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This research assesses violence in university students couples from Argentina and Ecuador. It focuses on its association with jealousy and other variables. Seven hundred and fourteen students (528 from the National University of La Plata, Argentina, and 186 students from the University of Cuenca, Ecuador) were surveyed using a cross cutting design. The measures used were Conflict in Adolescents Dating Relationships Inventory, Multidimensional Jealousy Scale, and other ad hoc methods related to faithfulness, substance use, and stress during dating relationship. A predominance of verbal/emotional violence was found, and 3.8% of the participants had high values in total abuse and more than half reported having committed at least one physical act against his/her partner. In a logistic regression model, it was also verified that belonging to the group of high violence was positive and significantly associated with factors behavioral jealousy, cognitive jealousy, stress and substance use and negative and significantly associated with the age at the beginning of the relationship.
En esta investigación se dimensiona comparativamente la violencia en parejas de estudiantes de nivel universitario de la Argentina y de Ecuador y se explora la asociación con los celos y otras covariables teóricamente relevantes mediante análisis multivariado. Con un diseño de corte transversal se encuestaron 714 estudiantes (528 de la Universidad Nacional de La Plata, Argentina, y 186 de Universidad de Cuenca, Ecuador). Los instrumentos utilizados fueron el Conflict in Adolescents Dating Relationships Inventory, la Multidimensional Jealousy Scale e items ad hoc sobre fidelidad, consumo de sustancias y estrés durante la relación de pareja. Si bien se halló un predominio de la violencia verbal/emocional, el 3,8 % de los participantes alcanzó alto valor en la medida de abuso total cometido y más de la mitad informó haber cometido, por lo menos, un acto violento físico durante la relación índice. En modelo de regresión logística se verificó que la condición de pertenecer al grupo de alta violencia se asoció positiva y significativamente con los factores celos comportamentales, celos cognitivos,estrés y consumo de sustancias, y negativa y significativamente con la edad al comienzo de la relación.
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Violência por Parceiro Íntimo , Estudantes , Humanos , Feminino , Masculino , Estudos Transversais , Universidades , Estudantes/psicologia , Adulto Jovem , Equador , Adolescente , Argentina , Violência por Parceiro Íntimo/psicologia , Violência por Parceiro Íntimo/estatística & dados numéricos , Agressão/psicologia , Adulto , CiúmeRESUMO
University students are vulnerable to mental health issues during their academic lives. During the COVID-19 pandemic, university students faced mental distress due to lockdowns and the transition to e-learning. However, it is not known whether these students were also affected specifically by COVID-19-related traumatic events. This study examined the impact of COVID-19-related traumatic events on 2277 university students from two federal institutions of higher education in Brazil. The university students completed an online questionnaire covering demographics, lifestyle habits, health characteristics, COVID-19-related traumatic events, and depression, anxiety, and stress symptoms. The results showed that an increased intensity of COVID-19-related traumatic events was positively associated with stress, anxiety, and depressive symptoms, and each specific type of event was associated with these symptoms. In addition, we found a negative association between these symptoms and male sex and age and a positive association with having or having had a history of cardiovascular, respiratory, neurological, or mental disorders or another disease diagnosed by a physician. In conclusion, this study emphasizes the heightened risk of mental health issues in university students in the face of COVID-19-related traumatic events. Women, young people and people who have or have had a history of disease were the most vulnerable to mental health issues during the COVID-19 pandemic.
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Ansiedade , COVID-19 , Depressão , Estudantes , Humanos , COVID-19/epidemiologia , COVID-19/psicologia , Masculino , Feminino , Estudantes/psicologia , Estudantes/estatística & dados numéricos , Brasil/epidemiologia , Universidades , Estudos Transversais , Adulto Jovem , Ansiedade/epidemiologia , Adulto , Depressão/epidemiologia , Saúde Mental , Estresse Psicológico , Adolescente , Inquéritos e Questionários , SARS-CoV-2RESUMO
Academic stress is a problem that affects students due to a number of factors that are considered stressors. These include academic overload and completion of assignments and exams, exacerbated by such external conditions as family, social and economic problems. Together, these can affect emotional and physical health, which may lead in the long term to developing a number of pathologies, given the alteration of immunological homoeostasis with which they are related. OBJECTIVE: To evaluate the effect of academic stress on the production of cytokines IL-6, TNF-α, IL-1ß and IL-10 in Morphology students in the Faculty of Health Sciences of the Universidad del Cauca during an academic period. METHODOLOGY: A descriptive longitudinal study was carried out with a population of 78 students studying Morphology, among the subjects with the highest academic load in the Physiotherapy, Medicine, Nursing and Phonoaudiology programs in the Faculty. Academic stress was assessed in the students by applying the Academic Stress Questionnaire (ASQ), and through quantification of the IL-6, TNF-α, IL-1ß and IL-10 cytokines using the ELISA (Enzyme-linked immunosorbent assay) technique in three "moments" of the academic semester: Moment 1: beginning of the academic semester; Moment 2: week of evaluations of 70% of the semester; Moment 3: week of final exams. RESULTS: The students perceived stress as "normal" at Moment 1, while at Moments 2 and 3 it was perceived as "quite a lot", with percentages of 48.7% and 50%, respectively. The predominant stressors were: "methodological deficiencies", "academic overload", and "exams", for the three moments of the study. "Physical exhaustion" was the most prevalent stress response at all three moments, followed by "irascible behaviour" (Moment 2 and 3), and "sleep disturbances" (Moment 3). To cope with the stress, the students resorted mainly to "planning and management of personal resources" in the three moments of the study. A progressive increase in the pro-inflammatory cytokines IL-6 and TNF-α and a decrease in IL-10 were observed at all three moments. A correlation was found between some questions belonging to the "methodological deficiencies", "beliefs about performance", "sleep disturbances", "physical exhaustion" and "irascible behaviour" dimensions with IL-6, IL-1ß, TNF-α and IL. -10. CONCLUSION: The morphology students suffer increased stress indicators (perceived stress and pro-inflammatory cytokines) throughout the academic period. The "methodological deficiencies", "academic overload" and "exams" stressors, together with "physical exhaustion", "sleep disturbances" and "irascible behaviour", possibly influence the production of the IL-6, TNF-α and IL-10 cytokines.
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Citocinas , Estresse Psicológico , Humanos , Masculino , Feminino , Citocinas/sangue , Estudos Longitudinais , Adulto Jovem , Adulto , Estudantes de Ciências da Saúde/psicologia , Estudantes/psicologia , Estudantes/estatística & dados numéricosRESUMO
ABSTRACT BACKGROUND: Medical students demonstrate higher rates of substance use than other university students and the general population. The challenges imposed by the coronavirus disease 2019 (COVID-19) pandemic raised significant concerns about mental health and substance use. OBJECTIVES: Assess the current prevalence of substance use among medical students at the University of São Paulo and evaluate the impact of the COVID-19 pandemic on drug consumption. DESIGN AND SETTING: A cross-sectional study was conducted on 275 medical students from the University of São Paulo Medical School (São Paulo, Brazil) in August 2020. METHODS: Substance use (lifetime, previous 12 months, and frequency of use before and during the COVID-19 pandemic) and socioeconomic data were assessed using an online self-administered questionnaire. Symptoms of depression were assessed using the Patient Health Questionnaire-9. RESULTS: Alcohol was the most consumed substance in their lifetime (95.6%), followed by illicit drugs (61.1%), marijuana (60%), and tobacco (57.5%). The most commonly consumed substances in the previous year were alcohol (82.9%), illicit drugs (44.7%), marijuana (42.5%), and tobacco (36%). Students in the first two academic years consumed fewer substances than those from higher years. There was a decreasing trend in the prevalence of most substances used after the COVID-19 pandemic among sporadic users. However, frequent users maintained their drug use patterns. CONCLUSION: The prevalence of substance use was high in this population and increased from the basic to the clinical cycle. The COVID-19 pandemic may have affected the frequency of drug use and prevalence estimates.
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(analítico) Los universitarios atraviesan una etapa evolutiva que los sitúa como una población propensa a presentar alteraciones de salud mental, afectando su calidad de vida general. Este trabajo analiza la relación entre salud mental, autoestima y satisfacción vital en estudiantes de una universidad del sur de Chile. Los 452 participantes, hombres y mujeres entre 18 y 24 años de distintas carreras de la universidad, respondieron cuatro instrumentos: cuestionario sociodemográfico, escala de depresión, ansiedad y estrés, escala de satisfacción con la vida y escala de autoestima. Los resultados mostraron que los estudiantes que puntuaron más alto en problemas de salud mental presentaban menor satisfacción con la vida y menor autoestima. Así mismo, se encontró que las mujeres presentan mayor prevalencia en problemas de salud mental que los hombres.
(analytical) University students experience an evolutionary stage that positions them as a population prone to mental health disorders, which affects their general quality of life. This paper analyzes the relationship between mental health, self-esteem and life satisfaction among students at a university in sout-hern Chile. The 452 participants, males and females aged between 18 and 24 studying different university degrees, answered 4 different questionnaires: Sociodemographic Questionnaire; Depression, Anxiety and Stress Scale; Life Satisfaction Scale; and Self-esteem Scale. The results showed that students who scored higher regarding mental health problems had lower life satisfaction and lower self-esteem scores. It was also identified that female students have a higher prevalence of mental health problems compared to male students.
(analítico) Os estudantes universitários passam por um estágio evolutivo que os coloca como uma população propensa a transtornos de saúde mental, afetando sua qualidade de vida geral. Este artigo analisa a relação entre saúde mental, autoestima e satisfação com a vida em estudantes de uma universidade no sul do Chile. 452 participantes, homens e mulheres entre 18 e 24 anos de diferentes carreiras universitárias, respondeu a 4 instrumentos: Questionário Sociodemográfico, Escala de Depressão, Ansiedade e Estresse, Escala de Satisfação com a Vida e Escala de Autoestima. Os resultados mostraram que os alunos que pontuaram mais em problemas de saúde mental apresentaram menor satisfação com a vida e menor autoestima. Assim, verificou-se também que as mulheres apresentam maior prevalência de problemas de saúde mental do que os homens.
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BACKGROUND: University students are often affected by food insecurity (FI) and this situation has been associated with low consumption of fruit/vegetables and high intake of added sugars and sweet drinks. However, there needs to be more evidence on the association between FI and dietary patterns (DPs), assessing the overall diet and allowing analysis of commonly consumed food combinations. We aimed to analyze the association between FI and DPs in university students' households. METHODS: We used data from 7659 university student households from the 2018 Mexican National Household Income and Expenditure Survey (ENIGH, for its acronym in Spanish). We obtained FI levels (mild, moderate, and severe) using the validated Mexican Food Security Scale (EMSA, Spanish acronym). Two DPs were identified by principal component analysis based on the weekly frequency of consumption of 12 food groups. Multivariate logistic regression adjusted by university student and household's characteristics was applied. RESULTS: Compared to food security, households with mild-FI (OR:0.34; 95%CI:0.30, 0.40), moderate-FI (OR:0.20; 95%CI:0.16, 0.24) or severe-FI (OR:0.14; 95%CI:0.11, 0.19) were less likely to adhere to the dietary pattern "Fruits, vegetables and foods rich in animal protein" (fruits, vegetables, meat, fish or seafood, dairy products, and starchy vegetables). In addition, people with severe-FI (OR:0.51; 95% CI:0.34, 0.76) were also less likely to adhere to the dietary pattern "Traditional-Westernized" (pulses, oils or fats, sugar, sweets, industrialized drinks, foods made from corn/maize, wheat, rice, oats or bran, coffee, tea and eggs). CONCLUSIONS: In these households FI impairs the ability to consume a healthy dietary pattern (fruits/vegetables and foods rich in animal protein). In addition, the intake of foods typical of the Mexican food culture reflecting the local Western dietary pattern is compromised in households with severe-FI.
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Frutas , Verduras , Humanos , Animais , Universidades , Dieta , EstudantesRESUMO
Resumen El consumo se ha instaurado en las sociedades posmodernas como un medio regulador de las relaciones sociales. En este contexto, la compra compulsiva se establece como patológica y genera un malestar psicológico significativo en las personas, al punto de deteriorar el funcionamiento social y profesional. A esto se suman graves problemas económicos como producto del endeudamiento. Bajo este escenario, los jóvenes son particularmente sensibles, ya que con el consumo acceden a objetos simbólicos que forman parte de su construcción de identidad. Una dimensión relacionada con la compra compulsiva y el acceso al consumo bajo elementos simbólicos es la discrepancia del yo, la cual establece la distancia entre quién soy y quién me gustaría ser de acuerdo a patrones sociales que motivan el consumo como extensión del sujeto y materialización de la propia identidad. En base a lo anterior, la presente investigación tiene por objetivo determinar el efecto de la discrepancia del yo sobre las actitudes hacia la compra compulsiva en estudiantes universitarios chilenos. A través de una regresión lineal múltiple se aprecia que la discrepancia del yo físico (belleza), económico y el sexo son predictores significativos de la compra compulsiva. De igual manera, se observa que las mujeres son un grupo con mayores puntuaciones en cuanto a las compras compulsivas que los hombres, las cuales pueden verse mayormente afectadas por el contexto, y las campañas de marketing pueden influir en una mayor brecha entre el yo real y el yo ideal.
Abstract Consumption has been established in postmodern societies as a means of regulating social relations. In this context, compulsive buying could be established as pathological, creating significant psychological discomfort in people, to the point of impairing social and professional functioning, coupled with serious economic problems resulting from indebtedness. Along the same lines, in the construction of a social identity and a socially shared reality, consumption patterns arise that are linked to what the public should be and what they want to be. Therefore, while compulsive buying has been conceptualized for decades, it is a substantial threat to psychological and financial well-being. Few studies have explored the link between self-discrepancy and compulsive buying within an identity construction context. In this scenario, it is young people who become particularly sensitive, since with consumption they access symbolic objects that are part of their identity construction and a dimension related to compulsive buying. Therefore, it can be hypothesized that access to the consumption of symbolic elements is self-discrepancy. That is why this research aims at determining the effect of the self-discrepancy on attitudes towards compulsive buying in Chilean university students. The study uses a quantitative, correlational, and non-experimental cross-sectional design. Study sample was comprised of 1 229 Chilean university students, who responded to the scale of attitudes towards consumption, the self-discrepancy scale, and answered questions for sociodemographic characterization including: gender (male/female), age, geographical area of residence (rural/urban), people with whom they live, and whether they have any bank credit cards. Prior to data collection, a letter was sent to Faculty Deans and Program Directors of all the universities associated with the Council of Rectors of Chile; these letters described the aims of the study, and requested information and authorization for the distribution of the instrument previously described. It is important to indicate that, after this, a random sampling process was initiated, after which each participant was contacted, so that they could sign an informed consent form, thus ensuring the anonymity ethical guidelines of the study. The data was processed through SPSS version 22 software, looking for the presence of univariate and multivariate outliers through Z-scores and Mahalanobis distance. A descriptive analysis of the variables was then carried out based on the dispersion, central trend and shape measurements. Subsequently, the data was analysed through bivariate statistics through Pearson correlations, to indicate into empirical relationships between compulsive purchase as a dependent variable and sociodemographic variables (sex and bank credit card holding) and the dimensions associated with the self-discrepancy (intellectual, physical, physical beauty, personal, social, emotional and economic) as independent variables. Once the behaviour of the variables was observed, a hierarchical multiple linear regression was performed. Regarding the results of this research, multiple linear regression shows that physical self-discrepancy (beauty), economic self-discrepancy and gender are significant predictors of compulsive buying. Similarly, it is noted that women are a group with higher scores in terms of compulsive purchases than men, which may be mostly affected by the context, where marketing campaigns can influence a greater gap between the real self and the ideal self.
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INTRODUCTION: The Drinking Motives Questionnaire-Revised Short Form (DMQ-R-SF) is widely used among alcohol researchers studying adolescents and young adults. The psychometric properties of the DMQ-R-SF have been examined among university students in many countries, but to our knowledge, not in Australia, New Zealand or Argentina. We sought to examine the reliability and endorsement of the items on the DMQ-R-SF, and test the associations between the DMQ-R-SF subscales and alcohol use, and negative alcohol consequences between university students from Australia, New Zealand and Argentina. METHOD: University students (N = 820) in Australia (n = 315), New Zealand (n = 265) and Argentina (n = 240) completed a confidential online alcohol survey which included the DMQ-R-SF, the Daily Drinking Questionnaire and the Brief Young Adult Alcohol Consequences Questionnaire. RESULTS: Using the alignment method, support for the four-factor model on the DMQ-R-SF emerged and the factor loadings for 11 of the 12 items were invariant across sites. Most items (8 out of 12) on the DMQ-R-SF were fully invariant across all sites, but some small differences in item reliability for one item, and endorsement for three items emerged between the sites. Across the three countries, coping motives were positively correlated with negative alcohol consequences. Enhancement motives were positively associated with both alcohol use and negative alcohol consequences among students from Australia and New Zealand. DISCUSSION AND CONCLUSIONS: Most items on the DMQ-R-SF were comparably reliable among the university students sampled from Australia, New Zealand and Argentina. Our preliminary findings suggest that the DMQ-R-SF can be reliably used with university students from these countries.
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Motivação , Estudantes , Adulto Jovem , Adolescente , Humanos , Universidades , Reprodutibilidade dos Testes , Argentina , Nova Zelândia , Inquéritos e Questionários , Austrália , Adaptação Psicológica , Consumo de Bebidas AlcoólicasRESUMO
INTRODUCTION: COVID-19 has trickle-down psychological effects on multiple strata of society, particularly university students. Apart from the worry of contracting or spreading COVID-19, Malaysian university students were also locked down on their campuses, suffering significant psychological distress. Hence, an online mindfulness intervention was proposed to alleviate psychological distress and improve psychological flexibility and mindfulness. METHODS: This was a quasi-experimental study with university students as participants. Intervention group participants were instructed to complete online questionnaires which covered basic demographics and instruments assessing depression, anxiety, stress, mindfulness, psychological flexibility, and fear of COVID-19 before and after the one-hour intervention. The control group also completed before and after questionnaires and were subsequently crossed over to the intervention group. Repeated measures ANOVA was conducted to assess time*group effects. RESULTS: 118 participants were involved in this study. There were significant differences in anxiety (F(1,116) = 34.361, p < 0.001, partial eta-squared = 0.229) and psychological flexibility between the two groups (F(1,116) = 11.010, p = 0.001, partial eta-squared = 0.087), while there were no differences in depression, stress, mindfulness, or fear of COVID-19. CONCLUSION: The results of this study corroborate the efficacy of online single-session mindfulness therapy as a viable short-term psychological intervention under financial and time constraints. Since university students are in the age group with the highest incidence of depressive and anxiety disorders, it is crucial to utilize resources to address as many students as possible to ensure maximum benefit.
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COVID-19 , Atenção Plena , Humanos , Atenção Plena/métodos , Pandemias , Estresse Psicológico/etiologia , Controle de Doenças Transmissíveis , Ansiedade/epidemiologia , Ansiedade/terapia , Estudantes/psicologiaRESUMO
Abstract We sought to investigate the mental health profile of university students and possible individual aspects, life habits and associated academic experiences. 844 students were included, predominantly female with a mean age of 22.57 years, who answered a socioeconomic and life habits questionnaire and the Depression, Anxiety and Stress Scale. Cluster and multinomial logistic regression analyses were performed. Three profiles were identified: students with good, moderate and poor mental health. Married or single students, from exact sciences, who studied in a public university and did not work, with low alcohol consumption were more likely to have a good mental health. Understanding the association of life habits and academic experiences with different profiles is relevant to develop interventional strategies with this public.
Resumo Buscou-se investigar os perfis de saúde mental de universitários e possíveis aspectos individuais, hábitos de vida e vivências acadêmicas associados. Participaram 844 estudantes, com predominância feminina e idade média de 22,57 anos, que responderam a Depression, Anxiety and Stress Scale e questionário socioeconômico e de hábitos de vida. Foram feitas análises de cluster e de regressão logística multinomial. Foram identificados 3 perfis: universitários com saúde mental prejudicada, mediana e boa. Estudantes solteiros ou casados, que não trabalhavam e cursavam universidade pública, curso de exatas e bebiam menos tiveram maiores chances de integrar o perfil com boa saúde mental. Compreender os hábitos de vida e vivências acadêmicas associados aos diferentes perfis é relevante para desenvolver estratégias interventivas com este público.
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Com a instauração da política de cotas, ocorreram profundas transformações no perfil dos estudantes das universidades públicas brasileiras. Essa nova composição do corpo discente, com maior representatividade de minorias e/ou estudantes de baixa renda, traz consigo novas demandas relacionadas à saúde mental do estudante. Apesar disso, ainda são escassas as pesquisas que investiguem esse contexto específico. Este estudo visa comparar a saúde mental de estudantes cotistas e não cotistas, avaliando diferenças nas prevalências de sintomas de depressão, ansiedade e estresse entre os dois grupos. Participaram da pesquisa 6.103 estudantes de graduação de uma universidade pública federal, dos quais 2.983 (48,88%) cotistas e 3.120 (51,12%) não cotistas. O levantamento de dados foi feito por meio de questionário on-line contendo questionário sociodemográfico e de hábitos de vida, e pelo Depression Anxiety and Stress Scale, na sua versão reduzida de 21 itens (DASS-21), utilizada para avaliar sintomas de depressão, ansiedade e estresse. Os resultados indicaram que os estudantes cotistas apresentaram maiores prevalências de sintomas de depressão e ansiedade quando comparados aos não cotistas. As áreas de Ciências Exatas e da Terra, e os Bacharelados Interdisciplinares apresentaram maiores diferenças entre os dois grupos em relação a esses problemas em saúde mental. Os resultados apontam para a necessidade de que as universidades estejam atentas às novas demandas em saúde mental dos estudantes e que estas sejam contempladas nas políticas de atenção à saúde estudantil.(AU)
With the introduction of the quota policy, profound changes took place in the profile of students in Brazilian public universities. This new composition of the student body, with greater representation of minorities and/or low-income students, brings new demands related to student mental health. Despite this, there are still few studies investigating this specific context. This study aims to compare the mental health of quota and non-quota students, evaluating differences in the prevalence of symptoms of depression, anxiety, and stress between the two groups. A total of 6,103 undergraduate students from a federal public university participated in the research, of which 2,983 (48.88%) were quota students and 3,120 (51.12%) were nonquota students. Data collection was carried out via an online questionnaire containing a sociodemographic and lifestyle questionnaire, and the Depression Anxiety and Stress Scale, in its reduced version of 21 items (DASS-21) was used to assess symptoms of depression, anxiety, and stress. The results indicated that quota students had higher prevalence of symptoms of depression and anxiety when compared to non-quota students. The areas of Exact and Earth Sciences and Interdisciplinary Bachelors were the ones that showed the greatest differences between the two groups in relation to these mental health problems. The results point to the need for universities to be attentive to the new demands in mental health of students and for these to be included in student health care policies.(AU)
Con la introducción de la política de cuotas, se produjeron cambios profundos en el perfil de los estudiantes de las universidades públicas brasileñas. Esta nueva composición del alumnado, con mayor representación de minorías y/o estudiantes de escasos recursos, trae consigo nuevas demandas relacionadas con la salud mental del alumno. Pero todavía existen pocas investigaciones sobre el contexto específico. Este estudio tiene como objetivo comparar la salud mental de los estudiantes beneficiarios de las políticas de cuotas y los no beneficiarios, y evaluar las diferencias en la prevalencia de síntomas de depresión, ansiedad y estrés entre los dos grupos. En la investigación participaron un total de 6.103 estudiantes de grado de una universidad pública federal, de los cuales 2.983 (48,88%) son estudiantes beneficiarios y 3.120 (51,12%) son estudiantes no beneficiarios. Los datos se recolectaron de un formulario en línea, que estaba compuesto por un cuestionario sociodemográfico y de hábitos de vida, y por la Escala de Depresión, Ansiedad y Estrés, en su versión reducida de 21 ítems (DASS-21), utilizada para evaluar síntomas de depresión, ansiedad y estrés. Los resultados destacaron que los estudiantes beneficiarios de las políticas de cuotas tenían una mayor prevalencia de síntomas de depresión y ansiedad en comparación con los estudiantes no beneficiarios. Las áreas de Ciencias Exactas y de la Tierra y Licenciaturas Interdisciplinarias presentaron las mayores diferencias entre los dos grupos con relación a estos problemas en salud mental. Los resultados apuntan a la necesidad de que las universidades sean conscientes de las nuevas demandas sobre la salud mental de los estudiantes y de que estas se incluyan en las políticas de atención de la salud estudiantil.(AU)
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Humanos , Masculino , Feminino , Estudantes , Universidades , Saúde Mental , Satisfação Pessoal , Preconceito , Competência Profissional , Psicologia , Psicometria , Política Pública , Critérios de Admissão Escolar , Instituições Acadêmicas , Comportamento Social , Mudança Social , Classe Social , Condições Sociais , Justiça Social , Mobilidade Social , Ciências Sociais , Fatores Socioeconômicos , Sociologia , Estereotipagem , Estresse Psicológico , Evasão Escolar , Ensino , Violência , Características da População , Negro ou Afro-Americano , Escolha da Profissão , Família , Drogas Ilícitas , Áreas de Pobreza , Faculdades de Saúde Pública , Epidemiologia Descritiva , Pessoas com Deficiência , Teste de Admissão Acadêmica , Violência Doméstica , Diversidade Cultural , Estatística , Cultura , Democracia , Amigos , Grupos Raciais , Depressão , Bebidas Alcoólicas , Educação , Avaliação Educacional , Equidade , Medo , Bolsas de Estudo , Habilidades para Realização de Testes , Racismo , Discriminação Social , Marginalização Social , Medicalização , Produtos do Tabaco , Habilidades Sociais , Fatores Sociológicos , Estilo de Vida Saudável , Desempenho Acadêmico , Sucesso Acadêmico , Desigualdades Étnicas , Privilégio Social , Experiências Adversas da Infância , Povos Indígenas , Angústia Psicológica , Empoderamento , Inclusão Social , Equidade de Gênero , Fatores Econômicos , Minorias Desiguais em Saúde e Populações Vulneráveis , Fatores Sociodemográficos , Enquadramento Interseccional , Minorias Étnicas e Raciais , Vulnerabilidade Social , Quilombolas , Diversidade, Equidade, Inclusão , Baixo Nível Socioeconômico , Segregação Residencial , Hierarquia Social , Direitos Humanos , Inteligência , Relações Interpessoais , Transtornos Mentais , Métodos , AntidepressivosRESUMO
Resumen Introducción: el compromiso académico hace referencia a la predisposición que los estudiantes tienen a participar de manera activa en la vida universitaria, asistiendo a las clases, entregando los trabajos a tiempo y siguiendo las instrucciones de los docentes. Existe evidencia que demuestra que el compromiso académico predice positivamente el éxito de los estudiantes. Por esta razón, es que su evaluación cobra gran relevancia para el ámbito educativo universitario a la hora de diseñar prácticas pedagógicas que estimulen el compromiso de los alumnos. El objetivo del presente trabajo fue adaptar y validar la versión del University Student Engagement Inventory (USEI) al español, contemplando diferencias lingüísticas y culturales de tres países hispanohablantes. Método: participaron 921 estudiantes universitarios de España, Argentina y Uruguay. Se aplicó el USEI que consta de 15 afirmaciones agrupadas en tres dimensiones de compromiso: conductual, cognitivo, emocional. Resultados: después de que tres traductores realizaran la adaptación lingüística del instrumento, nueve jueces expertos analizaron el contenido de los ítems y conservaron como resultado la totalidad de los reactivos. Más adelante, se analizó y verificó la estructura interna del instrumento -análisis factorial confirmatorio, validación cruzada, invarianza factorial, consistencia interna-, y también se obtuvo adecuada evidencia de validez externa concurrente entre las dimensiones del USEI y los enfoques de aprendizaje. Conclusión: se obtuvo una versión en español del USEI con adecuadas propiedades psicométricas que puede ser empleado en el ámbito de aplicación con el propósito de identificar el compromiso académico de los estudiantes y proponer acciones orientadas a mejorar sus aprendizajes.
Abstract Introduction: Academic engagement refers to the predisposition that students must actively participate in university life, attending classes, turning in work on time, and following teachers' instructions. There is evidence that shows that academic engagement positively predicts student success. For this reason, its evaluation is of great relevance for university education when designing pedagogical practices that stimulate student engagement. The aim of this study was to adapt and validate the University Student Engagement Inventory (USEI) into Spanish, considering linguistic and cultural differences in three Spanish-speaking countries. Methods: 921 university students from Spain, Argentina and Uruguay participated in the study. The USEI, which consists of 15 statements grouped into three dimensions of engagement -behavioral, cognitive, emotional- was administered. Results: After three translators made the linguistic adaptation of the instrument, nine expert judges analyzed the content of the items, retaining as a result the totality of the items. Subsequently, the internal structure of the instrument was analyzed and verified -confirmatory factor analysis, cross-validation, factorial invariance, internal consistency-. Adequate evidence of concurrent external validity between USEI dimensions and learning approaches was also obtained. Conclusion: A Spanish version of the USEI was obtained with adequate psychometric properties that can be used in the field of application with the purpose of identifying students' academic engagement and proposing actions aimed at improving their learnings.
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Dealing with difficult social relationships can interfere with coexistence and cooperation, affecting relationships between university students. The present study aims to test a version and at conducting a confirmatory analysis of the Coping Scale for Difficult Socio-Academic Situations and the testing a short version of this scale. The sample consisted of 601 university students from different periods and courses, aged between 18 and 57 years (M = 26.2 years; SD = 7.2), most of them female (66.1%). All participants responded to the Coping Scale for Difficult Socio-Academic Situations on the spot. For confirmatory factor analysis we used the Maximum Likelihood (ML) estimation method. Confirmatory factor analysis indicated a three-dimensional structure (10 items): Focus powerful others; Focus on the problem and Focus on emotion. The discussion addresses the relevance of a reduced scale and also discusses the structure, in view of its contribution to facing the different obstacles of academic life. Future studies may relate coping to other phenomena in the university context and to sociodemographic data.
Lidar com relações sociais difíceis pode interferir na coexistência e cooperação, afetando as relações entre universitários. O presente estudo teve como objetivo testar uma versão reduzida e realizar uma análise confirmatória da Escala de Coping para Situações Sócio-Acadêmicas Difíceis. A amostra foi composta por 601 estudantes universitários de diferentes períodos e cursos, com idades entre 18 e 57 anos (M=26,2 anos; DP=7,2), a maioria mulheres (66,1%). Os participantes responderam à referida escala no local. Para a análise fatorial confirmatória, usamos o método de estimativa Maximum Likelihood (ML) e os resultados indiccaram uma estrutura tridimensional (10 itens): Foco em outros poderosos; foco no problema e foco na emoção. A discussão aborda a relevância de uma escala reduzida e também debate a estrutura, tendo em vista sua contribuição para o enfrentamento dos distintos obstáculos da vida acadêmica. Estudos futuros poderão relacionar o enfrentamento a outros fenômenos no contexto universitário e a dados sociodemográficos.
Lidiar con relaciones sociales difíciles puede interferir en la convivencia y la cooperación, afectando las relaciones entre universitarios. El presente estudio tiene como objetivo realizar un análisis confirmatorio de la Escala de Afrontamiento de Situaciones Socio-Académicas Difíciles y prueba de versión reducida de esta escala. La muestra estuvo formada por 601 estudiantes universitarios de diferentes períodos y cursos, con edades comprendidas entre 18 y 57 años (M = 26,2 años; DT = 7,2), la mayoría mujeres (66,1%). Todos los participantes respondieron en el acto a la Escala de Afrontamiento para Situaciones Socio-Académicas Difíciles. Para el análisis factorial confirmatorio utilizamos el método de estimación Maximum Likelihood (ML). El análisis factorial confirmatorio indicó una estructura tridimensional (10 ítems): Enfoca a otros poderosos; Concéntrese en el problema y centrarse en la emoción. Lidiar con relaciones sociales difíciles puede interferir en la convivencia y la cooperación, afectando las relaciones entre universitários. Los estudios futuros pueden relacionar el afrontamiento con otros fenómenos del contexto universitario y con datos sociodemográficos.
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Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Análise Fatorial , Análise de DadosRESUMO
Este artigo consiste em uma revisão de escopo que objetivou investigar os fatores de risco acadêmicos associados a ideação e tentativas de suicídio em estudantes universitários. Foram recuperados inicialmente 1901 estudos em setembro de 2020 em seis bases de dados (Pubmed, BVS, PsycINFO, Web of Science, Science Direct e Scopus). Após a aplicação dos critérios de inclusão e exclusão, restaram 10 estudos para análise. Os principais resultados sugerem a existência de três fatores de risco acadêmicos associados a ideação e tentativas de suicídio: 1) relacionamento social com pares; 2) relacionamento social com professores ou orientador; e 3) adaptação ao ambiente acadêmico. Observou-se que em ambientes universitários os estudantes são vulneráveis a experiências de estresse e frustração relacionadas com a falta de adaptação à nova rotina acadêmica. Além disso, a dinâmica de interação com os pares, professores ou orientadores pode gerar situações de sofrimento ou desconforto emocional, contribuindo para o surgimento de ideação e tentativas de suicídio. Conclui-se que as universidades devem proporcionar espaços de adaptação aos novos estudantes (e.g. centros de acolhimento e orientação psicológica, encontros de convivência social e cultural) e incentivar os professores e orientadores à postura acolhedora.
This article is a scoping review that aimed to investigate the academic risk factors associated with suicidal ideation and behavior in university students. 1901 studies were initially retrieved in September 2020 in six databases (Pubmed, BVS, PsycINFO, Web of Science, Science Direct and Scopus). After applying the inclusion and exclusion criteria, 10 studies remained for analysis. The main findings suggest the existence of three academic risk factors associated with suicide ideation and attempt: 1) social relationship with peers; 2) social relationship with teachers or advisor; and 3) adaptation to the academic environment. It was observed that in university environments students are vulnerable to experiences of stress and frustration related to the lack of adaptation to the new academic routine. In addition, the dynamics of interaction with peers, teachers or advisors can generate situations of suffering or emotional discomfort contributing to the emergence of suicidal ideation and suicide attempt. It is concluded that universities should provide spaces for adaptation to new students (e.g. reception centers and psychological counseling, social and cultural meetings) and encourage the welcoming attitude of teachers and advisors.
Este artículo consiste en una revisión de alcance que tuvo como objetivo investigar los factores de riesgo académico asociados a la ideación y conducta suicida en estudiantes universitarios. Inicialmente fueron recuperados 1901 estudios en septiembre de 2020 en seis bases de datos (Pubmed, BVS, PsycINFO, Web of Science, Science Direct y Scopus). Después de aplicar los criterios de inclusión y exclusión, quedaron 10 estudios para análisis. Los principales resultados sugieren la existencia de tres factores de riesgo académico asociados a la ideación e intento de suicidio: 1) relación social con los compañeros; 2) relación social con profesores o asesores; y 3) adaptación al entorno académico. Se observó que en entornos universitarios los estudiantes son vulnerables a experiencias de estrés y frustración relacionadas con la falta de adaptación a la nueva rutina académica. Además, la dinámica de interacción con compañeros, profesores o asesores puede generar situaciones de sufrimiento o malestar emocional contribuyendo a la aparición de ideación y intento de suicidio. Se concluye que las universidades deben brindar espacios de adaptación a los nuevos estudiantes (por ejemplo, centros de acogida y asesoramiento psicológico, encuentros sociales y culturales) y fomentar la actitud acogedora de profesores y asesores.
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Estudantes , Universidades , Fatores de Risco , Ideação Suicida , Estresse Psicológico , Suicídio/prevenção & controle , Fracasso AcadêmicoRESUMO
The aim of this study is to analyze the effects of lockdown using natural language processing techniques, particularly sentiment analysis methods applied at large scale. Further, our work searches to analyze the impact of COVID-19 on the university community, jointly on staff and students, and with a multi-country perspective. The main findings of this work show that the most often related words were "family", "anxiety", "house", and "life". Besides this finding, we also have shown that staff have a slightly less negative perception of the consequences of COVID-19 in their daily life. We have used artificial intelligence models such as swivel embedding and a multilayer perceptron as classification algorithms. The performance that was reached in terms of accuracy metrics was 88.8% and 88.5% for students and staff, respectively. The main conclusion of our study is that higher education institutions and policymakers around the world may benefit from these findings while formulating policy recommendations and strategies to support students during this and any future pandemics.
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COVID-19 , Inteligência Artificial , COVID-19/epidemiologia , Colômbia/epidemiologia , Controle de Doenças Transmissíveis , Humanos , Processamento de Linguagem Natural , SARS-CoV-2 , Espanha/epidemiologia , Estudantes , UniversidadesRESUMO
Relato de experiência acadêmica de três estagiários de graduação em Psicologia da Universidade Federal do Rio de Janeiro (UFRJ) no atendimento psicológico para estudantes da universidade. O objetivo é destacar as principais questões de sofrimento psíquico relatadas pelos estudantes atendidos e elucidar a importância da escuta clínica no campo acadêmico. Analisaram-se os aspectos recorrentes emergidos durante os atendimentos e presentes na discussão dos casos durante as supervisões com a professora orientadora. Do total de 24 estudantes atendidos, as principais queixas sintomatológicas dos participantes foram crises de ansiedade, sintomas de depressão e de ideação suicida. Buscou-se realizar um paralelo entre as dificuldades acadêmicas e emocionais com a implicação subjetiva dos estudantes na instituição UFRJ. Além disso, a questão do suicídio também foi destacada como o maior desafio clínico pelos estagiários nos atendimentos. Ao final verificou-se a importância do atendimento psicológico para os estudantes dentro do espaço acadêmico, pois esse lugar também de escuta é uma forma de acolhimento integral do estudante.
Report of academic experience from a team of graduate students in Psychology at the Federal University of Rio de Janeiro (UFRJ) providing psychological assistance to other students at this university. The objective is to highlight the main issues of psychological suffering reported by the students assisted and to elucidate the importance of clinical listening in the academic field. The recurrent aspects that emerged during the consultations and were present in the discussion of cases during the supervisions with the mentor teacher were analysed. Of the total of 24 students attended, the main symptomatological complaints of the participants were anxiety crises, symptoms of depression and suicidal ideation. We sought to make a parallel between academic and emotional difficulties, and the subjective implication of UFRJ students. In addition, the issue of suicide was also highlighted as the greatest clinical challenge by trainees in care. It was found that psychological assistance for students within the academic space is of huge importance, for the provision of a careful listening is also a kind of integral reception.
Informe de experiencia académica de tres pasantes de licenciatura en Psicología en la Universidad Federal de Río de Janeiro (UFRJ) en atención psicológica a estudiantes universitarios. El objetivo es resaltar los principales problemas del sufrimiento psicológico reportados por los estudiantes atendidos y dilucidar la importancia de la escucha clínica en el ámbito académico. Se analizaron aspectos recurrentes que surgieron durante las consultas y presentes en las discusiones de casos durante las supervisiones con el profesor guía. Del total de 24 estudiantes atendidos, las principales quejas sintomáticas de los participantes fueron crisis de ansiedad, síntomas de depresión e ideación suicida. Se buscó establecer un paralelismo entre las dificultades académicas y emocionales con la participación subjetiva de los estudiantes en UFRJ. Además, también se destacó el tema del suicidio como el mayor desafío clínico al que se enfrentan los internos en las consultas. En conclusión, se verificó la importancia del cuidado psicológico para los estudiantes dentro del espacio académico, ya que este lugar de escucha es también una forma de acogida integral para el estudiante.
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Humanos , Masculino , Feminino , Serviços de Saúde para Estudantes , Estudantes , Universidades , Saúde Mental , Assistência à Saúde Mental , Angústia Psicológica , Ansiedade , Teoria Psicanalítica , Brasil , Pesquisa Qualitativa , Depressão , Ideação SuicidaRESUMO
Abstract Introduction COVID-19 has trickle-down psychological effects on multiple strata of society, particularly university students. Apart from the worry of contracting or spreading COVID-19, Malaysian university students were also locked down on their campuses, suffering significant psychological distress. Hence, an online mindfulness intervention was proposed to alleviate psychological distress and improve psychological flexibility and mindfulness. Methods This was a quasi-experimental study with university students as participants. Intervention group participants were instructed to complete online questionnaires which covered basic demographics and instruments assessing depression, anxiety, stress, mindfulness, psychological flexibility, and fear of COVID-19 before and after the one-hour intervention. The control group also completed before and after questionnaires and were subsequently crossed over to the intervention group. Repeated measures ANOVA was conducted to assess time*group effects. Results 118 participants were involved in this study. There were significant differences in anxiety (F(1,116) = 34.361, p < 0.001, partial eta-squared = 0.229) and psychological flexibility between the two groups (F(1,116) = 11.010, p = 0.001, partial eta-squared = 0.087), while there were no differences in depression, stress, mindfulness, or fear of COVID-19. Conclusion The results of this study corroborate the efficacy of online single-session mindfulness therapy as a viable short-term psychological intervention under financial and time constraints. Since university students are in the age group with the highest incidence of depressive and anxiety disorders, it is crucial to utilize resources to address as many students as possible to ensure maximum benefit.
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Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.
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Due to COVID-19, university students continued their academic training remotely. To assess the effects of emergency remote teaching (ERT), we evaluated the expectations and, subsequently, the experiences of university students about online education. This study employed a simple prospective design as its method. We assessed the expectations of 1,904 students from different discipline areas (1,106 women and 798 men; age M = 21.56; SD = 3.07) during the beginning of the first semester, March 2020 (T1), and their experiences at the end of the same academic period, September 2020 (T2). We used convenience non-probability sampling. Participants responded to the questionnaire on Expectations toward virtual education in higher education for students and the questionnaire on virtual education experiences in higher education. The results showed that students' responses reflected low expectations regarding peer relationships and comparison with face-to-face education (T1). This perception was maintained during the evaluation of experiences (T2). Students reported positive experiences regarding online teaching and learning, online assessment, and their self-efficacy beliefs at T2. Statistically significant differences between measurements were found, with the expertise presenting higher averages than expectations. Furthermore, differences by gender were identified, reporting a positive change in the scores of women. In addition, results reflected differences according to the disciplinary area, showing Social Sciences and Medical and Health Sciences students a more significant size effect. Findings regarding the empirical evidence and the implications for future teaching scenarios in Higher Education are discussed.
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Resumo: Introdução: A aprovação no curso de Medicina traz consigo a euforia e, por vezes, associa-se a grandes mudanças no dia a dia dos alunos. Essas mudanças estão relacionadas a momentos de medo, sofrimento e adaptação. Os programas de mentoria surgem como espaços importantes de cuidado que oferecem acolhimento e suporte às vivências dos alunos, de modo a contribuir para o desenvolvimento pessoal e acadêmico deles. Relato de experiência: Diante da necessidade de adaptar o ensino presencial ao modelo remoto, em detrimento da pandemia de Covid-19, o programa de mentoria da Universidade Federal do Rio Grande do Norte investiu na realização de atividades on-line, protagonizadas por monitores denominados mentores juniores. Essas atividades se valeram do potencial das mídias sociais, por meio das plataformas de videoconferência, além de interações nas redes sociais, para realizar os encontros e promover a manutenção do vínculo, bem como proporcionar um espaço de acolhimento e integração entre estudantes e mentores. Discussão: A partir da realização de atividades remotas, alunos e mentores mostraram-se muito participativos e satisfeitos. A atuação dos mentores juniores na elaboração dessas atividades virtuais foi um importante diferencial, possibilitando o engajamento dos mais tímidos e daqueles que tinham dificuldade em cumprir os horários presenciais. Conclusão: Mediante a observação no desenvolvimento das atividades do programa e com base na avaliação dos alunos e mentores sobre o desempenho da mentoria no semestre remoto, considera-se que é de grande valia investir no potencial das mídias sociais para impulsionar as reuniões dos grupos de mentoria, garantir a manutenção do acolhimento e suporte aos alunos, bem como para estreitar os vínculos entre os participantes. Sob esse prisma, é necessário considerar a possibilidade de adotar um modelo misto no aperfeiçoamento do programa de mentoria.
Abstract: Introduction: Being accepted for medical school brings euphoria, and is sometimes associated to major changes in the student's daily life. These changes pertain to moments of fear, suffering and adaptation. The mentoring programs, therefore, appear as essential care spaces, offering welcoming and support to students, in order to contribute to their personal and academic development. Experience Report: Faced with the need to adapt from face-to-face teaching to the remote model, to help control the Covid-19 pandemic, the Mentoring program of the Federal University of Rio Grande do Norte invested in conducting online activities led by junior mentors. These activities took advantage of the potential of social media, through video conferencing platforms, in addition to interactions on social networks, to hold the meetings and maintain the link, as well as providing a space for welcoming and integrating students and mentors. Discussion: In relation to the remote activities, students and mentors were found to be very participative and satisfied. The role of junior mentors in developing these virtual activities was an important differential, enabling the engagement of the most timid and those who had difficulty in meeting the face-to-face schedules. Conclusion: Through observation during the development of the program activities, and based on the evaluation of students and mentors on the performance of mentoring in the remote semester, the conclusion is drawn that it is important to invest in the potential of social media to boost mentoring group meetings, ensure that the students are offered reception and support, and to strengthen the bonds with the participants. In light of this, it is necessary to consider the possibility of adopting a mixed teaching model to improve the mentoring program.