Ansiedade de realização em estudantes do ensino superior : efeitos da ansiedade-traço e do tipo de estratégias de estudo
Miniatura indisponível
Data
2023
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Com a presente investigação pretende-se explorar as estratégias de estudo
utilizadas por estudantes do ensino superior, em Portugal, e a respetiva influência na
interação entre a ansiedade-traço e a ansiedade de realização nos testes. Mais
especificamente, procurou-se: perceber quais as estratégias de estudo mais
frequentemente utilizadas pelos estudantes; quais os motivos que determinam o uso
dessas estratégias; qual a validade científica das estratégias mais utilizadas, por
referência à investigação disponível sobre estratégias de memória baseadas na
evidência; qual o respetivo poder preditor da ansiedade de realização; e quais os efeitos,
da estratégia mais frequentemente utilizada e de uma das estratégias com maior
evidência de eficácia, na moderação da relação entre a ansiedade-traço e a ansiedade de
realização.
Participaram 276 estudantes do ensino superior, com idades compreendidas
entre os 18 e 61 anos (M=24.51; DP= 7.828), que frequentam os níveis de licenciatura,
mestrado ou curso técnico superior, em instituições de ensino portuguesas do continente
e ilhas.
Adotou-se uma metodologia de investigação quantitativa, transversal, com
recurso aos seguintes instrumentos: um questionário sociodemográfico, um questionário
sobre conhecimento e uso de estratégias de estudo (desenvolvido para o efeito), o
questionário de Reações aos Testes (Sarason, 1984 adaptado por Baptista et al. 1988) e
o Inventário de Estado-Traço de Ansiedade (Spielberger et al., 1970 adaptado por
Spielberger & Silva 2007).
Os resultados permitiram concluir que as estratégias de estudo que os/as
estudantes mais utilizam são: fazer resumos, anotações durante o estudo e sublinhar ou
realçar ao ler – estratégias que, apesar de populares, apresentam baixa eficácia à luz da
evidência científica disponível (e.g. Hattie & Donoghue, 2016; Miyatsu et al., 2018). As
razões apontadas para a utilização destas estratégias foram a falta de tempo para abordar
outras formas de estudo e/ou terem aprendido essa forma de estudo com pais,
professores ou explicadores, o que conduz à perseveração em estratégias de
aprendizagem com eficácia limitada comparativamente a estratégias com eficácia
robusta (como, por exemplo, o autoteste aqui analisado). Além disso, as estratégias de
estudo “alternar entre diversos tópicos da mesma disciplina na mesma sessão de estudo”
e “ler diversas vezes os materiais de estudo” surgem como preditores da ansiedade de
realização. Por fim, verificou-se que o efeito da ansiedade-traço sobre a ansiedade de
realização é significativamente superior nos/as estudantes que não se autotestam do que
nos/nas estudantes que se autotestam, revelando esta estratégia um importante efeito
moderador da ansiedade de realização.
Sendo este o primeiro estudo do género realizado com estudantes universitários
em Portugal, a par da novidade empírica da exploração do efeito moderador das
estratégias de estudo na interação entre a ansiedade-traço e a ansiedade de realização, os
resultados obtidos apresentam implicações para a compreensão e investigação do
impacto do recurso a estratégias de estudo cientificamente validadas na diminuição dos
níveis de ansiedade de realização e, consequentemente, implicações práticas para a
intervenção clínica neste âmbito.
Palavras-chave: Ansiedade aos testes, Ansiedade-traço, Estratégias de estudo
baseadas na evidência; Estudantes universitários
The present research aims to explore the study strategies used by higher education students in Portugal and their influence on the interaction between trait anxiety and test-taking anxiety. More specifically, we sought to understand which are the most commonly used study strategies by students; what reasons determine the use of these strategies; what is the scientific validity of the most commonly used strategies, with reference to the available research on evidence-based memory strategies; what is the predictive power of achievement anxiety; and what are the effects of the most commonly used strategy and of one of the strategies with higher evidence of effectiveness in moderating the relationship between trait anxiety and achievement anxiety. The study sample consisted of 276 higher education students, aged between 18 and 61 years (M=24.51; SD= 7.828), who attend bachelor’s, master's, and higher technical education courses at Portuguese mainland and island higher education institutions. A quantitative, cross-sectional research methodology was adopted, using the following instruments: a sociodemographic questionnaire, a questionnaire on knowledge and use of study strategies (developed for this purpose), the Test Reactions Questionnaire (Sarason, 1984 adapted by Baptista et al. 1988) and the State-Trait Anxiety Inventory (Spielberger et al., 1970 adapted by Spielberger & Silva 2007). The results allowed us to conclude that the study strategies most used by the students are summarizing, taking notes while studying, and underlining or highlighting while reading- strategies that, despite being popular, have low efficacy in light of the available scientific evidence (e.g. Hattie & Donoghue, 2016; Miyatsu et al., 2018) . The reasons for using these strategies are that they do not have time to approach other ways of studying and/or that they learned this way of studying from parents, teachers or tutors, this leads to perseverance in learning strategies with limited efficacy compared to strategies with robust efficacy (such as the self-test analyzed here). Alsothe study strategies predictors of achievement anxiety correspond to “alternating between several topics of the same subject in the same study session" and “reading the study materials several times". Finally, it was found that the effect of trait anxiety on achievement anxiety is significantly higher in students who do not self-test than in students who do self-test, revealing that this strategy has an important moderating effect on achievement anxiety Since this is the first study of its kind conducted with university students in Portugal, and as this exploration of the moderating effect of study strategies on the interaction between trait anxiety and achievement anxiety is an empirical novelty, the results obtained have implications for understanding and investigating the impact of the use of scientifically validated study strategies on reducing levels of achievement anxiety and, consequently, practical implications for clinical intervention in this area Keywords: Test Anxiety, Trait Anxiety, Evidence-Based Learning Strategies; Higher Educations Students
The present research aims to explore the study strategies used by higher education students in Portugal and their influence on the interaction between trait anxiety and test-taking anxiety. More specifically, we sought to understand which are the most commonly used study strategies by students; what reasons determine the use of these strategies; what is the scientific validity of the most commonly used strategies, with reference to the available research on evidence-based memory strategies; what is the predictive power of achievement anxiety; and what are the effects of the most commonly used strategy and of one of the strategies with higher evidence of effectiveness in moderating the relationship between trait anxiety and achievement anxiety. The study sample consisted of 276 higher education students, aged between 18 and 61 years (M=24.51; SD= 7.828), who attend bachelor’s, master's, and higher technical education courses at Portuguese mainland and island higher education institutions. A quantitative, cross-sectional research methodology was adopted, using the following instruments: a sociodemographic questionnaire, a questionnaire on knowledge and use of study strategies (developed for this purpose), the Test Reactions Questionnaire (Sarason, 1984 adapted by Baptista et al. 1988) and the State-Trait Anxiety Inventory (Spielberger et al., 1970 adapted by Spielberger & Silva 2007). The results allowed us to conclude that the study strategies most used by the students are summarizing, taking notes while studying, and underlining or highlighting while reading- strategies that, despite being popular, have low efficacy in light of the available scientific evidence (e.g. Hattie & Donoghue, 2016; Miyatsu et al., 2018) . The reasons for using these strategies are that they do not have time to approach other ways of studying and/or that they learned this way of studying from parents, teachers or tutors, this leads to perseverance in learning strategies with limited efficacy compared to strategies with robust efficacy (such as the self-test analyzed here). Alsothe study strategies predictors of achievement anxiety correspond to “alternating between several topics of the same subject in the same study session" and “reading the study materials several times". Finally, it was found that the effect of trait anxiety on achievement anxiety is significantly higher in students who do not self-test than in students who do self-test, revealing that this strategy has an important moderating effect on achievement anxiety Since this is the first study of its kind conducted with university students in Portugal, and as this exploration of the moderating effect of study strategies on the interaction between trait anxiety and achievement anxiety is an empirical novelty, the results obtained have implications for understanding and investigating the impact of the use of scientifically validated study strategies on reducing levels of achievement anxiety and, consequently, practical implications for clinical intervention in this area Keywords: Test Anxiety, Trait Anxiety, Evidence-Based Learning Strategies; Higher Educations Students
Descrição
Orientação: Célia Regina Gomes Oliveira
Palavras-chave
MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, PSYCHOLOGY, PSICOLOGIA CLÍNICA, CLINICAL PSYCHOLOGY, ANSIEDADE, ANXIETY, ESTUDANTES UNIVERSITÁRIOS, COLLEGE STUDENTS, ESTRATÉGIAS DE APRENDIZAGEM, LEARNING STRATEGIES, TESTES, TESTS