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Bem-estar psicológico e integração académica em estudantes do ensino superior, de ambos os sexos
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação de mestrado_41124 | 2.16 MB | Adobe PDF |
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Abstract(s)
A presente dissertação aborda a relação entre bem-estar psicológico e integração académica em estudantes do ensino superior de ambos os sexos. O estudo explora como esses fatores interagem, influenciando a experiência universitária e o sucesso académico, considerando diferenças de género. Trata-se de um estudo transversal, com uma abordagem metodológica quantitativa. A amostra é constituída por 218 estudantes, com idades compreendidas entre os 18 e os 36 anos (M= 20,49, Dp= 2,615), de ambos os sexos, que frequentam o Ensino Superior, em Faculdades do Grande Porto. Foram utilizados instrumentos validados para a população portuguesa para avaliar o bem-estar e a integração, como o Questionário Sociodemográfico, a Escala de Medida de Manifestação de Bem-Estar Psicológico e o Questionário de Integração Social no Ensino Superior. Os resultados indicam que o bem-estar psicológico dos estudantes universitários está positivamente associado ao equilíbrio emocional e às relações interpessoais, especialmente com colegas e amigos. Variáveis sociodemográficas como idade, sexo, ano de estudo e condição de deslocação influenciam significativamente a perceção do bem-estar e da integração social. Destaca-se que estudantes que vivem com amigos apresentam níveis superiores de bem-estar em comparação com os que vivem sozinhos ou com outras pessoas. Estes achados evidenciam a importância de estratégias que promovam a integração social e o apoio emocional no contexto universitário. Os resultados deste estudo contribuem para o desenvolvimento de intervenções e políticas que promovam um ambiente universitário mais inclusivo e propício ao crescimento pessoal e académico.
This dissertation addresses the relationship between psychological well-being and academic integration in higher education students of both sexes. The study explores how these factors interact, influencing the university experience and academic success, considering gender differences. This is a cross-sectional study with a quantitative methodological approach. The sample consists of 218 students, aged between 18 and 36 years (M = 20.49, SD = 2.615), of both sexes, who attend Higher Education at Colleges in the Greater Porto area. Instruments validated for the Brazilian population were used to assess well-being and integration, such as the Sociodemographic Questionnaire, the Psychological Well-Being Manifestation Measurement Scale and the Social Integration in Higher Education Questionnaire. The results indicate that university students’ psychological well-being is positively associated with emotional balance and interpersonal relationships, especially with peers and friends. Sociodemographic variables such as age, gender, year of study, and relocation status significantly influence the perception of well-being and social integration. Notably, students living with friends report higher well-being levels compared to those living alone or with others. These findings highlight the importance of strategies that promote social integration and emotional support within the university context. The results of this study contribute to the development of interventions and policies that promote a more inclusive university environment conducive to personal and academic growth.
This dissertation addresses the relationship between psychological well-being and academic integration in higher education students of both sexes. The study explores how these factors interact, influencing the university experience and academic success, considering gender differences. This is a cross-sectional study with a quantitative methodological approach. The sample consists of 218 students, aged between 18 and 36 years (M = 20.49, SD = 2.615), of both sexes, who attend Higher Education at Colleges in the Greater Porto area. Instruments validated for the Brazilian population were used to assess well-being and integration, such as the Sociodemographic Questionnaire, the Psychological Well-Being Manifestation Measurement Scale and the Social Integration in Higher Education Questionnaire. The results indicate that university students’ psychological well-being is positively associated with emotional balance and interpersonal relationships, especially with peers and friends. Sociodemographic variables such as age, gender, year of study, and relocation status significantly influence the perception of well-being and social integration. Notably, students living with friends report higher well-being levels compared to those living alone or with others. These findings highlight the importance of strategies that promote social integration and emotional support within the university context. The results of this study contribute to the development of interventions and policies that promote a more inclusive university environment conducive to personal and academic growth.
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Keywords
Bem-estar psicológico Integração académica Integração social Ensino superior Estudantes universitários Psychological well-being Academic integration Social integration Higher education University students