Loading...
Publication
A importância dos motivos hedónicos e eudaimonicos para as atividades e a sua relação com a adaptação no ensino superior e o sucesso escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.42 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Apesar da literatura indiciar uma relação entre o bem-estar (Bauer & McAdams, 2010;
Huta & Ryan, 2010; Steger et al., 2008) e a orientação eudaimonica (procura de
desenvolvimento pessoal) e/ou hedónica (procura de conforto) (Huta, 2016; Ryan & Deci,
2001; Ryan et al., 2008), poucos são os estudos sobre os fatores que levam à escolha de um
estilo de vida sobre o outro na universidade. Este estudo tem como objetivo relacionar as
orientações (eudaimónica e hedónica) com variáveis associadas à adaptação no ensino superior
e com o sucesso escolar. Numa amostra de 405 universitários, completou-se um questionário
online, integrando aspetos sociodemográficos, os instrumentos Escala dos Motivos Hedónicos
e Eudaimónicos para as Atividades e um questionário que reúne um conjunto de escalas que
avaliam medidas de adaptação à universidade. Foram efetuadas análises de estatística
descritiva, fatorial, correlações bivariadas e análises de regressão. Os resultados indicaram que,
uma orientação eudaimonica está relacionada de forma significativa com as variáveis: certeza
do curso escolhido; relevância e aplicação prática do curso; desenvolvimento pessoal;
importância dos estudos; tempo, esforço e stress e problemas na universidade. Já a orientação
hedónica, está relacionada significativa e positivamente com os construtos: relacionamento com
professores e relacionamento com colegas. Constata-se que as variáveis: identificação com o
curso e emoções experienciadas durante o curso estão relacionadas de forma significativa com
ambas as orientações. No modelo de mediação o construto relevância e aplicação prática do
curso é um mediador total e negativo da relação entre a orientação hedónica e o sucesso escolar.
ABSTRACT: Despite the existing literature indicating a connection between personal well-being and healthy development (Bauer & McAdams, 2010; Huta & Ryan, 2010; Stege et al., 2008), as related to their eudaimonic (desire for personal growth) and/or hedonic (desire for comfort, pleasure) orientations (Huta, 2016; Ryan & Deci, 2001; Ryan et al., 2008), few studies focus on which factors influence favoring a lifestyle over another. As such, this research seeks to investigate the potential relationship between the orientations (eudaimonic and hedonic) with academic success and variables connected to adaptation in a university context. The sample population of 405 university students, with data collected via an online questionnaire, comprised by an initial section to compile socio-demographic information, alongside the instrument: Hedonic and Eudaimonic Motives for Activities and a questionnaire that utilizes several scales intended to evaluate adaptation to higher education. Statistical analysis included descriptive and factorial analysis, in addition to bivariate correlations and linear regressions. Results indicated that, an eudaimonic orientation displays a significant correlation in regard to: course certainty; practical application of course; personal development; importance of studies; time, effort and stress; academic challenges. Regarding hedonic orientation, a significant correlation was displayed regarding both relationships with teachers and colleagues. Additionally, the scales of identification with the course and emotions were found significantly correlated to both orientations. Lastly, through the mediation model, the relevance/practical of course application scale was shown to be a negative mediator between hedonic orientation and academic success.
ABSTRACT: Despite the existing literature indicating a connection between personal well-being and healthy development (Bauer & McAdams, 2010; Huta & Ryan, 2010; Stege et al., 2008), as related to their eudaimonic (desire for personal growth) and/or hedonic (desire for comfort, pleasure) orientations (Huta, 2016; Ryan & Deci, 2001; Ryan et al., 2008), few studies focus on which factors influence favoring a lifestyle over another. As such, this research seeks to investigate the potential relationship between the orientations (eudaimonic and hedonic) with academic success and variables connected to adaptation in a university context. The sample population of 405 university students, with data collected via an online questionnaire, comprised by an initial section to compile socio-demographic information, alongside the instrument: Hedonic and Eudaimonic Motives for Activities and a questionnaire that utilizes several scales intended to evaluate adaptation to higher education. Statistical analysis included descriptive and factorial analysis, in addition to bivariate correlations and linear regressions. Results indicated that, an eudaimonic orientation displays a significant correlation in regard to: course certainty; practical application of course; personal development; importance of studies; time, effort and stress; academic challenges. Regarding hedonic orientation, a significant correlation was displayed regarding both relationships with teachers and colleagues. Additionally, the scales of identification with the course and emotions were found significantly correlated to both orientations. Lastly, through the mediation model, the relevance/practical of course application scale was shown to be a negative mediator between hedonic orientation and academic success.
Description
Dissertação de Mestrado realizada sob a orientação da Professora Doutora
Maria João Gouveia, apresentada no Ispa – Instituto
Universitário para obtenção de grau de Mestre na
especialidade de Mestre em Psicologia Clínica.
Keywords
Orientação eudaimónica Orientação hedónica Adaptação Sucesso Escolar Ensino Superior Eudaimonic orientation Hedonic Orientation Adaptation Academic success Higher Education