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A influência da vinculação e da regulação emocional na adaptação ao ensino superior em jovens deslocados e não deslocados
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Advisor(s)
Abstract(s)
O presente estudo teve como principal objetivo analisar a influência da vinculação e da
regulação emocional na adaptação ao ensino superior. Aspectos da vivência académica foram
também incluídos. A amostra foi composta por 187 alunos pertencentes ao primeiro ano de
faculdade (74.2% do sexo feminino e 25.8% do sexo masculino) com média de idade de
20.58 anos (DP= 5.10; intervalo: 18 a 60 anos). Os inquiridos responderam a um questionário
online. Os instrumentos utilizados foram: (a) Escala de Vinculação do Adulto (EVA); (b)
Escala de Regulação Emocional Reduzida (EDRE-V); e (c) Questionário de Adaptação ao
Ensino Superior (QAES). Os resultados do estudo destacam que: (a) quanto maior a
ansiedade face à possibilidade de ser abandonado/rejeitado pelo outro, maiores as
dificuldades de regulação emocional e menor a adaptação ao ensino superior; (b) quanto
maior o conforto com a proximidade ao outro, menores as dificuldades de regulação
emocional e maior a adaptação ao ensino superior; (c) o não ingresso dos estudantes na sua
primeira opção esteve associado a maiores dificuldades ao nível dos projetos de carreira e da
adaptação ao estudo; e (d) níveis superiores de adaptação ao ensino superior estiveram
associados à participação em atividades sociais dentro do ambiente académico. Em suma, os
resultados reforçam a importância de desenvolver competências de regulação emocional, a
criação de uma rede de suporte que auxilie os estudantes na fase de mudança em que se
encontram, bem como a promoção de programas que envolvam os estudantes em atividades
curriculares que fomentem o sentimento de pertença.
ABSTRACT: The main aim of this study was to analyze the influence of attachment and emotional regulation on adaptation to teaching. The sample consisted of 187 participants (74.2% female and 25.8% male) and an average age of 20.58 years (SD = 5.10) of first-year university students. The respondents answered an online questionnaire. The instruments used were: (a) the Adult Attachment Scale (AAS); (b) the Reduced Emotional Regulation Scale (EDRE-V); and (c) the Adaptation to Higher Education Questionnaire (QAES). The results of the study emphasize that: (a) the greater the anxiety about the possibility of being abandoned/rejected by others, the greater the difficulties in emotional regulation and the lower the adaptation to higher education; (b) the greater the comfort with the closeness to others, the lower the difficulties in emotional regulation and the higher the adaptation to higher education; (c) students not getting into their first choice was associated with greater difficulties in terms of career projects and adaptation to study; and (d) higher levels of adaptation to higher education were associated with participation in social activities within the academic environment. In short, the results reinforce the importance of developing emotional regulation skills, creating a support network to help students through the phase of change they are going through, and promoting programmer that involve students in curricular activities that foster a sense of belonging.
ABSTRACT: The main aim of this study was to analyze the influence of attachment and emotional regulation on adaptation to teaching. The sample consisted of 187 participants (74.2% female and 25.8% male) and an average age of 20.58 years (SD = 5.10) of first-year university students. The respondents answered an online questionnaire. The instruments used were: (a) the Adult Attachment Scale (AAS); (b) the Reduced Emotional Regulation Scale (EDRE-V); and (c) the Adaptation to Higher Education Questionnaire (QAES). The results of the study emphasize that: (a) the greater the anxiety about the possibility of being abandoned/rejected by others, the greater the difficulties in emotional regulation and the lower the adaptation to higher education; (b) the greater the comfort with the closeness to others, the lower the difficulties in emotional regulation and the higher the adaptation to higher education; (c) students not getting into their first choice was associated with greater difficulties in terms of career projects and adaptation to study; and (d) higher levels of adaptation to higher education were associated with participation in social activities within the academic environment. In short, the results reinforce the importance of developing emotional regulation skills, creating a support network to help students through the phase of change they are going through, and promoting programmer that involve students in curricular activities that foster a sense of belonging.
Description
Dissertação de Mestrado apresentada no
ISPA – Instituto Universitário para obtenção do
grau de Mestre na especialidade de Psicologia
Clínica
Keywords
Vinculação na idade adulta Regulação emocional Adaptação ao ensino superior Alunos deslocados e não deslocados Attachment in adulthood Emotional regulation Adaptation to higher education Displaced and non-displaced students