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Saúde mental, vivências académicas e associativismo em estudantes do Ensino Superior: um estudo exploratório
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Abstract(s)
Depois de muitos anos estando como indefinida e imensurável, a saúde mental deixou de
se focar exclusivamente na ausência de doença ou patologia para começar a alargar a sua
definição a conceitos mais positivos que incluem dimensões como o bem-estar e a felicidade
(Keyes, 2007; Pais-Ribeiro, 2001; Lamers Westrhof, Bohlmeijer, klooster & Keyes, 2011). A
saúde começa a ser lida como um todo, em que o indivíduo é avaliado segundo um estado
completo de bem-estar, donde advém as suas capacidades positivas e o seu funcionamento,
bem como a ausência de doença ou enfermidades (Keyes, 2007). As vivências académicas
têm uma grande tónica na vida do estudante. Na realidade, aquando da mudança para o
ensino superior, os estudantes estão sujeitos a inúmeras pressões, desde à possível separação
física como à própria exigência do novo método de ensino (Costa & Leal, 2004; Sequeira,
Carvalho, Sampaio, Lluch-Canut & Roldán-Merino, 2014). Neste sentido, esta nova fase da
trajetória de vida apresenta-se como um desafio, podendo este impactar ao nível da saúde
mental e bem-estar estudantes do ensino superior (Costa & Leal, 2004; Sequeira et al., 2014:
Fernandes, 2007).
O seguinte estudo apresenta como objetivo analisar a relação entre as vivências
académicas e as atividades associativas dos estudantes universitários e os níveis de saúde
mental/psicopatologia e saúde mental/bem-estar. Neste estudo participaram 234 estudantes
portugueses com idades entre os 17 e os 56, com uma média de 23.71 e desvio-padrão 5.508.
Desses estudantes, 178 eram do sexo feminino e 56 do sexo masculino. Os dados foram
recolhidos utilizando um Questionário Sócio-Demográfico, a Versão Portuguesa da Escala de
Bem-Estar Mental de Warwick- Edinburgh (WEMWBS), a Escala Continuum de Saúde
Mental-Versão Reduzida (Adultos) (MHC-SF), a Escala de Ansiedade, Depressão e Stress
(EADS- 21) e o Questionário de Vivências Académicas (QVA-r). Os resultados obtidos indicam que, globalmente, uma maior perceção e satisfação com a
vida académica, se associa a melhores níveis de saúde mental e bem-estar, indicando que, os
desafios enfrentados pelos estudantes, nos domínios pessoal, social, académico, institucional
e vocacional, são variáveis relevantes para o seu processo de ajustamento, favorecendo assim
os seus níveis de saúde mental e bem-estar.
After many years of being as indefinite and immeasurable, mental health has ceased to focus exclusively on the absence of disease or pathology to begin to extend its definition to more positive concepts that include dimensions such as well-being and happiness (Keyes, 2007; Pais-Ribeiro, 2001; Lamers Westrhof, Bohlmeijer, Kloster & Keyes, 2011). Health begins to be read as a whole, in which the individual is evaluated according to a complete state of well-being, which results in their positive capacities and functioning, as well as the absence of disease or illness (Keyes, 2007). Academic experiences have a strong emphasis on student life. In fact, when given the change to higher education, students are subject to numerous pressures, from the possible physical separation to the very requirement of the new teaching method (Costa & Leal, 2004; Sequeira, Carvalho, Sampaio, Lluch-Canut & Roldán-Merino, 2014). In that way, this new phase of their lifes presents itself as a challenge, being able to impact on the level of mental health and well-being students with higher education (Costa & Leal, 2004; Sequeira et al., 2014: Fernandes, 2007). The objective of this study is to analyze the relationship between academic experiences and the associated activities of university students and the levels of mental health/psychopathology and mental health /wellness. In this study, 234 portuguese students responded to the study and they had between 17 and 59 years old, with a mean of 23.71 and a standard deviation of 5.508. Of these students, 178 were female and 56 were male. Data was collected using a social-demographic questionnaire, the portuguese version of the Warwick- Edinburgh Mental Well-Being Scale (WEMWBS), the Continuum Mental Health Scale (MHC-SF), the Scale of Anxiety, Depression and Stress (EADS-21) and the Academic Experience Questionnaire (QVA-r). The results indicate that, overall, greater perception and satisfaction with academic life is associated with better levels of mental health and well-being, indicating that the challenges faced by students with the personal, social, academic, Vocational skills, are variables that are relevant to their adjustment process, thus favoring their levels of mental health and wellbeing.
After many years of being as indefinite and immeasurable, mental health has ceased to focus exclusively on the absence of disease or pathology to begin to extend its definition to more positive concepts that include dimensions such as well-being and happiness (Keyes, 2007; Pais-Ribeiro, 2001; Lamers Westrhof, Bohlmeijer, Kloster & Keyes, 2011). Health begins to be read as a whole, in which the individual is evaluated according to a complete state of well-being, which results in their positive capacities and functioning, as well as the absence of disease or illness (Keyes, 2007). Academic experiences have a strong emphasis on student life. In fact, when given the change to higher education, students are subject to numerous pressures, from the possible physical separation to the very requirement of the new teaching method (Costa & Leal, 2004; Sequeira, Carvalho, Sampaio, Lluch-Canut & Roldán-Merino, 2014). In that way, this new phase of their lifes presents itself as a challenge, being able to impact on the level of mental health and well-being students with higher education (Costa & Leal, 2004; Sequeira et al., 2014: Fernandes, 2007). The objective of this study is to analyze the relationship between academic experiences and the associated activities of university students and the levels of mental health/psychopathology and mental health /wellness. In this study, 234 portuguese students responded to the study and they had between 17 and 59 years old, with a mean of 23.71 and a standard deviation of 5.508. Of these students, 178 were female and 56 were male. Data was collected using a social-demographic questionnaire, the portuguese version of the Warwick- Edinburgh Mental Well-Being Scale (WEMWBS), the Continuum Mental Health Scale (MHC-SF), the Scale of Anxiety, Depression and Stress (EADS-21) and the Academic Experience Questionnaire (QVA-r). The results indicate that, overall, greater perception and satisfaction with academic life is associated with better levels of mental health and well-being, indicating that the challenges faced by students with the personal, social, academic, Vocational skills, are variables that are relevant to their adjustment process, thus favoring their levels of mental health and wellbeing.
Description
Keywords
Estudantes universitários Saúde mental Bem-estar Vivências académicas Associativismo University student Mental health Well-being Academic experiences Associativism