<?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>1645-0086</journal-id>
<journal-title><![CDATA[Psicologia, Saúde & Doenças]]></journal-title>
<abbrev-journal-title><![CDATA[Psic., Saúde & Doenças]]></abbrev-journal-title>
<issn>1645-0086</issn>
<publisher>
<publisher-name><![CDATA[Sociedade Portuguesa de Psicologia da Saúde]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1645-00862022000300764</article-id>
<article-id pub-id-type="doi">10.15309/22psd230314</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fatores protetores da saúde mental em estudantes do ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Protective factors of mental health in higher education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sacau-Fontenla]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Fernando Pessoa Faculdade de Ciências Humanas e Sociais ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>764</fpage>
<lpage>774</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1645-00862022000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1645-00862022000300764&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1645-00862022000300764&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O impacto das medidas de confinamento e as restrições impostas pela pandemia COVID-19 tiveram, e estão a ter, um impacto significativo nas práticas educativas tradicionais, considerando os desafios do sistema de ensino. As mudanças associadas a o sistema de ensino-aprendizagem tiveram impacto nos comportamentos dos estudantes, nomeadamente com consequências psicológicas. No contexto da educação no ensino superior, este estudo tem como objetivo avaliar o impacto da pandemia na saúde mental dos estudantes universitários e identificar o papel protetor das dimensões individuais, nomeadamente, a regulação emocional. Trata-se de um estudo quantitativo transversal realizado com uma amostra de 724 estudantes universitários de ambos os sexos e com idade média de 20 anos. Os instrumentos utilizados foram o DASS-21 para medir as dimensões de saúde mental, o TIPI para medir as dimensões de personalidade e um questionário de caracterização sociodemográfica. Os resultados confirmam o papel preponderante da estabilidade emocional como fator protetor da saúde mental nos estudantes universitários e a sua pertinência nas práticas educativas. Promover o desenvolvimento de competências transversais, através da educação, como a gestão e a regulação emocional, poderão contribuir para um maior equilíbrio do desenvolvimento humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The led the education system to rethink other forms of learning, resulting from physical and social isolation. The impact of containment measures and the restrictions imposed by COVID-19 pandemic have had, and are having, a significant impact on traditional educational practices, considering the challenges of learning system. The changes associated with teaching-learning system have had an impact on students' behaviours, particularly with psychological consequences. In the context of higher education, the study aims to evaluate the impact of the pandemic on the mental health of university students, and to identify the protective role of individual dimensions, namely emotional regulation. This is a cross-sectional quantitative study conducted with a sample of 724 university students of both sexes and with an average age of 20 years. The instruments used were the DASS-21 to measure mental health dimensions, TIPI to measure personality dimensions and a sociodemographic characterization questionnaire. The results confirm the predominant role of emotional stability as a protective factor of mental health in university students and their pertinence in educational practices. Promoting the development of cross-cutting skills through education, such as management and emotional regulation, can contribute to a greater balance of human development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Personalidade]]></kwd>
<kwd lng="pt"><![CDATA[Diferenças de género]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes universitários]]></kwd>
<kwd lng="en"><![CDATA[Mental health]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Personality]]></kwd>
<kwd lng="en"><![CDATA[Gender differences]]></kwd>
<kwd lng="en"><![CDATA[University students]]></kwd>
</kwd-group>
</article-meta>
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