Bem-estar, apoio social e risco de abandono académico em estudantes universitários : uma mediação moderada
Miniatura indisponível
Data
2024
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O ensino superior é desafiador para os estudantes, que necessitam de se adaptar a novos contextos e pessoas, impactando o seu bem-estar e aumentando o risco de abandono académico. Contudo, com o apoio social adequado, persistem nos estudos. O estudo analisa o efeito mediador de fontes de apoio social na relação entre bem-estar e risco de abandono académico (exaustão académica e intenção de abandono) em universitários e explora se este difere dependendo se o curso frequentado foi a primeira opção, ano de estudos, ciclo de estudos, trabalhador-estudante, dependentes a cargo e estudante deslocado. 1.404 estudantes universitários portugueses, preencheram questionários sobre variáveis socioeconómicas, bem-estar emocional, satisfação com o apoio social e risco de abandono. Os resultados indicam que: (1) o apoio social da família não mediou as relações; (2) o apoio social das atividades sociais e amigos mediaram parcialmente; e (3) o apoio social da intimidade mediou parcialmente o bem-estar e a exaustão académica, e totalmente a intenção de abandono; e (4) o efeito indireto condicional (negativo), indica que a mediação do apoio social na relação entre o bem-estar e a exaustão académica/intenção de abandono é mais forte para estudantes sem dependentes e estudantes não deslocados. É essencial a implementação nos campus universitários de intervenções direcionadas para a personalização e fomentação das fontes de apoio mais eficazes e respeito pelas singularidades e necessidades de cada grupo de estudantes universitários em risco de abandono académico.
Higher education is challenging for students, who need to adapt to new contexts and people, impacting their well-being and increasing the risk of academic dropout. However, with adequate social support, they persist in their studies. This study analyzes the mediating effect of sources of social support on the relationship between well-being and risk of academic dropout (academic exhaustion and dropout intention) in university students and explores whether this differs depending on whether the course taken was the first choice, year of study, cycle of study, working student, dependents and displaced student. 1.404 portuguese university students completed questionnaires on socioeconomic variables, emotional well-being, satisfaction with social support and risk of dropout. The results indicate that: (1) social support from family did not mediate the relationships; (2) social support from social activities and friends partially mediated; (3) social support from intimacy partially mediated well-being and academic exhaustion, and fully mediated dropout intention; and (4) the conditional indirect effect (negative) indicates that the mediation of social support in the relationship between well-being and academic exhaustion/dropout intention is stronger for students without dependents and non-relocated students. It is essential to implement interventions on university campuses aimed at personalizing and promoting the most effective sources of support and respecting the singularities and needs of each group of university students at risk of academic dropout.
Higher education is challenging for students, who need to adapt to new contexts and people, impacting their well-being and increasing the risk of academic dropout. However, with adequate social support, they persist in their studies. This study analyzes the mediating effect of sources of social support on the relationship between well-being and risk of academic dropout (academic exhaustion and dropout intention) in university students and explores whether this differs depending on whether the course taken was the first choice, year of study, cycle of study, working student, dependents and displaced student. 1.404 portuguese university students completed questionnaires on socioeconomic variables, emotional well-being, satisfaction with social support and risk of dropout. The results indicate that: (1) social support from family did not mediate the relationships; (2) social support from social activities and friends partially mediated; (3) social support from intimacy partially mediated well-being and academic exhaustion, and fully mediated dropout intention; and (4) the conditional indirect effect (negative) indicates that the mediation of social support in the relationship between well-being and academic exhaustion/dropout intention is stronger for students without dependents and non-relocated students. It is essential to implement interventions on university campuses aimed at personalizing and promoting the most effective sources of support and respecting the singularities and needs of each group of university students at risk of academic dropout.
Descrição
Palavras-chave
PSYCHOLOGY, CLINICAL PSYCHOLOGY, HEALTH PSYCHOLOGY, WELL-BEING, SOCIAL SUPPORT, COLLEGE STUDENTS, DROPPING OUT, MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, PSICOLOGIA CLÍNICA, PSICOLOGIA DA SAÚDE, BEM-ESTAR, APOIO SOCIAL, ESTUDANTES UNIVERSITÁRIOS, ABANDONO ESCOLAR, Mestrado em Psicologia Clínica e da Saúde