Competências socioemocionais, coping, bem-estar e adaptação ao Ensino Superior
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2020
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As competências socioemocionais podem ser definidas como a forma funcional e a capacidade que um indivíduo tem de responder às mais variadas circunstâncias. O termo Socioemocional tem sido utilizado num número crescente de estudos, mais especificamente nas áreas da educação e do desenvolvimento, no entanto, grande parte destes estudos não operacionaliza o conceito, embora se tenham proposto a medir dimensões desta temática (Cardoso, 2017). Este facto tem levado assim, a que esta dimensão seja medida e avaliada de diversas formas. É importante constatar que a utilização destas competências pode influenciar de forma positiva a adaptação do estudante ao ensino superior e os seus níveis de bem-estar psicológico.
Nesse sentido, o presente estudo tem como objetivo explorar as relações entre as competências socioemocionais, avaliadas através da tomada de perspetiva, preocupação empática, desconforto pessoal e autocontrolo, a adaptação ao ensino superior, as estratégias de coping e o bem-estar psicológico. Nesta investigação participaram 86 estudantes do 1º ano de licenciatura da Universidade Lusófona do Porto, inscritos nos cursos de Psicologia, Serviço Social e Gestão e Desenvolvimento de Recursos Humanos. As idades dos participantes encontram-se compreendidas entre os 18 e os 30 anos. A recolha de dados foi realizada de forma presencial e contou com um inquérito com os seguintes instrumentos: Questionário Sociodemográfico; Escala de Bem-Estar Psicológico (EBEP) (Ryff, 1989); Índice de Reatividade Interpessoal (IRI) (Davis, 1980); Questionário de Vivências Académicas versão reduzida (QVA-r) (Almeida, Ferreira & Soares, 1999); Brief Cope (BCOP) (Carver, 1997); e Escala de Autocontrolo (EAC-VR).
Os resultados indicaram que há uma associação significativa positiva entre as competências socioemocionais relacionadas com a autoperceção, estratégias de coping adaptativo e autocontrolo e a adaptação ao ensino superior e o bem-estar psicológico. As mesmas variáveis revelaram também serem preditores da adaptação ao ensino superior e de níveis mais elevados de bem-estar psicológico. Os resultados demonstraram ainda que não há diferenças significativas do curso no conjunto das variáveis socioemocionais.
São apresentadas limitações da presente investigação relacionadas com a amostra, o tipo de curso escolhido e os instrumentos utilizados, e são discutidas orientações para futuros estudos relacionados com a temática tão ampla que são as Competências Socioemocionais.
Socioemotional competences can be defined as the functional form and the capacity that an individual has to respond to the most varied circunstances. The Socioemotional term has been used in an increasing number of studies, more specifically in the areas of education and development, however, most of these studies do not operationalize the concept, although they have proposed to measure dimensions of this theme (Cardoso, 2017). This fact proposes that this dimension be measured and evaluated in different ways. It is important to note that the use of these skills can positively influence the student's adaptation to higher education and their levels of psychological well-being. In this sense, the present study aims to assess the role of socioemotional competences in adapting to higher education and psychological well-being. In this investigation, 86 students from the 1st year of graduation from Universidade Lusófona do Porto participated, enrolled in the courses of Psychology, Social Work and Management and Development of Human Resources. The ages of the participants are between 18 and 30 years old. Data collection was carried out in person and included an inquiry with the following instruments: Sociodemographic Questionnaire; Psychological Well-Being Scale (Ryff, 1989); Index of Interpersonal Reactivity (Davis, 1980); Academic Experiences Questionnaire in its reduced version (Almeida, Ferreira & Soares, 1999); Brief Cope (Carver, 1997); and Self-Control Scale. The results indicated that there is a significant positive association between socioemotional competences related to self-perception, adaptive coping and self-control and adaptation to higher education and psychological well-being. The same variables also proved to be predictors of academic adaptation and higher levels of psychological well-being. The same variables also proved to be predictors of academic adaptation and higher levels of psychological well-being.The results also demonstrated that there are no significant differences in the course in the set of socioemotional variables. Limitations of the present investigation are presented, related to the sample, the type of course chosen and the instruments used, and guidelines for future studies related to the theme so wide that are the Socioemotional Competences are discussed.
Socioemotional competences can be defined as the functional form and the capacity that an individual has to respond to the most varied circunstances. The Socioemotional term has been used in an increasing number of studies, more specifically in the areas of education and development, however, most of these studies do not operationalize the concept, although they have proposed to measure dimensions of this theme (Cardoso, 2017). This fact proposes that this dimension be measured and evaluated in different ways. It is important to note that the use of these skills can positively influence the student's adaptation to higher education and their levels of psychological well-being. In this sense, the present study aims to assess the role of socioemotional competences in adapting to higher education and psychological well-being. In this investigation, 86 students from the 1st year of graduation from Universidade Lusófona do Porto participated, enrolled in the courses of Psychology, Social Work and Management and Development of Human Resources. The ages of the participants are between 18 and 30 years old. Data collection was carried out in person and included an inquiry with the following instruments: Sociodemographic Questionnaire; Psychological Well-Being Scale (Ryff, 1989); Index of Interpersonal Reactivity (Davis, 1980); Academic Experiences Questionnaire in its reduced version (Almeida, Ferreira & Soares, 1999); Brief Cope (Carver, 1997); and Self-Control Scale. The results indicated that there is a significant positive association between socioemotional competences related to self-perception, adaptive coping and self-control and adaptation to higher education and psychological well-being. The same variables also proved to be predictors of academic adaptation and higher levels of psychological well-being. The same variables also proved to be predictors of academic adaptation and higher levels of psychological well-being.The results also demonstrated that there are no significant differences in the course in the set of socioemotional variables. Limitations of the present investigation are presented, related to the sample, the type of course chosen and the instruments used, and guidelines for future studies related to the theme so wide that are the Socioemotional Competences are discussed.
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Orientação: Maria José Ferreira
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MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, COMPETÊNCIAS, BEM-ESTAR PSICOLÓGICO, ADAPTAÇÃO ESCOLAR, ENSINO SUPERIOR, PSYCHOLOGY, SKILLS, PSYCHOLOGICAL WELL-BEING, STUDENT ADJUSTMENT, HIGHER EDUCATION