Ansiedade, estresse e estratégias de enfrentamento (coping) em adolescentes de instituições particulares que irão prestar vestibular

• Autor(a) principal: Felicio, Andréia Santana
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/12451
• topic: Estresse; Ansiedade; Enfrentamento; Vestibular; Stress; Anxiety; Entrance exam; CIENCIAS HUMANAS::PSICOLOGIA

This dissertation aims to analyze the relationships between anxiety, stress and enfrentamento strategies, used by adolescents from private institutions that will provide college entrance exams. Two studies were proposed: one qualitative and one quantitative. Study 1 is an integrative literature review of 13 articles, which present levels of anxiety, stress and evaluate the main enfrentamento strategies used by students in order to reduce anxiety and stress symptoms. It was found that the presence of anxiety and stress is higher in females, and that the main enfrentamento strategy used to combat anxiety is the search for social support. Risk factors for increased stress levels were related to family issues, pressures generated at school and the high burden of academic activities. The main enfrentamento strategies used to combat stress symptoms were: acceptance of responsibility and time management. Study 2 hypothesized that “students who took the college entrance exam more than once would have higher levels of anxiety and stress, due to the self-collection of approval in the last year of high school, which is directly related to the experience of having already taken the exam. proof, as well as a higher expectation related to the selection process. In total, 334 students responded to the Teen Stress Scale (ESA), the Sarason Anxiety Scale (TAS), adapted to the context of school tests by Gonzaga (2016), and the Enfrentamento Strategies Inventory (Brief-Cope). Results showed a significant relationship between anxiety and stress in adolescents, and female participants had higher levels of anxiety and stress. There was a significant correlation between anxiety and stress. There was no significant relationship between the groups “with anxiety” and “with stress” regarding the adolescent's experience of having taken or not the entrance exam. The use of “emotion-focused” enfrentamento strategies reduced anxiety symptoms in adolescents, such as “positively reinterpreting the problem” and having “emotional support”. To lessen stress symptoms, problem-focused strategies were more assertive, such as accepting the problem, trying to cope with active enfrentamento, and time management.