social theories, which include studies referenced in the literature, where student engagement in school (SES) is considered a multidimensional construct. Students' mental health is considered very important, with effects on physical and emotional well-being and may be linked with SES. Recent studies on the concept of mental health consider it a construct that can integrate positive dimensions, linked to well-being, and negative dimensions, associated with psychological distress. Given the importance and current of these concepts, the following research problem was formulated: “How are school engagement, well-being and distress of students in higher education characterized, how are these variables related to each other, and how do they differ according to personal, school and family fators?”. Methodology: The study focused on a sample of 715 students of the 1st Cycle of Studies of Polytechnic Higher Education, from the Lisbon region, covering all school years and several fields of study. The data were collected online, between May and June 2016, using the following scales: Student Engagement Scale at School, a Four-Dimensional Scale SES-F4D (Veiga, 2013, 2016); the Well-Being Scale and the Psychological Distress Scale, adapted from the Mental Health Inventory MHI-38, based on the Portuguese version (Pais-Ribeiro, 2001). Results and Conclusions: There was a significant positive relationship between engagement and well-being and a significant negative relationship between student engagement and distress. Significant differences in engagement were found according to age, school year, field of study, parent level of education, residence and subjective assessment of academic performance. In well-being and psychological distress, significant differences were found according to gender, age, field of study and subjective assessment of school performance. The results were generally in the expected direction, interpreted in light of the revised literature and allowed the drawing of conclusions and suggestions from subsequent studies.
The present research is framed within the context of cognitive-social theories, which include studies referenced in the literature, where student engagement in school (SES) is considered a multidimensional construct. Students' mental health is considered very important, with effects on physical and emotional well-being and may be linked with SES. Recent studies on the concept of mental health consider it a construct that can integrate positive dimensions, linked to well-being, and negative dimensions, associated with psychological distress. Given the importance and current of these concepts, the following research problem was formulated: “How are school engagement, well-being and distress of students in higher education characterized, how are these variables related to each other, and how do they differ according to personal, school and family fators?”. Methodology: The study focused on a sample of 715 students of the 1st Cycle of Studies of Polytechnic Higher Education, from the Lisbon region, covering all school years and several fields of study. The data were collected online, between May and June 2016, using the following scales: Student Engagement Scale at School, a Four-Dimensional Scale SES-F4D (Veiga, 2013, 2016); the Well-Being Scale and the Psychological Distress Scale, adapted from the Mental Health Inventory MHI-38, based on the Portuguese version (Pais-Ribeiro, 2001). Results and Conclusions: There was a significant positive relationship between engagement and well-being and a significant negative relationship between student engagement and distress. Significant differences in engagement were found according to age, school year, field of study, parent level of education, residence and subjective assessment of academic performance. In well-being and psychological distress, significant differences were found according to gender, age, field of study and subjective assessment of school performance. The results were generally in the expected direction, interpreted in light of the revised literature and allowed the drawing of conclusions and suggestions from subsequent studies.
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envolvimento do aluno na escola bem-estar distress psicológico estudante de ensino superior student engagement in school well-being psychological distress undergraduate students