Relationships between Academic Adaptation and Healthy and Subclinical Personality Traits

Marina Cerceu Silva; Adriana Satico Ferraz; Joao Gabriel Nunes Modesto; Neide de Brito  Cunha; Leandro Silva Almeida

doi:10.22235/cp.v20i1.4546

Autores

Marina Cerceu Silva Escola de Saúde Pública do Distrito Federal https://orcid.org/0009-0007-1924-3343
Adriana Satico Ferraz Centro Universitário de Brasília; Centro Universitário Belas Artes de São Paulo https://orcid.org/0000-0002-9856-0094
Joao Gabriel Nunes Modesto Universidade Estadual de Goiás https://orcid.org/0000-0001-8957-7233
Neide de Brito Cunha Fatec Bragança Paulista https://orcid.org/0000-0003-4945-4495
Leandro Silva Almeida University of Minho https://orcid.org/0000-0002-0651-7014

DOI:

https://doi.org/10.22235/cp.v20i1.4546

Palavras-chave:

adaptação acadêmica, traços de personalidade, modelo dos Cinco Grandes Fatores

Resumo

Este artigo investigou as relações entre traços de personalidade (modelos Cinco Grandes Fatores e Fator D) e dimensões da adaptação acadêmica em uma amostra de 231 estudantes do ensino superior provenientes de instituições brasileiras. Foram empregados o Questionário de Adaptação ao Ensino Superior, os Marcadores Reduzidos da Personalidade e a Escala D16, além dos softwares JASP, Mplus e SPSS para a realização de análises das estatísticas descritivas, regressão linear, análise fatorial confirmatória e análise de redes. Os resultados indicaram correlações mais elevadas entre a dimensão Pessoal-Emocional e o traço Neuroticismo; assim como entre a dimensão Estudo e o traço Conscienciosidade. A combinação dos dois modelos de personalidade (traços Socialização, Neuroticismo, Extroversão, Conscienciosidade, Insensibilidade e Sadismo) explicou 31 % da variância nos níveis de adaptação acadêmica. Na análise de redes, o índice de maior força evidenciou conexões entre a dimensão Estudo e os traços Neuroticismo, Extroversão e Sadismo. A dimensão Estudo obteve maiores índices de proximidade e intermediação nas conexões com Extroversão e Vingança. Os achados apontam para a necessidade de novos estudos com amostras mais amplas e representativas, bem como com subgrupos de estudantes com diagnósticos prévios de transtornos mentais, a fim de aprofundar a compreensão das associações entre personalidade e adaptação acadêmica, com especial atenção ao papel do Fator D.

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