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Bem-estar e diversidade sexual nos estudantes do ensino superior: o papel da saúde mental, o otimismo, o rendimento e a motivação
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Resumo(s)
O ingresso no ensino superior representa uma etapa desafiante, marcada por mudanças
significativas que influenciam o bem-estar, a saúde mental e o desempenho académico dos
estudantes. Estes desafios podem ser particularmente intensificados em estudantes LGBT+,
frequentemente sujeitos a experiências de exclusão e discriminação. O presente estudo, teve
como objetivo analisar de que forma o bem-estar se relaciona com a saúde mental, o otimismo,
a motivação e o rendimento académico, em função da orientação sexual dos estudantes. A
amostra foi constituída por 285 estudantes do ensino superior em Portugal, dos quais 129 se
identificaram como heterossexuais e 156 LGBT+, com idades compreendidas entre os 18 e os
69 anos. Foram utilizados os seguintes instrumentos: Escala de Bem-Estar Experiencial, Escala
de Ansiedade, Depressão e Stress (DASS-21), Escala de Otimismo e dois itens únicos, um
sobre motivação e outro sobre o rendimento académico. Os resultados revelaram que os
estudantes LGBT+ apresentaram níveis significativamente mais baixos de saúde mental,
otimismo e motivação, mas níveis superiores de rendimento académico, em comparação com
os estudantes heterossexuais. A análise de regressão indicou que, em ambos os grupos, o bem-estar se relacionou positivamente coma saúde mental, o otimismo e a motivação. Contudo,
entre os estudantes LGBT+, o otimismo assumiu um peso preditivo mais acentuado,
funcionando como um recurso de resiliência face ao stress minoritário. As implicações práticas
são também apresentadas e discutidas.
Entering higher education represents a challenging stage, marked by significant changes that impact students’ well-being, mental health, and academic performance. These challenges can be particularly intensified for LGBT+ students, who are often subject to experiences of exclusion and discrimination. This study aimed to analyse how well-being relates to mental health, optimism, motivation, and academic performance, according to students’ sexual orientation. The sample consisted of 285 higher education students in Portugal, of whom 129 identified as heterosexual and 156 as LGBT+, aged between 18 and 69 years. The following instruments were used: the Experiential Well-Being Scale, the Depression, Anxiety and Stress Scale (DASS-21), the Optimism Scale, and two single items assessing motivation and perceived academic performance. The results showed that LGBT+ students reported significantly lower levels of mental health, optimism, and motivation, but higher levels of perceived academic performance compared to heterosexual students. Regression analysis indicated that, in both groups, well-being was positively associated with mental health, optimism, and motivation. However, among LGBT+ students, optimism had a stronger predictive value, acting as a resilience resource in the face of minority stress. Practical implications of the findings are also presented and discussed.
Entering higher education represents a challenging stage, marked by significant changes that impact students’ well-being, mental health, and academic performance. These challenges can be particularly intensified for LGBT+ students, who are often subject to experiences of exclusion and discrimination. This study aimed to analyse how well-being relates to mental health, optimism, motivation, and academic performance, according to students’ sexual orientation. The sample consisted of 285 higher education students in Portugal, of whom 129 identified as heterosexual and 156 as LGBT+, aged between 18 and 69 years. The following instruments were used: the Experiential Well-Being Scale, the Depression, Anxiety and Stress Scale (DASS-21), the Optimism Scale, and two single items assessing motivation and perceived academic performance. The results showed that LGBT+ students reported significantly lower levels of mental health, optimism, and motivation, but higher levels of perceived academic performance compared to heterosexual students. Regression analysis indicated that, in both groups, well-being was positively associated with mental health, optimism, and motivation. However, among LGBT+ students, optimism had a stronger predictive value, acting as a resilience resource in the face of minority stress. Practical implications of the findings are also presented and discussed.
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Bem-estar Estudantes LGBT+ Saúde mental Otimismo Motivação Rendimento académico Ensino superior Well-being LGBT+ students Mental health Optimism Motivation Academic performance Higher education Psicologia da Educação . Faculdade de Artes e Humanidades