Estresse acadêmico e mal-estar psicológico: uma perspectiva de estudantes de pós-graduação

Abstract

Stress is considered a psychological phenomenon in which the subject interprets a situation as potentially capable of modifying the subject's state of subjective well-being. Some authors point out that high levels of stress over very long periods can lead to symptoms of psychological discomfort. In this sense, stress, which is naturally adaptive, ends up generating maladaptive behaviors. On the other hand, the phenomenon can be evaluated from different contexts, such as minority stress, organizational and even academic stress. This study aims to adapt the Academic Stress Scale (EEA) to the context of postgraduate students (stricto sensu), in addition to gathering evidence of the instrument's validity and accuracy. It is also important to highlight that the original measure is available for large-scale application in the context of undergraduate students, since 2018, and university teachers, from 2022. Therefore, it can be inferred that adaptation to the target context of this The study will make it possible to compare academic stress in almost all groups of people who attend the gym, with only the group of administrative technicians remaining. Therefore, the instrument was subjected to qualitative and quantitative analyses, therefore, the content validity was assessed based on Semantic and Judge Analysis, in order to attest to the clarity, practical relevance and theoretical relevance of the instrument, in order to refine suitable for large-scale application. Subsequently, the validity based on the internal structure of the instrument was measured using Confirmatory Factor Analysis (CFA), internal consistency (Cronbach's Alpha, McDonald's Omega and Composite Reliability) and Item Response Theory (IRT) considering the discrimination parameters and difficulty of the instrument (a and b). The results of article 1 indicate that the adapted measure presents evidence of validity and precision in the Brazilian context. In article 2, comparative tests (PERMANOVA) and an explanatory model of the phenomenon of academic stress were used when associated with negative affectivity variables (Depression, Anxiety and Stress) and protective factors in the academic context (Resilience and Satisfaction with Life). The comparative tests showed that university professors presented the lowest levels of academic and general stress, depression and anxiety, while for the variables of life satisfaction and resilience, the results showed that university professors presented the highest levels, when compared to students. undergraduate and postgraduate courses. Finally, the explanatory model was tested to investigate the mediating effect of life satisfaction and resilience in the relationship between academic stress and negative affectivity, marked by depression, anxiety and stress. The results showed that the protective factors presented 56 .3% of mediation in the relationship between the aforementioned variables, indicating that in the presence of resilience and satisfaction with life, the impact of academic stress on negative affectivity tends to decrease.