Adaptação acadêmica e coping em estudantes universitários / Adaptation to university and coping among undergraduate students / Adaptación académica y coping en estudiantes universitarios

Este estudo investigou as possíveis relações entre estratégias de coping e a adaptação acadêmica em estudantes universitários. Além disso, procurou-se verificar se o gênero ou a etapa do curso (primeiro ou último ano) influenciariam na escolha de determinadas estratégias e nos níveis de adaptação ao ensino superior. Participaram desse estudo 412 acadêmicos. Para a coleta dos dados utilizou-se o Questionário de Vivências Acadêmicas - Versão Reduzida (QVA-r), a Escala Modos de Enfrentamento de Problemas (EMEP) e um questionário de dados sociodemográficos. Pode-se perceber que as estratégias focadas no problema e no suporte social correlacionaram-se positivamente com o processo de adaptação acadêmica e, na emoção e nas práticas religiosas/pensamento fantasioso, por sua vez, estiveram relacionadas negativamente com o processo de ajustamento ao ensino superior.

This study investigated possible correlations between coping strategies and academic adaptation among undergraduate students. Furthermore, we sought to verify whether students' gender and college year (first or last year) would influence their choice of specific strategies as well as their levels of adaptation to higher education. The sample consisted of 412 undergraduate students. The instruments used were the Academic Experiences Questionnaire - Reduced Version (AEQ-r), Ways of Coping Questionnaire (WAYS) and a sociodemographic questionnaire. Results revealed that strategies focused both on the problem and social support had a positive correlation with academic adaptation. On the other hand, strategies focused on emotion and religious practices/fanciful thinking were negatively related to the process of adaptation to higher education.

Este estudio investigó las posibles relaciones entre las estrategias de coping y la adaptación académica en estudiantes universitarios. Además, buscó verificar si el género o la etapa del curso (primer o último año) influyeron en la elección de determinadas estrategias y en los niveles de adaptación a la enseñanza superior. Participaron del estudio 412 académicos y para la cosecha de datos se utilizó el Cuestionario de Vivencias Académicas - versión reducida - (CVA-r), la Escala Maneras de Enfrentamiento de Problemas (EMEP) y un cuestionario de datos sociodemográficos. Se pudo percibir que las estrategias enfocadas en el problema y en el apoyo social se correlacionaron positivamente con el proceso de adaptación académica. Las estrategias enfocadas en la emoción y en las prácticas religiosas/pensamiento fantasioso, a su vez, estuvieron relacionadas negativamente con el proceso de ajuste en la enseñanza superior.

Influence of Anxiety, Depression and Stress on Adjustment to College in Freshmen of a University / 가정의학회지

BACKGROUND: Freshmen maladaptation to university life has brought a lot of attention recently. Therefore, we intended to investigate about the relationship between anxiety, depression, stress and freshmen adaptation to university life. METHODS: We recruited 861 freshmen of a university located in Gyeongju, Gyeongbuk, and measured their degree of anxiety, depression, and stress by questionnaire from March 10 to 14, 2008. After 8 weeks, we examined their adaptation to university life by questionnaire and finally, analyzed the data of 600 freshmen. RESULTS: Among the freshmen, 285 (47.5%) had anxiety, 95 (15.8%) depression, and 70 (11.7%) stress. Adaptation to university life significantly associated with college-entrance exam experience, the number of close friends in class, willingness to join the club, major satisfaction and distance from the university to hometown, in addition to anxiety, depression, and stress. Risk factors of maladaptation to university life were stress (odds ratio: 2.66, 95% confidence interval: 1.60 to 4.45), depression (2.45; 1.56 to 3.84), one experience of college entrance exam (1.83; 1.24 to 2.69), anxiety (1.73; 1.27 to 2.37) and fewer than 5 close friends (1.60; 1.17 to 2.20). Short distance from the university to hometown (0.72; 0.53 to 0.98), willingness to join the club (0.60; 0.41 to 0.87) and major satisfaction (0.42; 0.29 to 0.61) were identified as lowering the risk of maladaptation to university life. CONCLUSION: Anxiety, depression, and stress closely related to freshmen adaptation to university life. During freshmen's health examination, we need to identify the degree of anxiety, depression and stress in order to predict maladaptation to university life.