<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0874-0283</journal-id>
<journal-title><![CDATA[Revista de Enfermagem Referência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Enf. Ref.]]></abbrev-journal-title>
<issn>0874-0283</issn>
<publisher>
<publisher-name><![CDATA[Escola Superior de Enfermagem de Coimbra - Unidade de Investigação em Ciências da Saúde - Enfermagem]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0874-02832024000100222</article-id>
<article-id pub-id-type="doi">10.12707/rvi23.99.32553</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transição do estudante para o ensino superior: um estudo sobre autoeficácia, stresse e bem-estar psicológico]]></article-title>
<article-title xml:lang="en"><![CDATA[Student Transition to higher education: a study on self-efficacy, stress, and psychological well-being]]></article-title>
<article-title xml:lang="es"><![CDATA[Transición de los estudiantes a la enseñanza superior: estudio sobre la autoeficacia, el estrés y el bienestar psicológico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[José Ricardo Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Rosa Cristina Correia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Hospitalar Universitário de Santo António Serviço de Cuidados Intensivos ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escola Superior de Enfermagem de Coimbra Unidade de Investigação em Ciências da Saúde: Enfermagem ]]></institution>
<addr-line><![CDATA[Coimbra ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>serVI</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0874-02832024000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0874-02832024000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0874-02832024000100222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Enquadramento:  A transição para o ensino superior (ES) representa uma etapa crítica, com múltiplos novos e exigentes desafios, que podem precipitar dificuldades adaptativas e desequilíbrios na saúde mental dos estudantes.  Objetivo:  Descrever a correlação entre variáveis sociodemográficas/académicas e autoeficácia geral, stresse percebido e bem-estar psicológico em estudantes do primeiro ano da Licenciatura em Enfermagem (LE).  Metodologia:  Estudo descritivo-correlacional, amostra não probabilística, tipo acidental de 263 estudantes do primeiro ano da LE 2019/2020, instrumentos: Questionário Sociodemográfico/Académico, Escala de Autoeficácia Geral, Escala de Stresse Percebido-10 Itens, Escala de Medida de Manifestação de Bem-Estar Psicológico.  Resultados:  Verifica-se existência de correlação negativa entre autoeficácia geral e stresse percebido, entre stresse percebido e bem-estar psicológico, constatando-se ainda correlação positiva entre autoeficácia geral e bem-estar psicológico nos estudantes da LE.  Conclusão:  O ambiente de transição para o ES é complexo e impactante para os estudantes, sendo fundamental desenvolver estratégias facilitadoras, que diminuir o impacto de fatores indutores de stresse e o sofrimento emocional nesta população.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background:  The transition to higher education is a critical period with many new and demanding challenges that can trigger adjustment difficulties and imbalances in students&#8217; mental health.  Objective:  To describe the relationship between sociodemographic/academic variables and general self-efficacy, perceived stress, and psychological well-being in first-year undergraduate nursing students.  Methodology:  This descriptive-correlational study used a non-probability convenience sample of 263 first-year undergraduate nursing students. Data were collected during the 2019/2020 academic year using the following instruments: Sociodemographic/Academic Questionnaire, General Self-Efficacy Scale, Perceived Stress Scale (PSS-10), and Psychological Well-Being Manifestation Measure Scale (EMMBEP).  Results:  The study revealed a negative correlation between general self-efficacy and perceived stress and between perceived stress and psychological well-being. A positive correlation was also observed between general self-efficacy and psychological well-being among nursing students.  Conclusion:  The transition to higher education is complex and highly impactful for students, therefore it is essential to develop facilitative strategies to reduce the impact of stress-inducing factors and emotional distress in this population.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Marco contextual:  La transición a la educación superior (ES) representa una etapa crítica, con múltiples retos nuevos y exigentes, que pueden desencadenar dificultades adaptativas y desequilibrios en la salud mental de los estudiantes.  Objetivo:  Describir la correlación entre las variables sociodemográficas/académicas y la autoeficacia general, el estrés percibido y el bienestar psicológico en estudiantes de primer curso de Enfermería (LE).  Metodología:  Estudio descriptivo-correlacional, muestra no probabilística, tipo accidental de 263 estudiantes de primer curso de LE 2019/2020. Instrumentos: Cuestionario Sociodemográfico/Académico, Escala de Autoeficacia General, Escala de Estrés Percibido-10 Ítems, Escala de Medición de Manifestaciones de Bienestar Psicológico.  Resultados:  Se observó una correlación negativa entre la autoeficacia general y el estrés percibido, entre el estrés percibido y el bienestar psicológico, y una correlación positiva entre la autoeficacia general y el bienestar psicológico en los estudiantes de LE.  Conclusión:  El ambiente de transición a la ES es complejo e impactante para los estudiantes, y es esencial desarrollar estrategias facilitadoras para reducir el impacto de los factores que provocan estrés y angustia emocional en esta población.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[stress]]></kwd>
<kwd lng="pt"><![CDATA[bem-estar psicológico]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[self efficacy]]></kwd>
<kwd lng="en"><![CDATA[stress]]></kwd>
<kwd lng="en"><![CDATA[psychological well-being]]></kwd>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[estrés]]></kwd>
<kwd lng="es"><![CDATA[bienestar psicológico]]></kwd>
</kwd-group>
</article-meta>
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