Well-being in high school students
DOI:
https://doi.org/10.29352/mill0202e.02Keywords:
Bem- estar, Coping, Estudantes do Ensino Superior,Abstract
Introduction: The well-being is related with the way a person, generally, describes his/her life positively, in other words, the satisfaction a person shows regarding his/her life. When joining university, the student is exposed to several changes regarding what he/she was used to experience before. Those changes can contribute for his/her development, independence and autonomy process, and, in other way, represent inadequate and/or disturbing sensations. So, the university fitting process is complex and might potentially generate stress induction situations in several academic life’s moments.
Objectives: To evaluate university students well-being; Determine the effect of coping in students’ well-being.
Methods: Descriptive study with transversal focus. The sample is composed by 174 university students, being 82,8% feminine gender. The data gathering was obtained by the online filling of the following instruments: Positive and Negative Afect Schedule (PANAS), portuguese version from Galinha & Pais Ribeiro (2005), Scale de Brief – Cope Portuguese version from Pais Ribeiro & Rodrigues (2004).
Results: University students show more positive affection being by a minimum of 13 and a maximum of 50, with the mean value of M = 30.79, suggestive of subjective well-being. For negative affection, the minimum is -10 and the maximum of 35, being M=15,68. Regarding global subjective well-being, minimum is -8 and maximum 38, with (M= 15,11±9,058) which indicates that university students show more positive affection. The positive affection predictor variable was the positive reinterpretation, explaining 15,5% of the variation, being the explained adjusted variance of 15,0%. The older students (≥23 years old) show more positive aspects, showing that age interferes in the subjective well-being of the sample.
Conclusions: University students show more positive affection. The positive reinterpretation is a predictor in positive affection, the behavioral divestment; denial and substance abuse are negative affection predictors. The subjective well-being predictors are: active coping, behavioral divestment, self-blaming, positive reinterpretation and self-distraction, suggesting that coping predicts university students’ well-being, so these variables should be considered when planning pedagogical actions directed to them
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