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Stress e ansiedade aos testes nos estudantes universitários: Mecanismos de coping envolvidos e relação com o desempenho
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Abstract(s)
O objectivo do presente estudo é o de verificar quais os níveis de stress e ansiedade aos
testes, de um grupo de estudantes universitários, a forma como esses níveis se relacionam com o
desempenho, se o factor emprego influencia o desempenho dos estudantes e qual o papel da
variável coping na relação entre o stress e a ansiedade aos testes, e o desempenho.
O estudo foi desenvolvido transversalmente e envolveu 118 inquiridos, de duas
faculdades de Lisboa. Da amostra total, 80,5% são do sexo feminino e 19,5% do sexo masculino.
A média de idades está entre os 18 e os 23 anos, e 39,8% são trabalhadores estudantes, enquanto
60,2% são apenas estudantes.
Os resultados mostram uma relação negativa entre os níveis de stress e ansiedade aos
testes e o desempenho no teste, nomeadamente entre as dimensões “Preocupação”,
“Pensamentos irrelevantes” e “Sintomas Somáticos” e o desempenho. As estratégias de coping
mais utilizadas são as estratégias de “Retraimento, Conversão e Aditividade”, estratégia de coping
orientada para o evitamento, e o “Controlo”, estratégia de coping orientada para o problema.
Conclui-se que os níveis de stress e ansiedade aos testes aumentam à medida que os níveis
de desempenho diminuem. Não foram encontradas diferenças entre as médias de stress e
ansiedade aos testes nos estudantes que trabalham em relação aos que não trabalham. Os níveis
de coping influenciam o stress e a ansiedade nos testes, mas não influenciam o desempenho.
ABSTRACT: The aim of this study is to verify the levels of stress and test anxiety in a group of college students, how these relate to the general performance and the influence of employment on the academic performance and the role of the coping variable in the relation between stress, test anxiety and performance. The Study was transversely developed, involving 118 students from two Lisbon Universities. The total population contains 80,5% female and 19,5% male. The average age of the sample is between 18 and 23 years, and from the total population, 39,8% are working students, while 60,2% are only studding. The results show a negative relation between stress and test anxiety levels and the test performance, namely in the “worry”, “Irrelevant thoughts” and “Somatic symptoms” dimensions. The Coping strategies more often used are the “Withdrawn, Conversion and Additivity“, concerning to avoidance-focused coping and “control” concerning to problemfocused coping. We can conclude that stress and test anxiety levels increase as the performance levels decrease. No differences were found between means of stress and test anxiety levels of employer students compared to students without any job. Coping levels influence the stress and test anxiety, but do not influence the global performance.
ABSTRACT: The aim of this study is to verify the levels of stress and test anxiety in a group of college students, how these relate to the general performance and the influence of employment on the academic performance and the role of the coping variable in the relation between stress, test anxiety and performance. The Study was transversely developed, involving 118 students from two Lisbon Universities. The total population contains 80,5% female and 19,5% male. The average age of the sample is between 18 and 23 years, and from the total population, 39,8% are working students, while 60,2% are only studding. The results show a negative relation between stress and test anxiety levels and the test performance, namely in the “worry”, “Irrelevant thoughts” and “Somatic symptoms” dimensions. The Coping strategies more often used are the “Withdrawn, Conversion and Additivity“, concerning to avoidance-focused coping and “control” concerning to problemfocused coping. We can conclude that stress and test anxiety levels increase as the performance levels decrease. No differences were found between means of stress and test anxiety levels of employer students compared to students without any job. Coping levels influence the stress and test anxiety, but do not influence the global performance.
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Keywords
Stress académico Ansiedade face aos testes Desempenho académico Estratégias de coping Academic stress Test anxiety Academic performance Coping strategies