Tradução e validação da Escala de Resiliência para Estudantes do Ensino Superior

Oliveira, Marta; Machado, Teresa Sousa

doi:10.14417/ap.105

Cited by 28 publications

(44 citation statements)

References 19 publications

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“…24 This growth, although different in each age group, revealed, and corroborated the narrative analysis, a positive influence of intergenerational relationships on academic performance in both groups. Studies have shown the importance of a variety of family relationships between young and old individuals.…”

Section: " (Ei1)supporting

confidence: 72%

The Influence of the Intergenerational Relationship on the Academic Performance of Young and Old College Students

França¹

2017

MOJGG

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Several studies have focused on older students. However, few studies have tested the influence of intergenerational relationships on academic performance by older students and whether there is a difference between them and younger students. This study used a qualitative and longitudinal approach to investigate the influence of the intergenerational relationship on the academic performance of young and old college students. The sample consisted of 20 students (10 old and 10 young people), 3 professors, and 2 employees of undergraduate courses in public and private institutions in the metropolitan region of Rio de Janeiro. We conducted semi-structured interviews with an interviewing script and an open question about the academic performance of college students using content analysis. Both the level of intergenerational relationships and academic performance were compared over 2 years using the coefficients of income. The research confirmed the hypothesis that intergenerational relationships influenced the academic performance of both older and younger students. For older people, improvement in academic performance was consistent, while for young people performance oscillated. become more selective; they also prefer to broaden their emotional and social experiences on the one hand and reduce, on the other hand, emotional and social risks. Keywords14 Still, according to this theory, young adults tend to perceive time as something open, and, therefore, they prioritize future goals oriented by knowledge acquisition. To them, this learning is immediate.The educational process is not restricted to the classroom but extends to convivence and sharing. In this new paradigm, reflect about the issue is fundamental, especially because intergenerational relationships are a reality in the current academic environment. The question should be whether this convivence between young and old individuals is a predictor that favors their teaching-learning process, especially for old people, because of the imminent demographic challenge. Is it possible to affirm that intergenerational relationships only create benefits, even considering conflicting relationships? In fact, investigations must also consider how the old college students are perceived by young students and vice-versa; in addition, there is a need to understand how this contact benefits both age groups.This study is important because intergenerational convivence represents a learning opportunity to everyone involved in social relationships, translating into a reciprocal social participation in which both old and young individuals are receptors, donors, or transmitters of knowledge. 7When the receptor is an old individual, entering or reentering an educational environment might transform his or her life; in addition, the older person is a transmitter because the individual is prompted to reflect about his or her values and own life history.15 Young people might update old people about the use of language and technology. 16 MethodThis longitudinal study collected data ...

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Section: " (Ei1)supporting

confidence: 72%

The Influence of the Intergenerational Relationship on the Academic Performance of Young and Old College Students

França¹

2017

MOJGG

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“…When compared with the classification of Wagnild and Collins (2009), we can conclude that they are integrated in the moderate level of resilience (121 to 145). Oliveira and Machado (2011), in a sample with similar characteristics, of 451 polytechnic education students found a lower global average then the present study (128.9±16.4). Analysing the average value of each factor, we highlight as higher the result in the selfdiscipline dimension (5.90±.81) followed by autonomy (5.70±.87), personal skills (5.69±.88) and problem solving (5.77±.82).…”

Section: Resultssupporting

confidence: 54%

“…The Portuguese Version of the Resilience Scale (Oliveira & Machado, 2011) is a self-report instrument, composed of 25 items, organized accordingly with a Likert type scale of 7 points (1-totally disagree, 4-neither agree or disagree and 7-totally agree with the statement), ranging from 25 to 175, with higher scores indicating higher resilience. Items comprise questions related to the subject (e.g.…”

Section: Methodsmentioning

confidence: 99%

The Impact Of Cognitive Skills And Resilience In Social Education Students’ Profile

Martins¹,

Fernandes²,

Magalhães³

et al. 2017

European Proceedings of Social and Behavioural Sciences

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Cognition and resilience in higher education students as a research theme emerges from the necessity of developing knowledge about possible associations or links between the capacity to adapt cognitive development in a stage full of challenges such as higher education. The aim of the present study is to explore the association between resilience and cognitive development in a sample of Portuguese Social Education students in order to reflect on the impact of personal cognitive characteristics related to academic and professional adjustment. This is a quantitative ex-post-facto study, with a convenience sample of 135 students of the three years of Social Education degree (age, 23.01±7.10). The Portuguese version of Parker Cognitive Development Inventory, Resilience Scale and a social demographic questionnaire were used to collect data. We used the SPSS-24 for the non-parametric analyses with p≤.05.A moderate level of resilience (mean of 139.71±17.41) and higher levels of relativism and commitment to dualism were observed. Positive and significant Spearman correlations (.28 ≥ rho≤.40) were found between levels of relativism and commitment and in all subscales of resilience, except optimism scale (p≤001), that showed correlation (rho=.19) with dualism (p=.03). There is a dearth of literature on cognition and resilience, and much more can be learned about the role of both in higher education, leading us to these questions: Do cognitive skills promote resilience or only influence the perception of it? What's the impact of promoting them in the skill profile of the Social Educator?

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“…The roots for resilience are created in childhood and in adulthood resilience may increase, stemming from, in such cases, the effect of past successes in dealing with adversity (Oliveira & Machado, 2011). Jowkar (2014) mentions that resilience has been conceptualized as an individual characteristic and http: //dx.doi.org/10.15405/ejsbs.211 eISSN: 2301-2218 …”

Section: Introductionmentioning

confidence: 99%

Negative Life Events and Resilience in Higher Education Students

Gonçalves¹,

Cabral²,

Ferreira³

et al. 2017

EJSBS

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Resilience is the capacity to overcome life adversities in a positive and constructive manner. The transition from high school to a higher education degree might function as an enhancer of crises and vulnerabilities. Negative Life Events (NLE) constitute any adverse circumstances against human development, possibly threatening the individual's equilibrium. Our aim was to study how negative life events affect the resilience of higher education students, and to identify certain socio-demographic, family and academic variables, as well as negative life events they may have endured. A quantitative study based on a descriptive design sampled 382 students from a higher education institute in Portugal. In order to assess the proposed variables, Wagnild and Young's Scale of Resilience (1993) which was adapted for the Portuguese population by Carvalho and Pereira (2012) and the Negative Life Events Inventory (Gonçalves, 2014) was utilised. We found significant relationships between the capacity for resilience and age, marital status, area of residence, school, and the use of drugs. Regarding life events, the dimensions "Neglect", "Separation/Loss" and "Friend Satisfaction" were found to be strong predictors of resilience capacity. The results obtained show that higher negative life events indicate a student is better able to be self-sufficient and self-confident and have higher resilience. These results lead us to propose interventions which may facilitate the students' ability to overcome their problems.

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Tradução e validação da Escala de Resiliência para Estudantes do Ensino Superior

Cited by 28 publications

References 19 publications

The Influence of the Intergenerational Relationship on the Academic Performance of Young and Old College Students

The Influence of the Intergenerational Relationship on the Academic Performance of Young and Old College Students

The Impact Of Cognitive Skills And Resilience In Social Education Students’ Profile

Negative Life Events and Resilience in Higher Education Students

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