Equilibrar saúde, tecnologia e vida académica: coping e pertença no bem-estar dos estudantes de pós-graduação
DOI:
https://doi.org/10.47197/retos.v71.117269Palavras-chave:
Bem-estar psicológico, podridão cerebral, estrés por aprendizagem virtual, estratégias de confronto, sentido de pertençaResumo
Introdução: O bem-estar psicológico tem vindo a tornar-se cada vez mais uma preocupação entre os estudantes de pós-graduação, especialmente no contexto do consumo digital, da aprendizagem online e da pressão académica. A mudança nas modalidades virtuais introduziu aspetos como a fadiga mental, o uso excessivo do ecrã e a redução da atividade física.
Objectivo: Este estudo tem como objectivo examinar como os factores de saúde, tecnológicos e sociais influenciam colectivamente o bem-estar psicológico entre os estudantes de pós-graduação, ao mesmo tempo que exploram o papel mediador das estratégias de confronto e o papel moderador do sentido de pertença.
Metodologia: Foi utilizado um projeto de investigação quantitativa e explicativa, no qual participaram 350 estudantes de pós-graduação das universidades Muhammadiyah de Java, Indonésia. Os dados são reconhecidos através de um questionário estruturado que contém várias variáveis. Se aplicarem instrumentos validados com escalas de Likert de 5 pontos, e os dados serão analisados através de modelos de equações estruturais por mínimos quadrados parciais (PLS-SEM) para avaliar tanto os modelos de medição como os estruturais.
Resultados: Os resultados mostram que o cérebro e os estádios da aprendizagem virtual tiveram efeitos negativos no bem-estar psicológico, enquanto a ligação social e o nível de atividade física tiveram efeitos positivos. As estratégias de coping influenciam diversas relações, sobretudo nas relacionadas com as estrelas da aprendizagem virtual e o cérebro. O sentido de persistência moderou a relação entre a ligação social e o bem-estar psicológico.
Discussão: Estes resultados estão em linha com a literatura anterior que destaca os retos de saúde mental associados à exposição tecnológica e à vida académica. No entanto, este estúdio integra de forma única as dimensões comportamentais e sociais na compreensão da resiliência dos estudantes.
Referências
Abou Hashish, E. A., & Ghanem Atalla, A. D. (2023). The Relationship Between Coping Strategies, Compassion Satisfaction, and Compassion Fatigue During the COVID-19 Pandemic. SAGE Open Nursing. https://doi.org/10.1177/23779608231160463
Albers, J., Tokkesdal, A., Vomhof, K., Stone, Z., & Enervold, A. (2022). College Students’ Physical Activity And Coping Skills During The Covid-19 Transition On Online Learning. Medicine & Science in Sports & Exercise, 54(9S), 522–522. https://doi.org/10.1249/01.mss.0000881600.29255.61
Barbayannis, G., Bandari, M., Zheng, X., Baquerizo, H., Pecor, K. W., & Ming, X. (2022). Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.886344
Blignaut, S., Pheiffer, G., Visser, A., Le Grange, L., Maistry, S., Ramrathan, L., & Simmonds, S. (2022). Belonging, wellbeing and stress with online learning during COVID-19. South African Journal of Higher Education. https://doi.org/10.20853/36-6-5525
Boima, V., Yorke, E., Ganu, V., Gyaban-Mensah, A., Ekem-Ferguson, G., Kretchy, I. A., & Mate-Kole, C. C. (2023). Coping strategies and resilience among patients with hypertension in Ghana. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.1038346
Cavanaugh, M. A., Boswell, W. R., Roehling, M. V., & Boudreau, J. W. (2000). An empirical examination of self-reported work stress among U.S. managers. Journal of Applied Psychology. https://doi.org/10.1037/0021-9010.85.1.65
Chao, R. C. (2012). Managing Perceived Stress Among College Students: The Roles of Social Support and Dysfunctional Coping. Journal of College Counseling, 15(1), 5–21. https://doi.org/10.1002/j.2161-1882.2012.00002.x
Cheng, W. L. S., Young, P. M. C., & Luk, K. K. H. (2022). Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students. International Journal of Environmental Research and Public Health, 19(18), 11822. https://doi.org/10.3390/ijerph191811822
Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L., & Lerkkanen, M. K. (2023). Work-related stress of elementary school principals in Finland: Coping strategies and support. Educational Management Administration and Leadership. https://doi.org/10.1177/17411432211010317
Fusco, N. M., Jacobsen, L. J., Klem, N., Krzyzanowicz, R., & Ohtake, P. J. (2022). A serious game employed to introduce principles of interprofessional collaboration to students of multiple health professions. Simulation and Gaming, 53(3), 253–264. https://doi.org/10.1177/10468781221093816
Gimbert, B. G., Miller, D., Herman, E., Breedlove, M., & Molina, C. E. (2023). Social Emotional Learning in Schools: The Importance of Educator Competence. Journal of Research on Leadership Education, 18(1), 3–39. https://doi.org/10.1177/19427751211014920
Johansson, K., Borell, L., & Rosenberg, L. (2022). Qualities of the environment that support a sense of home and belonging in nursing homes for older people. Ageing and Society. https://doi.org/10.1017/S0144686X20000896
Lepičnik-Vodopivec, J., & Samec, P. (2013). Communication technology in the home environment of four-year-old children (Slovenia). Comunicar: Revista Científica de Comunicación y Educación, 20(40), 119–126. https://doi.org/10.3916/C40-2013-03-02
Leshner, A. I. (2021). Target student mental well-being. Science, 371(6527), 325–325. https://doi.org/10.1126/science.abg5770
Li, P., Yang, J., Zhou, Z., Zhao, Z., & Liu, T. (2022). The influence of college students’ academic stressors on mental health during COVID-19: The mediating effect of social support, social well-being, and self-identity. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.917581
Liu, F., Xu, F., Zhang, Y., Zou, J., Ma, Y., & Meng, R. (2025). Psychological capital and learning burnout in college students: The mediating role of coping styles. Social Behavior and Personality: An International Journal, 53(1), 1–10. https://doi.org/10.2224/sbp.14234
Liu, M., Liu, H., Qin, Z., Tao, Y., Ye, W., & Liu, R. (2024). Effects of physical activity on depression, anxiety, and stress in college students: the chain-based mediating role of psychological resilience and coping styles. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1396795
Lovin, D., & Bernardeau-Moreau, D. (2022). Stress among Students and Difficulty with Time Management: A Study at the University of Galați in Romania. Social Sciences, 11(12), 538. https://doi.org/10.3390/socsci11120538
Ma, C., Johnston, D., Kim, K., & Zhang, Y. (2024). Impact of Physical Exercise on College Students’ Loneliness: The Mediating Role of Social Support. Advances in Social Sciences Research Journal, 11(6), 281–301. https://doi.org/10.14738/assrj.116.17192
Moeller, R. W., Seehuus, M., & Peisch, V. (2020). Emotional Intelligence, Belongingness, and Mental Health in College Students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00093
Mohamed, N. H., Beckstein, A., Hutchings, P. B., Pang, N. T. P., Dawood, S. R. S., Fadilah, R., Sullivan, K., Yahaya, A., & Baral, J. E. V. (2022). Cross-Cultural Differences in Psychological Health, Perceived Stress, and Coping Strategies of University Students During the COVID-19 Pandemic. European Journal of Mental Health, 17(2), 65–77. https://doi.org/10.5708/EJMH.17.2022.2.8
Mou, Z., Damhuri, D., & Nur Iman, M. (2023). The Effect of Interactive Video Learning Media on the Motivation of Arabic Language Learning of Class VIII Students of Mts Al-Khairat Paguyaman. Al-Kalim : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 2(1 SE-), 14–28. https://doi.org/10.60040/jak.v2i1.15
Naibert, N., Vaughan, E. B., Brevick, K., & Barbera, J. (2022). Exploring Student Perceptions of Behavioral, Cognitive, and Emotional Engagement at the Activity Level in General Chemistry. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.1c01051
Nong, L.-Y., Liao, C., & Ye, J.-H. (2025). Constructing a model of the factors related to the job wellbeing of preschool teachers in China: a grounded theory study. Frontiers in Public Health, 12. https://doi.org/10.3389/fpubh.2024.1497629
Parkes, T., Matheson, C., Carver, H., Foster, R., Budd, J., Liddell, D., Wallace, J., Pauly, B., Fotopoulou, M., Burley, A., Anderson, I., & Maclennan, G. (2022). A peer-delivered intervention to reduce harm and improve the well-being of homeless people with problem substance use: the SHARPS feasibility mixed-methods study. Health Technology Assessment. https://doi.org/10.3310/WVVL4786
Parkes, T., Matheson, C., Carver, H., Foster, R., Budd, J., Liddell, D., Wallace, J., Pauly, B., Fotopoulou, M., Burley, A., Anderson, I., Price, T., Schofield, J., & MacLennan, G. (2022). Assessing the feasibility, acceptability and accessibility of a peer-delivered intervention to reduce harm and improve the well-being of people who experience homelessness with problem substance use: the SHARPS study. Harm Reduction Journal. https://doi.org/10.1186/s12954-021-00582-5
Pesonen, H. V., Nieminen, J. H., Vincent, J., Waltz, M., Lahdelma, M., Syurina, E. V., & Fabri, M. (2023). A socio-political approach on autistic students’ sense of belonging in higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1852205
Rehman, A. U., You, X., Wang, Z., & Kong, F. (2023). The link between mindfulness and psychological well-being among university students: The mediating role of social connectedness and self-esteem. Current Psychology, 42(14), 11772–11781. https://doi.org/10.1007/s12144-021-02428-6
ŞAHAN, B., & KARADEMİR, Ç. (2022). Perceived Stress and Psychological Well-Being in Adult Individuals during COVID-19: The Mediating Role of Coping Strategies. Türk Psikolojik Danışma ve Rehberlik Dergisi. https://doi.org/10.17066/tpdrd.1225013
Sahane, P., Waghmare, A., Singh, R., Sukale, V., & Pukale, N. (2023). Streamlined Learning with AI-ML: An Integrated Campus Management Platform. International Journal on Recent and Innovation Trends in Computing and Communication, 11(6s), 309–314. https://doi.org/10.17762/ijritcc.v11i6s.6936
Sato, S. N., Condes Moreno, E., Rubio-Zarapuz, A., Dalamitros, A. A., Yañez-Sepulveda, R., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2023). Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era. Education Sciences, 14(1), 19. https://doi.org/10.3390/educsci14010019
Savitri, A. H., Siswati, Purwanti, D. A., Kustanti, E. R., ا:رمضان, Priasmoro, D. P., Ernawati, N., Basic, T., Support, L., Di, B. L. S., Ponorogo, K., Syndrome, D., Sidoarjo, D. I., John, A., Roblyer, M. Z., Aydogan, D., Kizildag, S., Sиванов, Pendidikan, B., … Bulut, S. (2015). Compare Resilience of Families with Mentally Retarded Children and Family with Normal Children. Social Psychology of Education.
Seppälä, E. M., Bradley, C., Moeller, J., Harouni, L., Nandamudi, D., & Brackett, M. A. (2020). Promoting Mental Health and Psychological Thriving in University Students: A Randomized Controlled Trial of Three Well-Being Interventions. Frontiers in Psychiatry, 11. https://doi.org/10.3389/fpsyt.2020.00590
Shin, S. H. (2017). Mediating Effect of Perceived Stress and Mental Health on Subjective Well-being in College Students. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 26(3), 313. https://doi.org/10.12934/jkpmhn.2017.26.3.313
Sood, S., & Sharma, A. (2020). Resilience and Psychological Well-Being of Higher Education Students During COVID-19: The Mediating Role of Perceived Distress. Journal of Health Management, 22(4), 606–617. https://doi.org/10.1177/0972063420983111
Straud, C. L., & McNaughton-Cassill, M. (2019). Self-blame and stress in undergraduate college students: The mediating role of proactive coping. Journal of American College Health, 67(4), 367–373. https://doi.org/10.1080/07448481.2018.1484360
Tafesse, W., Aguilar, M. P., Sayed, S., & Tariq, U. (2024). Digital Overload, Coping Mechanisms, and Student Engagement: An Empirical Investigation Based on the S-O-R Framework. SAGE Open. https://doi.org/10.1177/21582440241236087
Ukeh, M. I., Hassan, A. S., & Dauda, I. A. (2023). Stress and Coping Strategies as Predictors of Psychological Wellbeing Among Nigeria University Students. Journal of Behavioral Health and Psychology, 12(2). https://doi.org/10.33425/2832-4579/23052
Wang, J., Chen, Y., Chen, H., Hua, L., Wang, J., Jin, Y., He, L., Chen, Y., & Yao, Y. (2023). The mediating role of coping strategies between depression and social support and the moderating effect of the parent–child relationship in college students returning to school: During the period of the regular prevention and control of COVID-19. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.991033
Xu, Y., Zhu, Q., & Chen, Y. (2024). Teacher–student relationships and college students’ psychological well-being: The mediating role of supportive school climate. Social Behavior and Personality: An International Journal, 52(2), 1–8. https://doi.org/10.2224/sbp.1298
Yafie, E., Anisa, N., Maningtyas, R. D. T., Iriyanto, T., Jumaat, N. F., & Widiasih, R. M. (2024). Enhancing Early Childhood Educator’s Digital Competencies through AI-Powered Learning Modules (AI-PEL) Training Program. Al-Athfal: Jurnal Pendidikan Anak, 10(1), 73–82. https://doi.org/10.14421/al-athfal.2024.101-07
Yafie, E., Gonadi, L., Maningtyas, R. T., Haqqi, Y. A., Maulidia, L. N., & Azizah, A. R. (2021). Development of Mobile Assisted Training with Seamless Learning Basis to Improve Parents’ Parenting Skill and Overcome Speech Delay for Two-Year-Old Children. Proceedings of the 1st International Conference on Continuing Education and Technology (ICCOET 2021), 122–128. https://doi.org/10.2991/ASSEHR.K.211101.024
Yafie, E., & Haqqi, Y. A. (2019). Development application “detection of growth and development for new born until two years” based on android. International Journal of Recent Technology and Engineering, 8(2 Special Issue 9), 495–509. https://doi.org/10.35940/ijrte.B1110.0982S919
Yafie, E., Haqqi, Y. A., Robbaniyah, I., Nur Maulidia, L., Azizah, A. R., & Astuti, W. (2022). Effectiveness Mobile Peer Support Application to Enhance Teacher Competence: The Moderating Role Teacher Self-Efficacy. Proceedings - 2022 2nd International Conference on Information Technology and Education, ICIT and E 2022. https://doi.org/10.1109/ICITE54466.2022.9759861
Yafie, E., Pramono, Sutama, I. W., Samawi, A., Khairuddin, K. F. B., & Asyhari, R. (2024). Development and Validation of a Mobile Application for Early Childhood Nutrition Monitoring: A Multisensor-Based Non-Contact Anthropometric System. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 9(3), 421–433. https://doi.org/10.14421/jga.2024.93-05
Yang, C. C., Smith, C., Pham, T., & Ariati, J. (2023). Digital Social Multitasking (DSMT), Digital Stress, and Socioemotional Wellbeing Among Adolescents. Cyberpsychology. https://doi.org/10.5817/CP2023-1-6
Yang, J., Xiang, L., Zheng, S., & Liang, H. (2022). Learning Stress, Involvement, Academic Concerns, and Mental Health among University Students during a Pandemic: Influence of Fear and Moderation of Self-Efficacy. International Journal of Environmental Research and Public Health, 19(16), 10151. https://doi.org/10.3390/ijerph191610151
Yang, Y., & Yang, P. (2022). Effect of College Students’ Academic Stress on Anxiety Under the Background of the Normalization of COVID-19 Pandemic: The Mediating and Moderating Effects of Psychological Capital. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.880179
Yuan, S., & You, M. (2022). Effects of Physical Activity on College Students’ Subjective Well-Being During COVID-19. Journal of Epidemiology and Global Health, 12(4), 441–448. https://doi.org/10.1007/s44197-022-00062-4
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2025 Budiono Budiono, Erna Yayuk, Yudha Alfian Haqqi
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
