Search

The research analyzes the relationship between academic performance and subjective personal well-being of postgraduate students stricto sensu. Academic performance consubstantiated aspects that exceed exclusively quantitative metrics and are pointed out in the literature as important predictors for the academic development of the subject. The subjective personal well-being was represented from the dimensions: global satisfaction with life, positive emotions and negative emotions. Three models of Multiple Linear Regression were proposed, using a sample of 378 students, in order to consider the variations of positive and negative emotions over time that affect overall satisfaction with life. The results indicated satisfaction with infrastructure, life satisfaction, positive emotions, marital status and lack of scholarship availability as important predictors of academic performance. We conclude that considering psychological elements and the personal characteristics of the students are important to foster adequate levels of performance in the post-graduate course. Thus, it is pertinent that student support policies, address students' subjective needs and expand financial support, since non-scholars tend to have less dedication to postgraduate studies and consequently lower academic performance. [ABSTRACT FROM AUTHOR]

Considering the vulnerability of young adults' mental health, and the abrupt change to their routines as a result of the first lockdown decreed in Portugal due to the COVID-19 pandemic, in March of 2020, this study analyzed 1) the emotional state of a sample of university students during the first lockdown, 2) the coping strategies they reported during that period of time, 3) the mediating role of coping strategies in reported anxiety, depression and stress symptoms. Results show that, similarly to what has been found in other countries, women report higher levels of anxiety, depression, and stress. Women also report resorting more frequently to not only negative coping strategies, but also positive ones (such as social support). Strategies of Retreat and Refusal mediate the relation between the participant's sex and their emotional state. Results point to reflecting on interventions for the promotion of young university students' well-being. [ABSTRACT FROM AUTHOR]

This study aims to analyze Positive Education as a possible pedagogical alternative to the conventional educational system. Due to the high rates of mental disorders among young people around the world, the school emerges as a privileged space offering an extraordinary opportunity to reach out to a large number of children and young people and to combat this phenomenon. Positive Education integrates scientifically validated guidelines from Positive Psychology and aims to promote students' well-being and academic success. After the conceptual presentation of Positive Education, this study demonstrates several current researches, through a Systematic Review of Literature done at the Online Knowledge Library (B-on). The investigations analyzed indicate that through the application of program-based intervention with scientific evidence that promote well-being in the educational community, the school can in fact be a positive institution that promotes mental health. [ABSTRACT FROM AUTHOR]

The main objective of the current study is to map the relationships among stressors, stress, coping, and subjective well-being in Master’s and PhD students in Brazil. It has also been drawn up an explanatory model of the determination of subjective well-being in the mentioned population. Participants were 2150 Master’s and PhD students in Brazil, from the five regions of the country and from all major knowledge areas of CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior). The instruments used were a questionnaire about stressors in post-graduate programs, the Perceived Stress Scale, the Ways of Coping Scale, and the Scale of Subjective Well-Being. Finally, it was found that the model of subjective well-being, tested by path analysis, denoted satisfactory goodness-of-fit indices and corroborated the theoretical assumption. [ABSTRACT FROM AUTHOR]