Efeitos de um programa mindfulness online sobre a autoeficácia na formação superior, bem-estar psicológico e afetos positivos e negativos em pós-graduandos no Oeste do Paraná.

• Autor(a) principal: Engelmann, Caroline Andreia
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: https://tede.unioeste.br/handle/tede/7070
• topic: Mindfulness; Atenção plena; Educação de pós-graduação; Autoeficácia; Afeto; Saúde mental; Mindfulness; Graduate education; Self-efficacy; Affection; Mental health; PSICOLOGIA::PSICOLOGIA EXPERIMENTAL

The aim of the current study was to find out the effects of an online Mindfulness Based Cognitive Therapy (MBCT) protocol intervention on postgraduate students, analyzing the indicators of Self-efficacy, Psychological Well-being and Positive and Negative Affects. This is a quasi-experimental study of a quantitative and qualitative nature. Data was collected using an online questionnaire on sociodemographic and health data, as well as four self-administered scales to measure psychological well-being (Psychological WellBeing Scale - PWB); self-efficacy (Higher Education Self-Efficacy Scale), the Positive and Negative Affect Scale (PANAS) and the Five Facets of Mindfulness Questionnaire (FFMQ), applied online. The sample consisted of 23 participants for the initial characterization and 7 final participants in the intervention. All subjects were over 18 years of age, of both sexes, who agreed to take part in the research by reading and accepting the online Informed Consent Form (ICF). An eight-week online Mindfulness MBCT protocol was applied to the sample in order to understand the impact of the activity on the well-being, affect and sense of self-efficacy of the postgraduates. The data was tabulated in an Excel spreadsheet and processed using descriptive statistics in the form of means, standard deviations and inferential statistics using the SPSS 29.0.1.0 program. The results highlight the importance of mental health for postgraduate students. After the mindfulness intervention, there was a significant reduction in negative affection, particularly in the dimensions of distress and restlessness, indicating that the practice of mindfulness can contribute to a better emotional balance for postgraduates. In the qualitative analysis, participants reported benefits such as concentration, patience and self-discovery, indicating the intervention's potential in this population. There is a need for future research that seeks to standardize variables, carry out long-term follow-ups and compare the effects of mindfulness with other group interventions. This study indicates the potential of mindfulness in improving the mental health and well-being of postgraduate students, contributing to the understanding and promotion of the emotional well-being of this academic population.