The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.25758/set.894 |
Resumo: | Introduction – Adapting to Higher Education is filled with academic experiences that might be stressful for students. The new pedagogical models brought about by the Bologna process put into play new variables that are important to look at, namely in terms of health. This research aims to analyze associations between the pedagogical model (Problem Based Learning vs more traditional approaches) and psychological variables (coping, emotional deregulations, psychosomatic symptoms, perceived stress, and affect). Method – This study has a cross-sectional design. The following online questionnaires were used: Brief-COPE, Difficulties in Emotion Regulation Scale, Perceived Stress Scale, Manifestations of Physical Discomfort Questionnaire, and Positive and Negative Affect Schedule. The sample consisted of 183 first-year students (84% female) from the School of Allied Health Sciences – Polytechnic Institute of Porto. Results – Significant correlations between demographic and psychological variables were found. Considering different pedagogical models, significant differences in psychological variables were found. The main predictors of stress in the sample were: being female, inclusion in the PBL model, higher indexes of emotional deregulation, more psychosomatic symptoms, lower positive affect, and higher negative affect. Conclusion – Differences between pedagogical models are discussed while reflecting on practical implications and suggestions for future research. |
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The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPPA influência do modelo pedagógico em variáveis psicológicas de estudantes do 1º ano da ESTSP-IPPProblem based learningStressCopingEstudantes do ensino superiorProblem based learningStressCopingHigher education studentsIntroduction – Adapting to Higher Education is filled with academic experiences that might be stressful for students. The new pedagogical models brought about by the Bologna process put into play new variables that are important to look at, namely in terms of health. This research aims to analyze associations between the pedagogical model (Problem Based Learning vs more traditional approaches) and psychological variables (coping, emotional deregulations, psychosomatic symptoms, perceived stress, and affect). Method – This study has a cross-sectional design. The following online questionnaires were used: Brief-COPE, Difficulties in Emotion Regulation Scale, Perceived Stress Scale, Manifestations of Physical Discomfort Questionnaire, and Positive and Negative Affect Schedule. The sample consisted of 183 first-year students (84% female) from the School of Allied Health Sciences – Polytechnic Institute of Porto. Results – Significant correlations between demographic and psychological variables were found. Considering different pedagogical models, significant differences in psychological variables were found. The main predictors of stress in the sample were: being female, inclusion in the PBL model, higher indexes of emotional deregulation, more psychosomatic symptoms, lower positive affect, and higher negative affect. Conclusion – Differences between pedagogical models are discussed while reflecting on practical implications and suggestions for future research.Introdução – A adaptação ao ensino superior reveste-se de experiências académicas que podem constituir fonte de stress para os estudantes. A implementação de novos modelos pedagógicos, no âmbito do processo de Bolonha, introduz novas variáveis cujo impacto, designadamente em termos de saúde, importa conhecer. Este estudo tem como objetivo analisar as associações entre modelo pedagógico (Problem Based Learning – PBL vs. modelos próximos do tradicional) e variáveis psicológicas (coping, desregulação emocional, sintomas psicossomáticos, perceção de stress e afeto). Metodologia – O estudo tem um design transversal. Foram usados os seguintes questionários online: Brief-COPE, Escala de Dificuldades de Regulação Emocional, Questionário de Manifestações Físicas de Mal-Estar, Escala de Stress Percebido e Escala de Afeto Positivo e Negativo. A amostra é constituída por 183 estudantes do primeiro ano (84% do género feminino) de cursos da Escola Superior de Tecnologia da Saúde do Porto – Instituto Politécnico do Porto (ESTSP-IPP). Resultados – Foram encontradas correlações significativas entre as variáveis demográficas e psicológicas. Considerando diferentes modelos pedagógicos, foram encontradas diferenças significativas nas variáveis psicológicas. Os principais preditores de stress na amostra foram: ser mulher, frequentar uma licenciatura no modelo PBL, ter maiores índices de desregulação emocional, apresentar mais sintomas psicossomáticos, menos afeto positivo e mais afeto negativo. Conclusão – As diferenças encontradas entre modelos pedagógicos são discutidas, possibilitando a reflexão sobre as implicações práticas e sugestões para futuras investigações.Escola Superior de Tecnologia da Saúde de Lisboa (Instituto Politécnico de Lisboa)2013-11-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.25758/set.894oai:journals.ipl.pt:article/661Saúde e Tecnologia; No. Suplemento (2013): Jornadas das Ciências Sociais e Humanas; e43-e48Saúde & Tecnologia; N.º Suplemento (2013): Jornadas das Ciências Sociais e Humanas; e43-e481646-9704reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://journals.ipl.pt/stecnologia/article/view/661https://doi.org/10.25758/set.894https://journals.ipl.pt/stecnologia/article/view/661/555Direitos de Autor (c) 2022 Saúde & Tecnologiainfo:eu-repo/semantics/openAccessTeixeira, Ricardo J.Dores, Artemisa R.Santos, Andreia Magalhães dosBarreto, João FranciscoMartins, Helena2022-12-20T10:59:13Zoai:journals.ipl.pt:article/661Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:21:28.220507Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP A influência do modelo pedagógico em variáveis psicológicas de estudantes do 1º ano da ESTSP-IPP |
title |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP |
spellingShingle |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP Teixeira, Ricardo J. Problem based learning Stress Coping Estudantes do ensino superior Problem based learning Stress Coping Higher education students |
title_short |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP |
title_full |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP |
title_fullStr |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP |
title_full_unstemmed |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP |
title_sort |
The influence of the pedagogical model on psychological variables in 1st year students from ESTSP-IPP |
author |
Teixeira, Ricardo J. |
author_facet |
Teixeira, Ricardo J. Dores, Artemisa R. Santos, Andreia Magalhães dos Barreto, João Francisco Martins, Helena |
author_role |
author |
author2 |
Dores, Artemisa R. Santos, Andreia Magalhães dos Barreto, João Francisco Martins, Helena |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Teixeira, Ricardo J. Dores, Artemisa R. Santos, Andreia Magalhães dos Barreto, João Francisco Martins, Helena |
dc.subject.por.fl_str_mv |
Problem based learning Stress Coping Estudantes do ensino superior Problem based learning Stress Coping Higher education students |
topic |
Problem based learning Stress Coping Estudantes do ensino superior Problem based learning Stress Coping Higher education students |
description |
Introduction – Adapting to Higher Education is filled with academic experiences that might be stressful for students. The new pedagogical models brought about by the Bologna process put into play new variables that are important to look at, namely in terms of health. This research aims to analyze associations between the pedagogical model (Problem Based Learning vs more traditional approaches) and psychological variables (coping, emotional deregulations, psychosomatic symptoms, perceived stress, and affect). Method – This study has a cross-sectional design. The following online questionnaires were used: Brief-COPE, Difficulties in Emotion Regulation Scale, Perceived Stress Scale, Manifestations of Physical Discomfort Questionnaire, and Positive and Negative Affect Schedule. The sample consisted of 183 first-year students (84% female) from the School of Allied Health Sciences – Polytechnic Institute of Porto. Results – Significant correlations between demographic and psychological variables were found. Considering different pedagogical models, significant differences in psychological variables were found. The main predictors of stress in the sample were: being female, inclusion in the PBL model, higher indexes of emotional deregulation, more psychosomatic symptoms, lower positive affect, and higher negative affect. Conclusion – Differences between pedagogical models are discussed while reflecting on practical implications and suggestions for future research. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-11-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.25758/set.894 oai:journals.ipl.pt:article/661 |
url |
https://doi.org/10.25758/set.894 |
identifier_str_mv |
oai:journals.ipl.pt:article/661 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://journals.ipl.pt/stecnologia/article/view/661 https://doi.org/10.25758/set.894 https://journals.ipl.pt/stecnologia/article/view/661/555 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2022 Saúde & Tecnologia info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2022 Saúde & Tecnologia |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Escola Superior de Tecnologia da Saúde de Lisboa (Instituto Politécnico de Lisboa) |
publisher.none.fl_str_mv |
Escola Superior de Tecnologia da Saúde de Lisboa (Instituto Politécnico de Lisboa) |
dc.source.none.fl_str_mv |
Saúde e Tecnologia; No. Suplemento (2013): Jornadas das Ciências Sociais e Humanas; e43-e48 Saúde & Tecnologia; N.º Suplemento (2013): Jornadas das Ciências Sociais e Humanas; e43-e48 1646-9704 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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