Saúde psicológica e competências socio-emocionais na adolescência
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2024
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Adolescência é uma etapa de desenvolvimento crucial que tem sido amplamente investigada. Nesta etapa de desenvolvimento, considerando os desafios sociais e académicos, a aquisição de competências sociais e emocionais é particularmente importante para ultrapassar esses desafios e adquirir um sentido de independência. Assim, considerando a importância destas competências e diferença dos desafios pessoais e sociais da adolescência, o presente estudo tem como objetivo caracterizar o bem-estar, as competências socio-emocionais e o suporte familiar nos pré-adolescentes e nos adolescentes. Pretende ainda, compreender e distinguir o impacto dessas competências no bem-estar nos pré-adolescentes e adolescentes. O presente estudo encontra-se integrado no "Health Behaviourin in School Aged Children" (HBSC), sendo por isso um estudo quantitativo transversal, amostragem representativa, aleatória estratificada, onde a unidade de análise é a turma. Este estudo incluiu uma amostra de 5797 participantes, dos quais 3543 encontram-se na pré-adolescência (10-14 anos), e 2254 na adolescência (15- 18 anos. Os resultados do estudo sugerem que no grupo de pré-adolescentes registam indicadores significativamente mais positivos tanto de bem-estar como de competências emocionais. As modelos de regressão linear múltiplas sugerem que os indicadores de competências socio-emocionais predizem a variância significativa (39.6% - 55.3%) dos índices de bem-estar em ambos os grupos. Por comparação, no grupo de adolescentes as competências sociais deixam de ser significativas para o modelo, o que não acontece no grupo de pré-adolescentes. Em todos os modelos o preditor com maior influência nos índices de bem-estar foi a frequência e intensidade das preocupações dos adolescentes. Os resultados são discutidos tendo em conta as implicações práticas na promoção de bem estar e de competências socio-emocionais. Palavras-Chave: Competências Socio-Emocionais; Bem-Estar Psicológico; HBSC
Adolescence is a crucial stage of development that has been extensively investigated. During this developmental stage, the acquisition of social and emotional skills is particularly important for overcoming challenges and construct a sense of independence. Therefore, given the importance of these skills and the differences in personal and social challenges during adolescence, the present study aims to characterize the well-being, socio-emotional skills, and family support in preadolescents and adolescents. It also looks to understand and distinguish the impact of these skills on well-being in pre-adolescents and adolescents. The present study is integrated into the "Health Behavior in School-Aged Children" (HBSC) project, making it a quantitative cross-sectional study with stratified random sampling, where the unit of analysis is the classroom. This study included a sample of 5,797 participants, with 3,543 in the pre-adolescent group (ages 10-14) and 2,254 in the adolescent group (ages 15-18). The study results suggest that in the pre-adolescent group, significantly more positive indicators of both well-being and emotional skills are seen. Multiple linear regression models suggest that socio-emotional skills indicators predict a massive part of the variance (39.6% - 55.3%) in well-being indices in both groups. In contrast, in the adolescent group, social skills cease to be significant predictors in the model, which is not the case in the pre-adolescent group. In all models, the predictor with the greatest influence on well-being indices was the frequency and intensity of adolescents' concerns. The results are discussed considering their practical implications for promoting well-being and socio-emotional skills. Key Words: Socio-Emotional Competencies; Psychological Well-Being; HBSC
Adolescence is a crucial stage of development that has been extensively investigated. During this developmental stage, the acquisition of social and emotional skills is particularly important for overcoming challenges and construct a sense of independence. Therefore, given the importance of these skills and the differences in personal and social challenges during adolescence, the present study aims to characterize the well-being, socio-emotional skills, and family support in preadolescents and adolescents. It also looks to understand and distinguish the impact of these skills on well-being in pre-adolescents and adolescents. The present study is integrated into the "Health Behavior in School-Aged Children" (HBSC) project, making it a quantitative cross-sectional study with stratified random sampling, where the unit of analysis is the classroom. This study included a sample of 5,797 participants, with 3,543 in the pre-adolescent group (ages 10-14) and 2,254 in the adolescent group (ages 15-18). The study results suggest that in the pre-adolescent group, significantly more positive indicators of both well-being and emotional skills are seen. Multiple linear regression models suggest that socio-emotional skills indicators predict a massive part of the variance (39.6% - 55.3%) in well-being indices in both groups. In contrast, in the adolescent group, social skills cease to be significant predictors in the model, which is not the case in the pre-adolescent group. In all models, the predictor with the greatest influence on well-being indices was the frequency and intensity of adolescents' concerns. The results are discussed considering their practical implications for promoting well-being and socio-emotional skills. Key Words: Socio-Emotional Competencies; Psychological Well-Being; HBSC
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PSYCHOLOGY, CLINICAL PSYCHOLOGY, HEALTH PSYCHOLOGY, SOCIAL SKILLS, SKILLS DEVELOPMENT, PSYCHOLOGICAL WELL-BEING, EMOTIONAL BEHAVIOUR, EMOTIONAL INTELLIGENCE, MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, PSICOLOGIA CLÍNICA, PSICOLOGIA DA SAÚDE, COMPETÊNCIAS SOCIAIS, DESENVOLVIMENTO DE COMPETÊNCIAS, BEM-ESTAR PSICOLÓGICO, COMPORTAMENTO EMOCIONAL, INTELIGÊNCIA EMOCIONAL, Mestrado em Psicologia Clínica e da Saúde