International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Estratégia de atenção à saúde do estudante: experiência em uma universidade brasileira
Get PDFDiscussions about public health services in Brazil have been widely disseminated, mainly related to access difficulties, discrepancies between legislation and reality, between implementation and implementation, existence of large waiting lines for care, among other issues. In this sense, this work seeks to discuss the constitution of the Embracement as a proposal of work in clinical psychology school, aiming at confronting access to psychological health services and, simultaneously, contributing to the training of the psychologist. The Embracement is carried out by the trainees of the project of extension “Clínica de Psicologia: um olhar em atenção à saúde do estudante”. This project is aimed at the psychosocial care of the student community of the Federal University of Pará, Belém campus and develops its activities in the institution’s school-clinic. The Embracement is the first listening offered to the student who seeks the school-clinic and, in general, is also the first experience of the student with some modality of psychological care. Thus, the proposed reflection is that the Embracement is based on the concept of extended clinic and interdisciplinary work between Psychology, Social Service and Psychiatry. As for the contribution of psychology, guided by the psychoanalytic framework, we highlight two possibilities for collaboration: the Freudian understanding of the beginning of treatment and the concept of transference. Finally, we emphasize that the great characteristic of the Embracement is its interdisciplinary proposal, as well as its contribution to the formation of the Psychologist, since the Embracement presents itself as a rich field of supervised listening.Discussões sobre serviços públicos de saúde no Brasil têm sido largamente difundidas, principalmente relacionadas às dificuldades de acesso, às discrepâncias entre a legislação e a realidade, entre a implantação e a implementação, existência de grandes filas de espera para atendimento, entre outras questões. Neste sentido, este trabalho busca discorrer sobre a constituição do Acolhimento enquanto uma proposta de trabalho em clínica-escola de psicologia, almejando o enfrentamento do acesso aos serviços de saúde psicológica e, simultaneamente, contribuindo com a formação do psicólogo. O Acolhimento é realizado pelos estagiários do projeto de extensão “Clínica de Psicologia: um olhar em atenção à saúde do estudante”. Este projeto é voltado ao atendimento psicossocial da comunidade discente da Universidade Federal do Pará, campus Belém e desenvolve suas atividades nas dependências da clínica-escola da instituição. O acolhimento é a primeira escuta ofertada ao discente que procura a clínica-escola e, em geral, é também a primeira experiência do estudante com alguma modalidade de atendimento psicológico. Deste modo, a reflexão proposta é a de que o Acolhimento se baseia no conceito de clínica ampliada e no trabalho interdisciplinar entre a Psicologia, Serviço Social e Psiquiatria. Quanto à contribuição da psicologia, orientada pelo referencial psicanalítico, destacamos duas possibilidades de colaboração: a compreensão freudiana sobre o início do tratamento e o conceito de transferência. Por fim, destacamos que a grande característica do Acolhimento é sua proposta interdisciplinar, bem como sua contribuição para a formação do Psicólogo, uma vez que o Acolhimento se apresenta como um rico campo de escuta supervisionada
Integración social en estudiantes universitarios de primer año
Get PDFSocial integration is one of the fundamental components for the adjustment of students to the contexts of Higher Education. The objective of this work is to describe the perception that men and women have freshman university students about their social integration at the end of the first semester. The Scale of Social Integration in Higher Education (EISES-R) was applied to 152 first-year university students whose ages were between 17 and 40 years old (Mdn = 18.5). The 50% were men and 50% women. After performing an analysis of variance (ANOVA) of a single factor (sex), men obtained significantly higher average scores than women in emotional balance. Women scored significantly higher than men in relationships with the family. The results found are coherent with previous findings in the literature where it is reported that emotional state and family support received by university students have an important role in their adjustment and psychosocial well-being and are related to variables such as integration in the group of equal, friends, academic performance and the level of aspirations. Both variables could have a significant differentiating role by sex as predictors of adjustment and adaptation to higher education, as well as in the design and implementation of intervention guidelines for failure or abandonment in higher education.La integración social es uno de los componentes fundamentales para el ajuste de los estudiantes a los contextos de la Enseñanza Superior (ES). Este trabajo tiene como objetivo describir la percepción que tienen hombres y mujeres estudiantes universitarios de primer año sobre su integración social al finalizar el primer semestre lectivo. Se aplicó la Escala de Integración Social en la Educación Superior (EISES-R) a 152 estudiantes universitarios de primer año cuyas edades estaban comprendidas entre los 17 y 40 años (Mdn=18.5). El 50 % eran hombres y el 50% mujeres. Tras realizar un análisis de varianza (ANOVA) de un solo factor (sexo), los hombres obtuvieron significativamente mayores puntuaciones medias que las mujeres en equilibrio emocional. Las mujeres obtuvieron puntuaciones significativamente más elevadas que los hombres en las relaciones con la familia. Los resultados encontrados son coherentes con hallazgos previos de la literatura donde se informa que el estado emocional y el apoyo familiar recibido por los estudiantes universitarios tienen un papel importante en su ajuste y bienestar psicosocial y se relacionan con variables tales como la integración en el grupo de iguales, amigos/as, el rendimiento académico y el nivel de aspiraciones. Ambas variables podrían tener un papel significativo diferenciador por sexo como predictores del ajuste y adaptación a la ES, así como en el diseño e implementación de pautas de intervención ante el fracaso o abandono en la ES
Claves pedagógicas para la rúbrica de aprendizaje - servicio
Get PDFThere are several assessment rubrics for service- learning projects that are presented in the academic field. Each one puts the emphasis on some specific aspects responding to its purpose. Attending to the concern for having an evaluation tool in this area that would respond to the integral education of the students and valuing the interesting contributions of Pope Francisco in the matter of education, an exhaustive tracking of his writings has been carried out. From an analysis of them, the educational keys of their pedagogy have been proposed that will serve as the basis for the elaboration of an evaluative rubric of the Learning- Service projects. A fundamental line is based on understanding these projects as an opportunity to humanize education, thus highlighting anthropological and existential factors such as the development of interiority and the spiritual-personal dimension. The educator is, therefore, a guide that helps the personal growth and maturation of the students. The objective of this paper is to examine a Rubric for the assessment of Service Learning Experiences in order to promote training and the integral development of the student. This is structured into two intersecting axes: person and context. It comprises six dimensions: culture, education, social agents, learning, values and service. Each dimension evaluates 5 pedagogical categories that are evaluated in 4 levels. Tools of this type allow students to be motivated in prosocial behavior. Thus, they are agents of social transformation and develop an active citizenship that works for a more just and peaceful society.Son diversas las rúbricas de evaluación para los proyectos de aprendizaje-servicio que estánpresenten en el ámbito académico. Cada una pone el énfasis en unos aspectos concretos respondiendo a la finalidad del mismo. Atendiendo a la preocupación por disponer de una herramienta evaluativa en esta materia que respondiera a la educación integral de los alumnos y valorando las interesantes aportaciones del Papa Francisco en materia de educación, se ha realizado un rastreo exhaustivo de sus escritos. Desde un análisis de los mismos, se han propuesto las claves educativas de su pedagogía que servirán como fundamento para la elaboración de una rúbrica evaluativa de los proyectos de Aprendizaje-Servicio. Una línea fundamental se basa en comprender estos proyectos como una oportunidad para humanizar la educación, destacando pues factores antropológicos y existenciales como el desarrollo de la interioridad y de la dimensión espiritual-personal. El educador es, por tanto, un guía que ayuda al crecimiento personal y madurativo de los alumnos. El objetivo del presente trabajo es presentar una Rúbrica para la Evaluación de Experiencias de Aprendizaje Servicio con el fin de promover la capacitación y el desarrollo integral del alumno. Ésta se estructura en dos ejes que se cruzan: persona y contexto. Comprende seis dimensiones: cultura, educación, agentes sociales, aprendizaje, valores y servicio. Cada dimensión evalúa 5 categorías pedagógicas que son evaluados en 4 niveles. Herramientas de este tipo permiten motivar en conductas prosociales a los alumnos para que sean agentes de transformación social y desarrollen una ciudadanía activa que trabaje por una sociedad más justa y pacífica
Proceso emocional de la toma de decisiones en estudiantes universitarios
Get PDFFollowing what is marked by Bologna Plan, Spanish universities encourage the student to have greater autonomy for the acquisition of knowledge and its practical application and however, it does not analyze the neuropsychological processes of executive functions (EE.FF.), such as decision making (DM), which are necessary to direct said formative autonomy. The objective of this study is to analyze the DM process in a sample of students of University of Huelva, through the Iowa Gambling Task (IGT), which evaluates the emotional and motivational processes of DM. 101 students of Psychology and of Work Sciences participated with an average age of 21.44 years (SD = 2.879), 80% being women, without significant differences between groups in sex (X2 = .123, p = .725), age (t = .804, p = .423), or socioeconomic level (U = 1151,000, p = .335). The results showed a negative Gambling Index (GI), or risky decisions, being less disadvantageous in Psychology (GI = -.416) than in CC. Work (GI = -1.077). In the evolution of IGT learning this trend is also maintained, especially in penultimate block (partial GI: b4) when the objective of the task has already been understood, being the students of CC. Work are more resistant to abandon risk choices for short-medium term, instead of taking more advantageous long-term elections. We conclude that these results are compatible with what exists in literature referring to Hypothesis of Somatic Marker (HSM) of Damasio (1994-1996) and the maturation of the prefrontal cortex, especially involved in complex thinking and emotional processes of decision making, therefore, together with the promotion of student autonomy indicated by Bologna, universities should teach them about these processes.Desde la integración de las universidades españolas en el Plan Bolonia se fomenta una mayor autonomía del estudiante en la adquisición del conocimiento y de su práctica aplicada; sin embargo, no se está analizando los procesos neuropsicológicos de las funciones ejecutivas (FF.EE.), como es la toma de decisiones (TD), necesarios para vehiculizar dicha autonomía formativa. El objetivo de este estudio es analizar el proceso de la TD en una muestra de estudiantes de la Universidad de Huelva, utilizando la Iowa Gambling Task (IGT), que evalúa los procesos emocionales y motivacionales de la TD. Participaron 101 estudiantes de las titulaciones de Psicología y de Ciencias del Trabajo con media de edad de 21.44 años (DT= 2.879), siendo el 80% mujeres, sin diferencias significativas entre grupos en sexo (X2= .123; p= .725), edad (t= .804; p= .423), ni nivel socioeconómico (U= 1151.000; p= .335). Los resultados mostraron unos Índice Gambling (IG) negativos, o decisiones arriesgadas, siendo menos desventajosas en Psicología (IG= -.416) que, en CC. Trabajo (IG= -1.077). En la evolución del aprendizaje de la IGT también se mantiene esta tendencia, especialmente, en el penúltimo bloque (IG parcial: b4) cuando ya se ha comprendido el objetivo de la tarea, siendo los estudiantes de CC. del Trabajo los que se resisten más a dejar las elecciones arriesgadas a corto-medio plazo, en lugar de tomar elecciones más ventajosas a largo plazo. Concluimos que estos resultados son compatibles con lo existente en la bibliografía referente a la Hipótesis del Marcador Somático (HMS) de Damasio (1994-1996) sobre la maduración de la corteza prefrontal, especialmente implicada en el pensamiento complejo y procesos emocionales de la Toma de Decisiones, por lo que, junto al fomento de la autonomía del estudiante indicada por Bolonia, debería atenderse en las universidades a la formación sobre estos procesos
Psicólogo na assistência estudantil: intervenções na universidade federal do pará
Get PDFThe actions directed at student support at the Federal University of Pará (UFPA) are the responsibility of SAEST, an oversight that proposes to monitor and evaluate the internal policy of Student Assistance in accordance with the provisions of the National Plan for Student Assistance (PNAES), regulated by Decree No. 7234 / 2010 that aims to: democratize the conditions of permanence of young people in federal public higher education; minimize the effects of social and regional inequalities in the permanence and completion of higher education; reduce retention and evasion rates; and contribute to the promotion of social inclusion through education. These resolutions aim to meet the demands of permanence, accessibility, integration and inclusion of UFPA students in socioeconomic vulnerability. It is interesting to question the place of the psychologist in the policies of assistance to the students of the Federal University of Pará. We propose an intervention research with a qualitative approach whose objective is to describe the actions in progress and to formulate new possibilities of engagement compatible with the praxis of the psychologist who contribute with the specificities of the demands of higher education in the university in question. The competencies, actions and projects related to the psychologist’s performance in student assistance were characterized and the perspectives of exercising their work from the preventive conception, at the evaluative and treatment levels, were characterized. With this, we envisage in the professional of psychology the qualification in the offer of qualified listening, enabling the student to articulate their demands, granting him the condition of agent in the field of assistance policies in the university.As ações direcionadas ao suporte discente na Universidade Federal do Pará (UFPA) são competência da SAEST, superintendência que propõe acompanhar e avaliar a política interna de Assistência Estudantil em consonância aos preceitos do Plano Nacional de Assistência Estudantil (PNAES), regulamentado pelo Decreto nº 7234/2010 que visa: democratizar as condições de permanência dos jovens na educação superior pública federal; minimizar os efeitos das desigualdades sociais e regionais na permanência e conclusão da educação superior; reduzir as taxas de retenção e evasão; e contribuir para a promoção da inclusão social pela educação. Tais resoluções objetivam atender às demandas de permanência, acessibilidade, integração e inclusão de discentes da UFPA em vulnerabilidade socioeconômica. Interessa-nos questionar o lugar do psicólogo nas políticas de assistência aos discentes da Universidade Federal do Pará. Propomos uma pesquisa-intervenção com enfoque qualitativo cujo objetivo é descrever as ações em andamento e formular novas possibilidades de engajamento compatíveis com a práxis do psicólogo que contribuam com as especificidades das demandas da educação superior na universidade em questão. Foram caracterizadas as competências, ações e projetos vinculados à atuação do psicólogo na assistência estudantil e delineadas as perspectivas de exercício do seu trabalho desde a concepção preventiva, aos níveis avaliativo e de tratamento. Com isto, vislumbramos no profissional de psicologia a habilitação na oferta de escuta qualificada possibilitando ao aluno articular suas demandas, conferindo-lhe a condição de agente no campo das políticas de assistência na universidade
The scale about the motivation for pre-natal communication (SMPNC): a new psychometric instrument dedicated to the assessment of the fetus
Get PDFPsychological changes in pregnant women induce communications towards the fetus. Maternal vocal behavior induces fetal reactions. Prenatal communication takes fetuses and newborns to perform auditory discriminations. Fetuses in risk pregnancies present difficulties in these matters. To study possible changes in vocal activity during healthy and risk pregnancies, SMPNC was organized with 28 items related with maternal vocal communication. SMPNC was submitted to pregnant women waiting for sonograms at the third trimester. Adequate indexes (KMO = .888; BTS, χ2 = 2792.795, df = 378, p = .000) allowed the performance of several factorial analysis. Analysis with Equamax rotation identified five factors: Verbal Communication With the Baby, Engaging the Partner in the Communication Towards the Baby, Contents Shared in the Communication Towards the Baby, Perception About the Baby’s Auditory Competence and Availability for the Communication Towards the Baby. Together the items of these factors constitute a Total Scale. Subscales and Total Scale were correlated with sociodemographic and clinical variables. Some subscales of SMPNC present negative correlations with variables related with reproductive status. These results suggest that maternal motivation for prenatal communication is especially high during the first gestation and decreases as mothers must divide their maternal attention for several sons
Inteligencia emocional y liderazgo auténtico en los cargos públicos locales españoles
Get PDFThe performance of the public function requires people with a specific personal and professional profile. However, “The average Spanish politician is an emotional illiterate that reflects narcissism and ignorance” (Fernández Berrocal, in Soteras, 2015); “The level of emotional intelligence in Spanish politics is scarce” (Peñate, in Soteras, 2015). From these statements, one could ask what hope could the citizenry end up depositing in politics as a means to improve their lives and transform society. Therefore, it is essential to clarify whether those who have managed to exercise political leadership and end up being elected to a public office after winning the trust of their fellow citizens, have been able to do so without emotional intelligence or not. Municipalities being the institutions closest to the citizens, whose representatives are more in touch with the problems of the neighborhood and therefore more exposed to social scrutiny, it is questionable whether this alleged emotional lack of politicians has been able to pass unnoticed by voters and if, in the event that this is the case, this deficit could undermine the expectations that these representatives will be able to carry out their institutional responsibilities with a high degree of competence from the moral point of view. We consider the study of emotional intelligence and authentic leadership of a representative sample of people dedicated to politics in the field of Spanish municipalities of more than 50,000 inhabitants, from positive psychology and its postulatesEl desempeño de la función pública requiere de personas con un perfil personal y profesionaldeterminado. Sin embargo, “El político medio español es un analfabeto emocional que refleja narcisismo e ignorancia” (Fernández Berrocal, en Soteras, 2015); “El nivel de inteligencia emocional en la política española es escaso” (Peñate, en Soteras, 2015). A partir de estas afirmaciones, cabría preguntarse qué esperanza podría la ciudadanía acabar depositando en la política como medio para mejorar sus vidas y transformar la sociedad y en los políticos como sus hacedores. Por ello, es imprescindible aclarar si quienes han conseguido ejercer un liderazgo político y acabar siendo elegidos para ocupar un cargo público tras ganarse la confianza de sus conciudadanos, han sido capaces de hacerlo careciendo o no de inteligencia emocional. Siendo los ayuntamientos las instituciones más cercanas a la ciudadanía, cuyos representantes están más en contacto con los problemas de la vecindad y por tanto más expuestos al escrutinio social, cabe preguntarse si esa supuesta carencia emocional de los políticos ha podido pasar inadvertida para los votantes y si, en el caso de que así sea, dicho déficit pudiera lastrar las expectativas de que dichos representantes lleguen a ser capaces de desempeñar sus responsabilidades institucionales con alto grado de competencia desde el punto de vista moral. Nos planteamos el estudio de la inteligencia emocional y el liderazgo auténtico de una muestra representativa de personas dedicadas al desempeño público en el ámbito de los Ayuntamientos españoles de más de 50.000 habitantes, desde la psicología positiva y sus postulados
El mindfulness para mejorar procesos ejecutivos y cognitivos en niños con altas capacidades
Get PDFGifted people are characterized by their particular curiosity and varied interests, a high level of verbal aptitude, fast learning and good reasoning. However, they can also be socially vulnerable due to their limited social skills. In certain cases they also tend to be inflexible and have little emotional self-regulation. Several intervention techniques have been used to improve these cognitive and executive processes (metacognitive and emotional), including Mindfulness or full attention in the “here and now”, which is responsible for increasing awareness of the present, developing self-observation and promoting social and emotional well-being. The aim of this work is to analyze the effect of Mindfulness in the executive and cognitive processes of gifted children, through an exhaustive review of original research articles published in the last five years. We obtained 16 articles: 8 quantitative and 8 literature review. These works conclude that the use of Mindfulness helps to properly manage the executive- cognitive processes and to develop social skills. On the other hand, these processes are enhanced when the family participates in this form of intervention. Las personas con altas capacidades se caracterizan por su particular curiosidad e interesesvariados, un alto nivel de aptitud verbal, un aprendizaje veloz y un buen razonamiento. Sin embargo, también pueden ser socialmente vulnerables debido a sus escasas competencias sociales. En ciertos casos también suelen mostrarse poco flexibles y con poca autorregulación emocional. Se han utilizado varias técnicas de intervención para mejorar estos procesos cognitivos y ejecutivos (metacognitivos y emocionales), entre ellos el Mindfulness o atención plena en el “aquí y ahora”, que se encarga de aumentar la concienciación del presente, desarrollar la autoobservación y promover el bienestar social y emocional. El objetivo del presente trabajo es analizar el efecto del Mindfulness en los procesos ejecutivos y cognitivos en los niños con altas capacidades, a través de una revisión exhaustiva de artículos originales publicados en los últimos cinco años. Se obtuvieron 16 artículos, de los cuales ocho fueron estudios cuantitativos y ocho artículos de revisión. Estos trabajos concluyen que el uso del Mindfulness ayuda a manejar adecuadamente los procesos ejecutivos – cognitivos y a desarrollar las habilidades sociales. Por otro lado, estos procesos se potencian cuando la familia participa en esta forma de intervención.
Adicción a la pornografía: interferencia atencional y gravedad del consumo
Get PDFIntroduction: The increased use of Information and Comunication Tecnologies (ICT) and internet in our society has boosted new forms of addiction. Because of its public health concerns, one of the most important is cybersex addiction, and in particular excessive and problematic pornography consumption. Large number of studies pointed out that in some people, pornography viewing can be excessive and uncontrolled, creating several problems in different areas of life. For this reason, it is important to explore the underlying factors and maintainers in this problem. It is postulated that one of these factors could be the pornographic content ability to attract and consume attention resources (cue reactivity).The purpose of this study is to explore the relation between the attention interference created by the pornography contents viewing and severity of this behaviour. Method: To assess this attentional bias, we developed and applied an experimental task to a group of participants whose age oscillates between 18 and 35 years old. The experimental task was based on a Stroop task paradigm: participants concurrently answer to this attentional task when they were exposed to four types of contents (pornographic video, sitcom, video game and a low interactive content -a man reading a newspaper-). Participants received the premise of ignoring videos and focusing on answer quickly and accurately the Stroop task. Results: Level of attention interference created by pornography compared to other contents was assessed through the comparison between average reaction times and right answer and mistakes of each trial. These results, where we showed significant differences between the experimental conditions, will be exposed in detail during the presentation of the study.Conclusions: This study supports, on the one hand, the big ability of the different multimedia contents (among them, pornography), to attract and consume attentional resources; on the other hand, it also highlights the strong relation with the ability of attention interference that have their addictive potential. Therefore, it is important to include new clinical approaches that address this aspect at different levels: prevention, assessment, and treatment.Introducción: El aumento del uso de las Tecnologías de la Información y la Comunicación (TICS) e Internet en nuestra sociedad ha potenciado la aparición de nuevas formas de adicción. Una de las más relevantes por sus implicaciones sociosanitarias sería la adicción al cibersexo, y más en concreto, el visionado excesivo de pornografía online. Numerosos estudios apuntan que, en determinadas personas, el visionado de pornografía puede sobrevenir excesivo e incontrolado, generando graves problemas en las diferentes áreas de la vida. Por ello, es importante explorar aquellos factores que actúan como predisponentes o mantenedores de este problema. Se postula que uno de ellos podría ser la capacidad que tiene el material pornográfico para atraer y consumir recursos atencionales (cue reactivity), generando una interferencia en la atención a otros estímulos relevantes. Por tanto, el objetivo de este trabajo sería explorar la relación entre la interferencia atencional inducida por la exposición a contenidos pornográficos y la severidad de dicha conducta. Método: A fin de evaluar dichos sesgos atencionales, se desarrolló una tarea experimental que se aplicó a participantes con edades comprendidas entre los 18 y 35 años. La tarea experimental consistía en responder a una tarea Stroop al mismo tiempo que los participantes eran expuestos a cuatro tipos de video (pornográfico, serie de televisión, videojuego y contenido poco interactivo -un vídeo de un hombre leyendo el periódico-). Los participantes recibían la premisa de ignorar los videos y centrarse en responder de la forma más rápida y certera a la tarea Stroop. Resultados: El nivel de interferencia atencional inducida por la pornografía en comparación a la inducida por los otros tipos de contenidos se evalúo a través del contraste de los tiempos de reacción medios y los aciertos y errores de cada ensayo Stroop. Dichos resultados, donde se aprecian importantes diferencias entre las distintas condiciones experimentales, se exponen de forma detallada durante la presentación del presente trabajo. Conclusiones: Este estudio confirma la capacidad de distintos contenidos multimedia (entre ellos, la pornografía) para atraer y consumir recursos atencionales, así como la relación entre la capacidad de interferencia atencional y su potencial adictivo. Así, resulta primordial plantear nuevas aproximaciones clínicas que den relevancia a este aspecto tanto a nivel de evaluación como a nivel de tratamiento e intervención directa
Satisfação com os estudos, cansaço emocional e estratégias de enfretamento em estudantes universitários em manaus - brasil
No full textThe aim of this work was to find the relationship between satisfaction with studies, coping strategies and emotional exhaustion. The participants were 100 economics students from a private university in the city of Manaus, between 18 and 56 years old. They were applied the Scale of Emotional Fatigue (ACE) of Ramos, Manga and Moran (2005) as a measure of stress; this questionnaire also has two items, one to assess self-esteem and another to satisfaction with the studies. And COPE Breve de Carver (1997) to evaluate the 14 coping strategies. The results inform that the strategies most used by the participants in the study were: Planning, Active Coping, Religion and Emotional Support; that students with high self-esteem have greater satisfaction with studies, and less emotional fatigue. On the contrary, students who have low self-esteem report more stress and use more impoverished coping strategies and with less competence to solve problems.Este trabalho tem como objetivo analisar a relação entre satisfação com os estudos, estratégias de enfrentamento e exaustão emocional. Participantes da amostra foram 100 estudantes de duas Universidades Privadas na Cidade de Manaus, com idade entre 18 e 56 anos. Foram aplicadas a Escala de Fadiga Emocional (ECA) de Ramos, Manga e Moran (2005) como medida de estresse; esse questionário possui dois itens, um para avaliar a autoestima e outro para satisfação nos estudos. E COPE Breve de Carver (1997) avalia as 14 estratégias de enfrentamento. Os resultados obtidos confirmam que as estratégias mais utilizadas pelos participantes do estudo foram: Planejamento, Enfrentamento Ativo, Religião e Apoio Emocional; e que os alunos que apresentam uma alta autoestima têm maior satisfação com os estudos e menos fadiga emocional. Por outro lado, os estudantes que têm baixa autoestima relatam mais estresse e usam estratégias de enfrentamento mais desvalidas, com menor compacidade para resolver problemas