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Inteligência emocional, adaptabilidade de carreira e bem-estar psicológico de estudantes do 10º ano
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| 2.92 MB | Adobe PDF |
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Abstract(s)
Em Portugal, o sistema educativo integra vários momentos de transição entre níveis de ensino. Mais especificamente, a transição para o 10.º ano de escolaridade implica que os/as alunos/as tomem decisões relacionadas com o próprio percurso académico, com repercussões no seu processo de construção de carreira. Com efeito, as escolhas relacionadas com a carreira refletem-se como das mais importantes ao longo da vida, tendo em conta as implicações significativas nas diferentes áreas de desenvolvimento. Assim, investigar esta transição específica é importante, tendo em conta os riscos e indicadores de mal ajustamento psicológico que se podem verificar, na medida em que acompanha outros desafios de desenvolvimento da adolescência. O presente estudo tem como objetivo principal analisar de que modo a Inteligência Emocional (IE) e a Adaptabilidade de Carreira permitem explicar variações nos níveis de Bem-Estar Psicológico de estudantes (BEP) do 10.º ano. O método de amostragem escolhido para esta investigação consiste no método de amostragem não probabilístico por escolha racional. A amostra foi de 233 indivíduos, que responderam aos instrumentos: Questionário de Caracterização Sociodemográfica, Escala de Inteligência Emocional de Wong e Law (WLEIS-P), Career Adapt-Abilities Scale (CAAS) – Portugal Form e Escala de Medida de Manifestação de Bem-Estar Psicológico (EMMBEP). A recolha dos dados foi feita em papel. Os principais resultados demonstraram que níveis mais elevados de IE estão associados a maiores níveis de BEP. Observou-se, também, uma relação positiva entre a IE e a adaptabilidade de carreira, destacando a importância destas competências emocionais para lidar com possíveis desafios ao longo do percurso académico e profissional. A adaptabilidade de carreira mostrou-se igualmente associada a níveis mais elevados de BEP. Tanto a IE quanto a adaptabilidade de carreira explicaram significativamente variações no BEP dos estudantes. Diferenças significativas entre os sexos foram também identificadas, com o sexo masculino a apresentar médias mais altas para as três variáveis. A análise, fundamentada no Modelo de Adaptação de Carreira (Savickas, 2005), confirmou a relevância da IE e da adaptabilidade de carreira no que concerne a momentos de transição durante o percurso académico, reforçando a necessidade de desenvolver estas competências no contexto escolar e, consequentemente, aumentar os níveis de bem-estar dos estudantes.
In Portugal, the educational system integrates several moments of transition between levels of education. More specifically, the transition to the 10th year of schooling involves students making decisions related to their own academic path, with implications for their career construction process. In fact, career-related choices are among the most important ones throughout life, taking its significant implications in different areas of development into account. Therefore, investigating this specific transition is important, considering the risks and indicators of poor psychological adjustment that may occur, as it follows other developmental challenges of adolescence. The main goal of this study is to analyze how Emotional Intelligence (EI) and Career Adaptability contribute to explain the levels of Psychological Well-Being (PWB) of 10th grade students. The sampling method chosen for this investigation is the non-probabilistic voluntary method by rational choice. The sample comprise 233 individuals and the instruments that were used are: the Sociodemographic Characterization Questionnaire, the Wong and Law Emotional Intelligence Scale (WLEIS-P), the Career Adapt-Abilities Scale (CAAS) – Portugal Form, and the Psychological Well-Being Manifestation Measure Scale (PWBMMS). Data collection was done on paper. The main results showed that higher levels of EI are associated with increased levels of PWB. A positive relationship was also observed between EI and career adaptability, underscoring the importance of emotional competencies in managing potential challenges throughout academic and professional careers. Career adaptability was likewise linked to higher levels of PWB. Both EI and career adaptability significantly explained variations in students’ PWB. Significant differences between genders were also found, with males scoring higher on all three variables. The analysis, based on Career Adaptability Model (Savickas, 2005), confirmed the relevance of EI and career adaptability during academic transition periods, reinforcing the need to develop these competencies in schools to enhance student well-being.
In Portugal, the educational system integrates several moments of transition between levels of education. More specifically, the transition to the 10th year of schooling involves students making decisions related to their own academic path, with implications for their career construction process. In fact, career-related choices are among the most important ones throughout life, taking its significant implications in different areas of development into account. Therefore, investigating this specific transition is important, considering the risks and indicators of poor psychological adjustment that may occur, as it follows other developmental challenges of adolescence. The main goal of this study is to analyze how Emotional Intelligence (EI) and Career Adaptability contribute to explain the levels of Psychological Well-Being (PWB) of 10th grade students. The sampling method chosen for this investigation is the non-probabilistic voluntary method by rational choice. The sample comprise 233 individuals and the instruments that were used are: the Sociodemographic Characterization Questionnaire, the Wong and Law Emotional Intelligence Scale (WLEIS-P), the Career Adapt-Abilities Scale (CAAS) – Portugal Form, and the Psychological Well-Being Manifestation Measure Scale (PWBMMS). Data collection was done on paper. The main results showed that higher levels of EI are associated with increased levels of PWB. A positive relationship was also observed between EI and career adaptability, underscoring the importance of emotional competencies in managing potential challenges throughout academic and professional careers. Career adaptability was likewise linked to higher levels of PWB. Both EI and career adaptability significantly explained variations in students’ PWB. Significant differences between genders were also found, with males scoring higher on all three variables. The analysis, based on Career Adaptability Model (Savickas, 2005), confirmed the relevance of EI and career adaptability during academic transition periods, reinforcing the need to develop these competencies in schools to enhance student well-being.
Description
Keywords
Adaptabilidade de carreira Inteligência emocional Bem-estar Implementação de tomada de decisão Adolescência Career adaptability Emotional intelligence Well-being Decision making Implementation Adolescence