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Robustez mental e desempenho académico no ensino superior: Análise do papel mediador do envolvimento académico
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Abstract(s)
No âmbito da investigação recente, a robustez mental representa um construto que
tem vindo a receber um interesse crescente a respeito das características individuais
inerentes à consecução de níveis elevados de desempenho, em situações desafiantes, e
como um preditor dos resultados nos contextos educativos. O presente estudo centra-se
na análise do papel mediador das dimensões comportamental, cognitiva e emocional de
envolvimento académico, na relação entre a robustez mental e o desempenho académico
no contexto do ensino superior. Partindo de uma amostra de 215 estudantes do ensino
superior, a frequentar o 1º e 2º ciclo de estudos, na universidade da Madeira e na
universidade de Coimbra, os dados foram recolhidos por inquérito transversal, seguindo se um design de investigação explicativo. Os resultados revelaram uma relação positiva
e estatisticamente significativamente entre a robustez mental e o desempenho académico,
indicando que este é um preditor válido desta variável critério. Tendo por base o teste de
um modelo de mediação múltipla, os resultados evidenciaram que esta relação é
totalmente mediada pela dimensão comportamental do envolvimento académico. No
entanto, contrariamente ao estabelecido pelas restantes hipóteses de investigação, as
dimensões de envolvimento cognitivo e emocional não emergiram como mediadores da
relação entre a robustez mental e o desempenho académico. Estes resultados possuem
implicações para a compreensão do impacto da robustez mental no desempenho
académico dos alunos no contexto do ensino superior, particularmente para a investigação
em torno dos mecanismos psicológicos subjacentes.
In the scope of recent research, mental robustness represents a construct that has been receiving increasing interest regarding the individual characteristics inherent to the achievement of high levels of performance in challenging situations, and as a predictor of key outcomes in educational contexts. The present study focuses on the analysis of the mediating role of the behavioral, cognitive and emotional dimensions of academic engagement, in the relationship between mental robustness and academic performance in higher education. A cross-sectional survey was implemented to collect a sample of 215 college students, attending the 1st and 2nd cycle of studies, at University of Madeira and University of Coimbra. The results revealed a positive and statistically significant relationship between mental robustness and academic performance, supporting its validity to predict this criterion. Further testing of a multiple mediation model, hypothesizing the mediating role of academic engagement dimensions in mental the link between toughness and academic performance, showed that this relationship is fully mediated by the behavioral dimension of academic involvement. However, contrary to what was expected, the dimensions of cognitive and emotional involvement did not emerge as significant mediators of the relationship between mental robustness and academic performance. These results have implications for understanding the impact of mental toughness on students’ academic performance in the context of higher education, particularly for expanding the understanding of its underlying psychological mechanisms.
In the scope of recent research, mental robustness represents a construct that has been receiving increasing interest regarding the individual characteristics inherent to the achievement of high levels of performance in challenging situations, and as a predictor of key outcomes in educational contexts. The present study focuses on the analysis of the mediating role of the behavioral, cognitive and emotional dimensions of academic engagement, in the relationship between mental robustness and academic performance in higher education. A cross-sectional survey was implemented to collect a sample of 215 college students, attending the 1st and 2nd cycle of studies, at University of Madeira and University of Coimbra. The results revealed a positive and statistically significant relationship between mental robustness and academic performance, supporting its validity to predict this criterion. Further testing of a multiple mediation model, hypothesizing the mediating role of academic engagement dimensions in mental the link between toughness and academic performance, showed that this relationship is fully mediated by the behavioral dimension of academic involvement. However, contrary to what was expected, the dimensions of cognitive and emotional involvement did not emerge as significant mediators of the relationship between mental robustness and academic performance. These results have implications for understanding the impact of mental toughness on students’ academic performance in the context of higher education, particularly for expanding the understanding of its underlying psychological mechanisms.
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Keywords
Robustez mental Envolvimento académico Desempenho académico Ensino superior Mediação Sucesso académico Mental toughness Student engagement Academic performance Higher education Mediation Academic success Psicologia da Educação . Faculdade de Artes e Humanidades