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Bem-estar psicológico de estudantes do ensino superior e seus correlatos sociodemográficos e psicossociais
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Abstract(s)
A elevada percentagem de estudantes do ensino superior que habitualmente experiencia problemas psicológicos consideráveis, mesmo em períodos de não pandemia, faz com que os profissionais envidem esforços para optimizar as estratégias de intervenção psicológica destinadas a esse grupo. Neste contexto, concebeu-se um projeto com o objetivo de desenvolver um programa de intervenção em grupo breve com base na perspetiva eudaimónica (modelo de Carol Ryff e teoria de autodeterminação de Ryan e Deci) e contributos da espiritualidade e da Psicologia Positiva para o Bem-estar Psicológico (BEP). Numa primeira fase, optou-se por avaliar o BEP de estudantes do ensino superior e explorar a sua relação com indicadores psicossociais e sociodemográficos – idade, sexo, nível socioeconómico (percebido), nível habilitacional, exercício ou não de atividade profissional concomitante, estado civil e existência ou não de uma relação estável, qualidade (percebida) do sono, saúde, alimentação e relacionamento com o/a companheiro/a, familiares e amigos, e existência de crenças religiosas e práticas públicas e privadas. Assim, 178 estudantes responderam, em contexto grupal de sala de aula, a um questionário de indicadores sociodemográficos e psicossociais, desenvolvido para o efeito, e à escala de BEP de Ryff de 84 itens adaptada por Novo et al. (1997). Os resultados mostraram que: a) cerca de 17% dos participantes tinham um baixo nível de BEP; b) os indicadores de BEP se correlacionavam de forma diversa com os indicadores sociodemográficos e psicossociais considerados: não foram encontradas diferenças estatisticamente significativas nas médias do BEP Total em função do sexo, nível habilitacional, nível socioeconómico (percebido), estado civil, grupo etário, exercício, ou não, de atividade profissional concomitante e existência, ou não, de crenças e de práticas religiosas, públicas ou privadas; verificaram-se diferenças estatisticamente significativas nas dimensões Crescimento Pessoal e Propósito na Vida em função do sexo e nível habilitacional e na dimensão Propósito na Vida em função das práticas religiosas privadas. Constatou-se uma fraca correlação do BEP Total com a idade e a existência de relações estatisticamente significativas entre a qualidade (percebida) do sono, alimentação e relações interpessoais (companheiro/a, familiares e amigos), com particular relevância para estes últimos, quer para o BEP Total quer para várias dimensões do modelo. Concluindo-se que o uso de um índice global de BEP pode ser pouco discriminante, e que o padrão de relações entre as variáveis não era linear, o programa delineado, especificamente destinado aos indivíduos com baixo BEP, é constituído por 12 sessões, de modo a focar as diferentes dimensões do modelo de Ryff, pensamentos, actividade física e relaxamento, espiritualidade e integração de ganhos.
The high percentage of higher education students who usually experience considerable psychological problems, even in non-pandemic periods, makes professionals make efforts to optimize psychological intervention strategies aimed at this group. In this context, a project was conceived with the objective of developing a brief group intervention program based on the eudaimonic perspective (Carol Ryff's model and Ryan and Deci's theory of self-determination) and contributions from spirituality and Positive Psychology for Psychological Well-Being (PWB). In a first phase, it was decided to evaluate the PWB of higher education students and explore its relationship with psychosocial and sociodemographic indicators - age, sex, socioeconomic level (perceived), qualification level, exercise or not of concomitant professional activity, marital status and existence or not of a stable relationship, (perceived) quality of sleep, health, food and relationship with partner, family and friends, and existence of religious beliefs and public and private practices. Thus, 178 students answered, in a group context in the classroom, a questionnaire of sociodemographic and psychosocial indicators, developed for this purpose, and the 84-item Ryff’s PWB scale adapted by Novo et al. (1997). The results showed that: a) about 17% of the participants had a low level of PWB; b) the PWB indicators correlated differently with the sociodemographic and psychosocial indicators considered: no statistically significant differences were found in the total PWB averages according to sex, educational level, socioeconomic level (perceived), marital status, age group, exercise, or not, of concomitant professional activity and existence, or not, of religious beliefs and practices, public or private; there were statistically significant differences in the Personal Growth and Purpose in Life dimensions as a function of sex and educational level and in the Purpose in Life dimension as a function of private religious practices. There was a weak correlation between Total PWB and age and the existence of statistically significant relationships between (perceived) quality of sleep, food and interpersonal relationships (partner, family and friends), with particular relevance to the latter, for the PWB Total and for various dimensions of the model. Concluding that the use of a global index of PWB can be of little discriminating utility, and that the pattern of relationships between the variables was not linear, the program designed, specifically aimed at individuals with low PWB, consists of 12 sessions, so to focus on the different dimensions of Ryff’s model, thoughts, physical activity and relaxation, spirituality and gain integration.
The high percentage of higher education students who usually experience considerable psychological problems, even in non-pandemic periods, makes professionals make efforts to optimize psychological intervention strategies aimed at this group. In this context, a project was conceived with the objective of developing a brief group intervention program based on the eudaimonic perspective (Carol Ryff's model and Ryan and Deci's theory of self-determination) and contributions from spirituality and Positive Psychology for Psychological Well-Being (PWB). In a first phase, it was decided to evaluate the PWB of higher education students and explore its relationship with psychosocial and sociodemographic indicators - age, sex, socioeconomic level (perceived), qualification level, exercise or not of concomitant professional activity, marital status and existence or not of a stable relationship, (perceived) quality of sleep, health, food and relationship with partner, family and friends, and existence of religious beliefs and public and private practices. Thus, 178 students answered, in a group context in the classroom, a questionnaire of sociodemographic and psychosocial indicators, developed for this purpose, and the 84-item Ryff’s PWB scale adapted by Novo et al. (1997). The results showed that: a) about 17% of the participants had a low level of PWB; b) the PWB indicators correlated differently with the sociodemographic and psychosocial indicators considered: no statistically significant differences were found in the total PWB averages according to sex, educational level, socioeconomic level (perceived), marital status, age group, exercise, or not, of concomitant professional activity and existence, or not, of religious beliefs and practices, public or private; there were statistically significant differences in the Personal Growth and Purpose in Life dimensions as a function of sex and educational level and in the Purpose in Life dimension as a function of private religious practices. There was a weak correlation between Total PWB and age and the existence of statistically significant relationships between (perceived) quality of sleep, food and interpersonal relationships (partner, family and friends), with particular relevance to the latter, for the PWB Total and for various dimensions of the model. Concluding that the use of a global index of PWB can be of little discriminating utility, and that the pattern of relationships between the variables was not linear, the program designed, specifically aimed at individuals with low PWB, consists of 12 sessions, so to focus on the different dimensions of Ryff’s model, thoughts, physical activity and relaxation, spirituality and gain integration.
Description
Keywords
Bem-estar psicológico Indicadores psicossociais e sociodemográficos Estudantes do Ensino Superior Psychological well-being Psychosocial and sociodemographic indicators Higher Education students
Citation
Soares, L., Meneses R. (2021). Bem-estar psicológico de estudantes do ensino superior e seus correlatos sociodemográficos e psicossociais. II Conferência Internacional de Psicologia da Religião e Espiritualidade - "adversidade, emoções e espiritualidade"