Sintomatologia depressiva e ansiosa e níveis de autoestima em jovens: uma abordagem em articulação com o desempenho escolar nas disciplinas de português e de matemática
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2015-05-21
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A sintomatologia depressiva e ansiosa e a autoestima são variáveis que assumem ligação com o desempenho escolar. O estado intrapsíquico do aluno parece espelhar o seu desempenho escolar, da mesma forma que o desempenho escolar reflete o estado psicológico do jovem. O objetivo do presente estudo visou avaliar a existência de associações entre a sintomatologia depressiva/ansiosa, a autoestima e o desempenho escolar nas disciplinas de Português e de Matemática. Pretendeu-se ainda averiguar eventuais associações entre habilitações académicas parentais, a configuração familiar, o desempenho escolar e a autoestima. Para o efeito, recorreu-se a uma amostra de 302 alunos da zona norte de Portugal, com idades compreendidas entre os 12 e os 17 anos (M=13,80; DP=1,23), de ambos os sexos (53,6 % do sexo masculino e 46,4% do sexo feminino). A recolha de dados realizou-se através da utilização de três instrumentos de autorrelato: a Escala de Ansiedade, Depressão e Stresse para Crianças e Adolescentes, adaptada de Lovibond e Lovibond (2000) por Antunes (2008) e Passos (2008) para avaliar a existência de sintomatologia depressiva e ansiosa; a Escala de Autoestima de Rosenberg, versão original de Rosenberg (1965), adaptada por Santos e Maia (1999, 2003) para avaliar a autoestima, e um questionário sociodemográfico construído especificamente para recolher dados relativos à situação pessoal, familiar e escolar dos alunos. Os resultados obtidos mostraram correlações negativas entre a sintomatologia depressiva/ansiosa e as classificações escolares de Matemática e associações positivas entre a autoestima e as notas de Matemática. Por outro lado, verificou-se que o sexo feminino tende a apresentar mais frequentemente indícios de sintomatologia depressiva e ansiosa e níveis mais baixos de autoestima, comparativamente com o sexo masculino. Aferiu-se também a inexistência de diferenças na sintomatologia depressiva e ansiosa e nos níveis de autoestima entre os alunos que tiveram pelo menos uma reprovação escolar e os alunos que nunca reprovaram. Confirmou-se a inexistência de diferenças entre as classificações obtidas a Português e a Matemática em função do género. Confirmou-se ainda a existência de relações entre as habilitações académicas das figuras parentais e o desempenho escolar nas disciplinas de Português e de Matemática dos filhos. Detetaram-se ainda diferenças no desempenho escolar de Matemática em função do estado civil das figuras parentais, apesar de não se evidenciarem diferenças no desempenho escolar às duas disciplinas nucleares em função de ser filho único ou ter irmãos.
Depressive and anxiety symptoms and self-esteem are variables that assume a relationship with school performance. The psychossocial dispositions of the student seems to reflect their performance at school, in the same way that school performance reflects their psychological state. The aim of this study was to evaluate the associations between depressive/anxiety symptoms, self-esteem and school performance in the subjects of Mathematics and Portuguese. It intended to further investigate possible associations between level of parental education, family configuration, school performance and self-esteem. For this purpose, we used a sample of 302 students from the north of Portugal, aged between 12 and 17 years (M = 13.80, SD = 1.23) of both sexes (53.6% male and 46.4% female). Data collection was conducted through three self-report instruments: the “Scale for Anxiety, Depression and Stress for Children and Adolescents”, adapted from Lovibond and Lovibond (2000) by Antunes (2008) and Passos (2008) to evaluate the existence of depressive and anxiety symptoms; the “Rosenberg Self-Esteem Scale”, original version of Rosenberg (1965), adapted by Santos and Maia (1999, 2003) to assess self-esteem, and a sociodemographic questionnaire constructed specifically to collect data relating to the personal and family situation of the students. The results showed negative correlations between depressive/anxiety symptoms and grades on Mathematics and positive associations between self-esteem and grades on Mathematics. Moreover, it was found that females tend to exhibit more often symptoms of depression and anxiety and lower levels of self-esteem, compared to males. It was also found no differences in depressive and anxiety symptoms and levels of self-esteem among students who had at least one school failure and students who never had a school failure. It was confirmed the lack of differences between the classifications obtained on Portuguese and Mathematics by gender. It was confirmed the existence of relationships between the academic qualifications of parental figures and school performance in the subjects of Mathematics and Portuguese. It was also evidenced differences in performance of mathematics on account of civil status of parental figures, despite the absence of in school performance in the subjects of Mathematics and Portuguese due to being an only child or have siblings.
Depressive and anxiety symptoms and self-esteem are variables that assume a relationship with school performance. The psychossocial dispositions of the student seems to reflect their performance at school, in the same way that school performance reflects their psychological state. The aim of this study was to evaluate the associations between depressive/anxiety symptoms, self-esteem and school performance in the subjects of Mathematics and Portuguese. It intended to further investigate possible associations between level of parental education, family configuration, school performance and self-esteem. For this purpose, we used a sample of 302 students from the north of Portugal, aged between 12 and 17 years (M = 13.80, SD = 1.23) of both sexes (53.6% male and 46.4% female). Data collection was conducted through three self-report instruments: the “Scale for Anxiety, Depression and Stress for Children and Adolescents”, adapted from Lovibond and Lovibond (2000) by Antunes (2008) and Passos (2008) to evaluate the existence of depressive and anxiety symptoms; the “Rosenberg Self-Esteem Scale”, original version of Rosenberg (1965), adapted by Santos and Maia (1999, 2003) to assess self-esteem, and a sociodemographic questionnaire constructed specifically to collect data relating to the personal and family situation of the students. The results showed negative correlations between depressive/anxiety symptoms and grades on Mathematics and positive associations between self-esteem and grades on Mathematics. Moreover, it was found that females tend to exhibit more often symptoms of depression and anxiety and lower levels of self-esteem, compared to males. It was also found no differences in depressive and anxiety symptoms and levels of self-esteem among students who had at least one school failure and students who never had a school failure. It was confirmed the lack of differences between the classifications obtained on Portuguese and Mathematics by gender. It was confirmed the existence of relationships between the academic qualifications of parental figures and school performance in the subjects of Mathematics and Portuguese. It was also evidenced differences in performance of mathematics on account of civil status of parental figures, despite the absence of in school performance in the subjects of Mathematics and Portuguese due to being an only child or have siblings.
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Dissertação de Mestrado em Psicologia Clínica
Palavras-chave
Depressão , Ansiedade , Autoestima , Desempenho escolar , Configuração familiar