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O desempenho académico em função da qualidade do sono, atenção executiva e ansiedade em período de exames universitários de diferentes cursos
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Abstract(s)
Enquadramento Teórico: O desempenho académico de estudantes universitários pode ser influenciado por diversos fatores, desde a qualidade do sono aos agentes stressores, especialmente durante os períodos de exames. Estes fatores, já discutidos na literatura, são críticos para a compreensão das variações no sucesso académico no ensino superior. O presente estudo investigou a relação entre a qualidade do sono, a atenção executiva e os estados de ansiedade, identificando possíveis preditores do sucesso académico em estudantes de diferentes áreas de curso. Metodologia: Foi adotada uma abordagem correlacional e comparativa com uma amostra de 51 estudantes universitários de uma universidade privada na zona geográfica da grande Lisboa, oriundos de cursos de Medicina, Economia e Direito. Os instrumentos de medida foram aplicados no período de exames e incluíram o Índice de Qualidade do Sono de Pittsburgh (PSQI), a Escala de Sonolência Epworth (ESE), o Inventário de Ansiedade Estado-Traço (STAI), o Inventário de Depressão de Beck (BDI-II) e testes neuropsicológicos como o Teste Stroop e a tarefa de controlo inibitório Go/No-Go. Resultados: Os resultados evidenciaram diferenças significativas entre estudantes dos diferentes cursos, com os estudantes de Medicina a apresentar uma qualidade de sono inferior e os de Direito a demonstrar pior desempenho na atenção executiva. Identificouse a qualidade do sono e a ansiedade-estado como preditores significativos do desempenho académico, enquanto a atenção executiva não demonstrou predição relevante. Conclusão: Os resultados destacam a necessidade de promover estratégias que melhorem a qualidade do sono e regulem a ansiedade nos estudantes universitários, independentemente da área de estudo. O suporte institucional é crucial para ajudar os estudantes a gerir as exigências académicas e a saúde mental, particularmente durante os períodos de maior stress, como os exames.
Theoretical Background: Academic performance among university students can be influenced by various factors, including sleep quality and stressors, particularly during examination periods. These factors, widely discussed in the literature, are critical to understanding variations in academic success in higher education. The present study investigated the relationship between sleep quality, executive attention, and anxiety states, aiming to identify potential predictors of academic success in students from different academic fields. Method: A correlational and comparative approach was adopted with a sample of 51 university students from a private institution in the metropolitan area of Lisbon. The participants were enrolled in Medicine, Economics, and Law programs. Data collection occurred during examination periods and included the Pittsburgh Sleep Quality Index (PSQI), the Epworth Sleepiness Scale (ESE), the State-Trait Anxiety Inventory (STAI), the Beck Depression Inventory (BDI-II), and neuropsychological tests such as the Stroop Test and the Go/No-Go inhibitory control task. Results: The findings revealed significant differences between students from different courses. Medical students exhibited poorer sleep quality, while Law students demonstrated lower performance in executive attention tasks. Sleep quality and state anxiety were identified as significant predictors of academic performance, whereas executive attention was not found to be a relevant predictor. Discussion: The results highlight the need to promote strategies aimed at improving sleep quality and regulating anxiety among university students, regardless of their field of study. Institutional support is crucial to assist students in balancing academic demands with mental health, particularly during high-stress periods such as examinations.
Theoretical Background: Academic performance among university students can be influenced by various factors, including sleep quality and stressors, particularly during examination periods. These factors, widely discussed in the literature, are critical to understanding variations in academic success in higher education. The present study investigated the relationship between sleep quality, executive attention, and anxiety states, aiming to identify potential predictors of academic success in students from different academic fields. Method: A correlational and comparative approach was adopted with a sample of 51 university students from a private institution in the metropolitan area of Lisbon. The participants were enrolled in Medicine, Economics, and Law programs. Data collection occurred during examination periods and included the Pittsburgh Sleep Quality Index (PSQI), the Epworth Sleepiness Scale (ESE), the State-Trait Anxiety Inventory (STAI), the Beck Depression Inventory (BDI-II), and neuropsychological tests such as the Stroop Test and the Go/No-Go inhibitory control task. Results: The findings revealed significant differences between students from different courses. Medical students exhibited poorer sleep quality, while Law students demonstrated lower performance in executive attention tasks. Sleep quality and state anxiety were identified as significant predictors of academic performance, whereas executive attention was not found to be a relevant predictor. Discussion: The results highlight the need to promote strategies aimed at improving sleep quality and regulating anxiety among university students, regardless of their field of study. Institutional support is crucial to assist students in balancing academic demands with mental health, particularly during high-stress periods such as examinations.
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Keywords
Qualidade do sono Atenção executiva Ansiedade Desempenho académico Estudantes universitários Sleep quality Executive attention Anxiety Academic performance University students