Stress and Subjective Well/Ill-Being in Undergraduate Students: An Explanatory Model
Abstract
This study aimed to investigate the predictive power of the stressful university day-to-day and stress towards subjective well/ill-being in undergraduate students, proposing and testing an explanatory model. Participants were 306 undergraduate students (Mage = 22.7; 68.3% women) that answered the Subjective Well-Being Scale, Academic and Perceived Stress Scales and the General Health Questionnaire, as well as sociodemographic and questions about their daily life. The results indicated an adequate model fit to the explanatory model in which stressful daily life (e.g., hours of sleep during the week, leisure time/relationships during the week and at the end) explain the stress (i.e., academic and perceived), which in turn explain well-being (i.e., positive affects and life satisfaction) and ill-being (i.e., psychological discomfort and negative affects). These results corroborate the idea that stress impact mental health, and the evidence presented in the current study could be useful to planning interventions that aim improve the mental health of undergraduate students.
Keywords
Full Text:
PDF (Português (Brasil))References
Albuquerque, A. S. & Tróccoli, B. T. (2004). Desenvolvimento de uma escala de bem-estar subjetivo. Psicologia: Teoria e Pesquisa, 20, 153-164. doi: https://doi.org/10.1590/S0102-37722004000200008
Amanvermez, Y., Rahmadiana, M., Karyotaki, E., de Wit, L., Ebert, D. D., Kessler, R. C., & Cuijpers, P. (2020). Stress management interventions for college students: A systematic review and meta‐analysis. Clinical Psychology: Science and Practice. doi: https://doi.org/10.1111/cpsp.12342
Ali, M., Asim, H., Edhi, A. I., Hashmi, M. D., Khan, M. S., y Naz, F. (2015). Does academic assessment system type affect levels of academic stress in medical students? A cross-sectional study from Pakistan. Medical education online, 20(1), 1-10, doi: https://doi.org/10.3402/meo.v20.27706
Alsulami, S., Al Omar, Z., Binnwejim, M. S., Alhamdan, F., Aldrees, A., Al-Bawardi, A., ... & Alhabeeb, M. (2018). Perception of academic stress among health science preparatory program students in two Saudi universities. Advances in medical education and practice, 9, 159-164. doi: https://doi.org/10.2147/AMEP.S143151
Assis, A. C. L.; Sanabio, M. T.; Magaldi, C. A.; & Machado, C. S. (2013). As políticas de Assistência Estudantil: experiências comparadas em universidades públicas brasileiras. Revista Gestão Universitária na América Latina, 6(4), 125-146. doi: https://doi.org/10.5007/1983-4535.2013v6n4p125
Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change. Cognitive Therapy and Research, 1, 287-310. doi: https://doi.org/10.1007/BF01663995
Beck, D. L., Hackett, M. B., Srivastava, R., McKim, E., & Rockwell, B. (1997). Perceived level and sources of stress in university professional schools. Journal of Nursing Education, 36(4), 180-186. Recuperado de https://pubmed.ncbi.nlm.nih.gov/9107596
Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale. Health Psychology Open, 2, 1-9. doi: https://doi.org/10.1177/2055102915596714
Bleicher, T., & Oliveira, R. C. N. (2016). Políticas de assistência estudantil em saúde nos institutos e universidades federais. Psicologia Escolar e Educacional, 20(3), 543-549. doi: https://doi.org/10.1590/2175-3539201502031040
Borine, R. C. C., Wanderley, K. S., & Bassitt, D. P. (2015). Relação entre a qualidade de vida e o estresse em acadêmicos da área da saúde. Estudos Interdisciplinares em Psicologia, 6(1), 100-118. Recuperado de http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S2236-64072015000100008
Busseri, M. A., & Sadava, S. W. (2011). A review of the tripartite structure of subjective well-being: Implications for conceptualization, operationalization, analysis, and synthesis. Personality and social psychology review, 15(3), 290-314. doi: https://doi.org/10.1177/1088868310391271
Brasil. Presidência da República. (2010). Decreto no. 7.234. Dispõe sobre o Programa Nacional de Assistência Estudantil - PNAES. Recuperado: 27 jul. 2015. Recuperado de http://www.planalto.gov.br/ccivil_03/_Ato2007-2010/2010/Decreto/D7234.htm
Brus, C. P. (2006). Seeking balance in graduate school: A realistic expectation or a dangerous dilemma? New Directions for Student Services, 115, 31-45. doi: https://doi.org/10.1002/ss.214
Byrne, B. M. (2016). Structural equation modeling with amos: basic concepts, applications, and programming (3a ed.). New York: Taylor & Francis Group.
Calais, S. L., Andrade, L. M. B., & Lipp, M. E. N. (2003). Diferenças de sexo e escolaridade na manifestação do stress em adultos jovens. Psicologia: Reflexão & Crítica, 16, 257-263. doi: https://doi.org/10.1590/S0102-79722003000200005
Cerchiari, E. A. N., Caetano, D., & Faccenda, O. (2005). Prevalência de transtornos mentais menores em estudantes universitários. Estudos de Psicologia, 10(3), 413-420. doi: https://doi.org/10.1590/S1413-294X2005000300010
Cestari, V. R. F., Barbosa, I. V., Florêncio, R. S., Pessoa, V. L. M. D. P., & Moreira, T. M.M. (2017). Estresse em estudantes de enfermagem: estudo sobre vulnerabilidades sociodemográficas e acadêmicas. Acta Paulista de Enfermagem, 30, 190-196. doi: https://doi.org/10.1590/1982-0194201700029
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396. doi: https://doi.org/10.2307/213640
Cornwall, J., Mayland, E. C., van der Meer, J., Spronken-Smith, R. A., Tustin, C., & Blyth, P. (2019). Stressors in early-stage doctoral students. Studies in Continuing Education, 41, 363-380. doi: https://doi.org/10.1080/0158037X.2018.1534821
Diener, E. (2000). Subjective well-being: the science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43. doi: https://doi.org/10.1037/0003-066X.55.1.34
Diener, E. (2006). Guidelines for national indicators of subjective well-being and ill-being. Journal of Happiness Studies, 7, 397-404. doi: https://doi.org/10.1007/s10902-006-9000-y
Dusek, G. A., Yurova, Y. V., & Ruppel, C. P. (2015). Using social media and targeted snowball sampling to survey a hard-to-reach population: A case study. International Journal of Doctoral Studies, 10, 279-299. https://doi.org/10.28945/2296
Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36, 282-284. doi: https://doi.org/10.1038/nbt.4089
Faro, A. (2015). Estresse e distresse: estudo com a escala de faces em Aracaju (SE). Temas em Psicologia, 23, 341-354. doi: https://doi.org/10.9788/TP2015.2-08
Fior, C. A., & Mercuri, E. (2018). Envolvimento acadêmico no ensino superior e características do estudante. Revista Brasileira de Orientação Profissional, 19, 85-95. doi: https://doi.org/10.26707/1984-7270/2019v19n1p85
Freires, L. A, Sousa, E. A., Loureto, G. D. L., Gouveia, V. V., & Monteiro, R. P.(2018). Estresse Acadêmico: Adaptação e evidências psicométricas de uma medida. Psicologia em Pesquisa, 12, 22-32. doi: https://doi.org/10.24879/2018001200300532
García-Ros, R., Pérez-González, F., Pérez-Blasco, J., & Natividad, L. A. (2012). Evaluación del estrés académico en estudiantes de nueva incorporación a la universidad. Revista Latinoamericana de Psicología, 44, 143-154. doi: https://doi.org/10.14349/rlp.v44i2.103
Gilbert, P., McEwan, K., Bellew, R., Mills, A., & Gale, C. (2009). The dark side of competition: How competitive behaviour and striving to avoid inferiority are linked to depression, anxiety, stress and self‐harm. Psychology and Psychotherapy: Theory, Research and Practice, 82, 123-136. doi: https://doi.org/10.1348/147608308X379806
Goldberg, D. P. (1972). The detection of psychiatric illness by questionnaire. Londres: Oxford University Press.
Gouveia, V. V., Chaves, S. S. S., Oliveira, I. C. P., Dias, M. R., Gouveia, R. S. V. & Andrade, P. R. (2003). A utilização do QSG-12 na população geral: Estudo de sua validade de construto. Psicologia: Teoria e Pesquisa, 19, 241-238. doi: https://doi.org/10.1590/S0102-37722003000300006
Hair, J. R., Black, W. C., Babin B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Hasel, K. M., Abdolhoseini, A., & Ganji, P. (2011). Hardiness training and perceived stress among college students. Procedia-Social and Behavioural Sciences, 30, 1354-1358. doi: https://doi.org/10.1016/j.sbspro.2011.10.262
Heringer, R. (2018). Democratização da educação superior no Brasil: das metas de inclusão ao sucesso acadêmico. Revista Brasileira de Orientação Profissional, 19(1), 7-17. doi: https://doi.org/10.26707/1984-7270/2019v19n1p7
Hollon, N., Burgeno, L. & Phillips, P. (2015). Stress effects on the neural substrates of motivated behavior. Natural Neuroscience, 18, 1405-1412. doi: https://doi.org/10.1038/nn.4114
Humensky, J., Kuwabara, S. A., Fogel, J., Wells, C., Goodwin, B., & Van Voorhees, B. W. (2010). Adolescents with depressive symptoms and their challenges with learning in school. The Journal of School Nursing: the Official Publication of the National Association of School Nurses, 265, 377-392. doi: https://doi.org/10.1177/1059840510376515
Hysenbegasi, A., Hass, S. L., & Rowland, C. R. (2005). The impact of depression on the academic productivity of university students. The Journal of Mental Health Policy and Economics, 8(3), 145-151. Recuperado de https://pubmed.ncbi.nlm.nih.gov/16278502/
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira - INEP. (2017). Inep Data. Recuperado de http://inep.gov.br/inep-data
Khawaja, N. G., & Dempsey, J. A. (2008). Comparison of international and domestic tertiary students in Australia. Australian Journal of Guidance and Counselling, 18, 30-46. doi: https://doi.org/10.1375/ajgc.18.1.30
Kuh, G.D.; Schuh, J.H.; Whitt, E.J., Andreas, R.E., Lyons, J.W., Strange, C.C., Krehbiel, L.E., & MacKay, K.A. (1991). Involving colleges: successful approaches to fostering student learning and development outside the classroom. San Francisco: Jossey-Bass Publisher.
Lipson, S. K., Zhou, S., Wagner III, B., Beck, K., & Eisenberg, D. (2016). Major differences: Variations in undergraduate and graduate student mental health and treatment utilization across academic disciplines. Journal of College Student Psychotherapy, 30, 23-41. doi: https://doi.org/10.1080/87568225.2016.1105657
Liu, Y., & Lu, Z. (2012). Chinese high school students’ academic stress and depressive symptoms: gender and school climate as moderators. Stress and Health, 28(4), 340-346. doi: https://doi.org/10.1002/smi.2418
Luft, C. D. B., Sanches, S. D. O., Mazo, G. Z., & Andrade, A. (2007). Versão brasileira da Escala de Estresse Percebido: tradução e validação para idosos. Revista de Saúde Pública, 41, 606-615. doi: https://doi.org/10.1590/S0034-89102007000400015
McCullough, G., Huebner, E. S., & Laughlin, J. E. (2000). Life events, self‐concept, and adolescents’ positive subjective well‐being. Psychology in the Schools, 37(3), 281-290. doi: https://doi.org/10.1002/(SICI)1520-6807(200005)37:3<281::AID-PITS8>3.0.CO;2-2
Milojevich, H. M., & Lukowski, A. F. (2016). Sleep and mental health in undergraduate students with generally healthy sleep habits. PloS One, 11, 1-14. doi: https://doi.org/10.1371/journal.pone.0156372
Monteiro, B. M. M., Oliveira, K. M., Rodrigues, L. A., Fernandes, T. F., Silva, J. B. M., Viana, N. A. O., ... & Guimarães, D. A. (2017). Metilfenidato e melhoramento cognitivo em universitários: um estudo de revisão sistemática. SMAD, Revista Electrónica en Salud Mental, Alcohol y Drogas, 13, 232-242. doi: https://doi.org/10.11606/issn.1806-6976.v13i4p232-242
Neves, C. E. B., Sampaio, H., Heringer, R. (2018). A institucionalização da pesquisa sobre ensino superior no Brasil. Revista Brasileira de Sociologia, 6, 19-41. doi: https://doi.org/10.20336/rbs.243
Pereira, S., Ferreira, A. M., Azevedo, A., Barroso, C., & Monteiro, V. (2018). Uso ilícito de Metilfenidato: o outro lado da prescrição médica. Nascer e Crescer, 27, 98-104. Recuperado de http://www.scielo.mec.pt/scielo.php?script=sci_abstract&pid=S0872-07542018000200005&lng=pt&nrm=iso
Pestonjee, D. M. (1997). Executives under stress: Some findings and reflections. In D. M. Pestonjee & U. Pareek (Eds.), Studies in organizational role stress and coping (pp. 231-255). New Delhi: Rawat Publications.
Pizzie, R. G., & Kraemer, D. J. (2019). The Academic Anxiety Inventory: Evidence for dissociable patterns of anxiety related to math and other sources of academic stress. Frontiers in Psychology, 9, 1-20. doi: https://doi.org/10.3389/fpsyg.2018.02684
Ribeiro, I. J., Pereira, R., Freire, I. V., de Oliveira, B. G., Casotti, C. A., & Boery, E. N. (2018). Stress and quality of life among university students: A systematic literature review. Health Professions Education, 4, 70-77. doi: https://doi.org/10.1016/j.hpe.2017.03.002
Richardson, T., Elliott, P., Roberts, R., & Jansen, M. (2017). A longitudinal study of financial difficulties and mental health in a national sample of British undergraduate students. Community Mental Health Journal, 53, 344-352. doi: https://doi.org/10.1007/s10597- 016-0052-0
Ryff, C. D., Love, G. D., Urry, H. L., Muller, D., Rosenkranz, M. A., Friedman, E. M., ... & Singer, B. (2006). Psychological well-being and ill-being: do they have distinct or mirrored biological correlates? Psychotherapy and psychosomatics, 75(2), 85-95. doi: https://doi.org/10.1111/j.1758-0854.2009.01008.x
Shankar, N. L., & Park, C. L. (2016). Effects of stress on students’ physical and mental health and academic success. International Journal of School & Educational Psychology, 4, 5-9. doi: https://doi.org/10.1080/21683603.2016.1130532
Silva, V. L. S., Chiquito, N. C., Andrade, R. A. P. O., Brito, M. F. P., & Camelo, S. H. H. (2011). Fatores de estresse no último ano do curso de graduação em enfermagem: percepção dos estudantes. Revista Enfermagem UERJ, 19, 121-126. Recuperado de https://pesquisa.bvsalud.org/portal/resource/pt/lil-591026
Stebbings, J., Taylor, I. M., Spray, C. M., & Ntoumanis, N. (2012). Antecedents of perceived coach interpersonal behaviors: The coaching environment and coach psychological well- and ill-being. Journal of Sport & Exercise Psychology, 34, 481-502. doi: https://doi.org/10.1123/jsep.34.4.481
Stroebe, M., Schut, H., & Nauta, M. (2015). Homesickness: A systematic review of the scientific literature. Review of General Psychology, 19, 157-171. doi: https://doi.org/10.1037/gpr0000037
Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41, 581-592. doi: https://doi.org/10.1023/A:1007094931292
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed). Boston, MA: Allyn and Bacon.
Tov, W., & Diener, E. (2013). Subjective well-being. In K. D. Keith (Ed.). Encyclopedia of cross cultural psychology (pp. 1239-1245). Malden, MA: Wiley-Blackwell.
Valerio, T. D., Kim, M. J., & Sexton-Radek, K. (2016). Association of stress, general health, and alcohol use with poor sleep quality among US college students. American Journal of Health Education, 47, 17-23. doi: https://doi.org/10.1080/19325037.2015.1111173
Van Daele, T., Hermans, D., Van Audenhove, C., & Van den Bergh, O. (2011). Stress reduction through psychoeducation. Health Education & Behavior, 39, 474-485. doi: https://doi.org/10.1177/10901 98111419202
Wang, W. C., Kao, C. H., Huan, T. C., & Wu, C. C. (2011). Free time management contributes to better quality of life: A study of undergraduate students in Taiwan. Journal of Happiness Studies, 12, 561-573. doi: https://doi.org/10.1007/s10902-010-9217-7
Yazdani, M., Rezaei, S., & Pahlavanzadeh, S. (2010). The effectiveness of stress management training program on depression, anxiety and stress of the nursing students. Iranian Journal of Nursing and Midwifery Research, 15, 208-215. doi: https://doi.org/10.1111/appy.12084
Yusuf, J. E., Saitgalina, M., & Chapman, D. W. (2020). Work-life balance and well-being of graduate students. Journal of Public Affairs Education, 26, 458-483. doi: https://doi.org/10.1080/15236803.2020.1771990
Zanon, C., Rosin, A. B., & Teixeira, M. A. P. (2014). Bem-estar subjetivo, personalidade e vivências acadêmicas em estudantes universitários. Interação em Psicologia, 18, 1-12. doi: https://doi.org/10.5380/psi.v18i1.27634
DOI: https://doi.org/10.18256/2175-5027.2021.v13i2.4230
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Leogildo Alves Freires, Renan Pereira Monteiro, Elisa Tavares Rios Gouveia, Juliana Gomes Yabe, Gleidson Diego Lopes Loureto, Sheyla Christine Santos Fernandes
ISSN 2175-5027
Este obra está licenciada com uma Licença Creative Commons Atribuição 4.0 Internacional.
BASES DE DADOS E INDEXADORES