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Análise da componente disposicional da robustez mental: influência dos cinco grandes fatores de personalidade e dos seus subdomínios
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Abstract(s)
No contexto do ensino superior, a robustez mental tem surgido como um construto
psicológico promissor na promoção do desempenho e sucesso académico de todos os
estudantes. Apesar do seu caráter revelante neste nível de ensino, a sua definição e
conceptualização permanecem em discussão na literatura, sendo que o tópico que tem
suscitado maior debate consiste em compreender se esta constitui um traço de
personalidade (trait-like construct) ou se deve ser concebida como uma caraterística
adaptativa (state-like construct). O presente estudo centra-se na análise antecedentes
disposicionais da robustez mental através do estudo da sua relação com os cinco fatores
de personalidade e respetivos subdomínios, no quadro do ensino superior. Tendo por base
uma amostra de 316 estudantes universitários, recorreu-se a um design de investigação
preditivo, por inquérito transversal. Os resultados revelaram correlações significativas
entre a conscienciosidade, o neuroticismo, a abertura à experiência, a extroversão e a
robustez mental que, com exceção da extroversão, emergiram como preditores válidos e
não redundantes do nível de robustez mental dos alunos universitários. Ao nível dos dez
subdomínios de personalidade em estudo, apenas os subdomínios determinação e ordem
(da conscienciosidade), abandono (do neuroticismo) e intelecto (da abertura à
experiência) facultaram contributos significativos e independentes para predição da
variável critério em estudo. Estes resultados possuem implicações para a validade de
construto da robustez mental, suportando a sua conceptualização como uma caraterística
adaptativa (i.e., um state-like construct), bem como para a intervenção psicoeducativa
focada no desenvolvimento da robustez mental no contexto do ensino superior.
In the context of higher education, mental toughness has emerged as a promising psychological construct for promoting student performance and academic success. Despite its relevance in this level of education, its definition and conceptualization remain in debate in the literature fuelling, particularly around the topic whether it consists a personality trait-like construct or should be conceived as an adaptive characteristic state like construct. This study focuses on analyzing dispositional antecedents of mental toughness by examining its relationship with the big five personality factors and their respective sub-domains in the domain of higher education. Based on a sample of 316 university students, a predictive research design was employed using cross-sectional survey data collection. At the level of the big five, the results revealed significant correlations between conscientiousness, neuroticism, openness, extraversion, and mental toughness. Further analyses showed that conscientiousness, neuroticism and openness represent valid and non-redundant predictors of the level of mental toughness in university students. At sub-domain level, of the ten personality sub-domains examined, only the sub-domains of industriousness and orderliness (of conscientiousness), withdrawal (of neuroticism), and intellect (of openness) made significant and independent contributions to the prediction of this criterion. These findings have implications for clarifying the construct validity of mental toughness, supporting its conceptualization as an adaptive characteristic (i.e., a state-like construct), and for psychoeducational interventions focused on the development of mental toughness in the context of higher education.
In the context of higher education, mental toughness has emerged as a promising psychological construct for promoting student performance and academic success. Despite its relevance in this level of education, its definition and conceptualization remain in debate in the literature fuelling, particularly around the topic whether it consists a personality trait-like construct or should be conceived as an adaptive characteristic state like construct. This study focuses on analyzing dispositional antecedents of mental toughness by examining its relationship with the big five personality factors and their respective sub-domains in the domain of higher education. Based on a sample of 316 university students, a predictive research design was employed using cross-sectional survey data collection. At the level of the big five, the results revealed significant correlations between conscientiousness, neuroticism, openness, extraversion, and mental toughness. Further analyses showed that conscientiousness, neuroticism and openness represent valid and non-redundant predictors of the level of mental toughness in university students. At sub-domain level, of the ten personality sub-domains examined, only the sub-domains of industriousness and orderliness (of conscientiousness), withdrawal (of neuroticism), and intellect (of openness) made significant and independent contributions to the prediction of this criterion. These findings have implications for clarifying the construct validity of mental toughness, supporting its conceptualization as an adaptive characteristic (i.e., a state-like construct), and for psychoeducational interventions focused on the development of mental toughness in the context of higher education.
Description
Keywords
Fatores de personalidade Subdomínios de personalidade Robustez mental Ensino superior Factors of personality Sub-domains of personality Mental toughness Higher education Psicologia da Educação . Faculdade de Artes e Humanidades