<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100254</article-id>
<article-id pub-id-type="doi">10.5902/1984644442452</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estressores e crença de autoeficácia em universitários negros]]></article-title>
<article-title xml:lang="en"><![CDATA[Stressors and self-efficacy belief in black university students]]></article-title>
<article-title xml:lang="es"><![CDATA[Factores estresantes y autoeficacia en estudiantes universitarios negros]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia-Zanini]]></surname>
<given-names><![CDATA[Marta Regina Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Adalberto Moretti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scorsolini-Comin]]></surname>
<given-names><![CDATA[Fabio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário das Faculdades Associadas de Ensino  ]]></institution>
<addr-line><![CDATA[São João da Boa Vista São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário das Faculdades Associadas de Ensino - FAE  ]]></institution>
<addr-line><![CDATA[São João da Boa Vista São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A literatura científica destaca que maiores níveis de autoeficácia estão associados a um desempenho acadêmico mais satisfatório. Entre as variáveis que podem afetar esse fenômeno, destaca-se que o preconceito racial sofrido por estudantes negros pode constituir-se como um fator estressor capaz de impactar na crença de autoeficácia no contexto universitário. O objetivo deste estudo foi caracterizar a percepção de estressores e a crença de autoeficácia de estudantes universitários autodeclarados negros e pardos. Trata-se de estudo survey descritivo, preditivo, comparativo e correlacional. Participaram 60 estudantes universitários com idade média de 23,1 anos, sendo 45 mulheres e 15 homens, autodeclarados pardos/negros. Por meio de uma coleta de dados online, foram empregados instrumentos para caracterização de rendimento acadêmico, de avaliação de autoeficácia em situações acadêmicas e de sintomas de estresse. A amostra enfrentou maior estresse no tocante às demandas acadêmicas em comparação com outros contextos. A crença de autoeficácia teve impacto significativo na percepção de estressores na maioria dos contextos. Outro estressor refere-se às relações com família e colegas. Diante disso, sugere-se o desenvolvimento de políticas institucionais que permitam ao aluno desenvolver suas potencialidades, especialmente sua crença de autoeficácia, buscando amenizar a percepção de estressores. Tais políticas devem dialogar diretamente com as possíveis necessidades trazidas pelos estudantes negros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The scientific literature highlights that higher levels of self-efficacy are associated with more satisfactory academic performance. Among the variables that can affect this phenomenon, it is highlighted that the racial prejudice suffered by black students can be a stressor capable of impacting the belief in self-efficacy in the university context. The aim of this study was to characterize the perception of stressors and the self-efficacy belief of self-declared black and brown university students. This is a descriptive, predictive, comparative and correlational survey. 60 university students with an average age of 23.1 years participated, being 45 women and 15 men, self-declared black. Through an online data collection, instruments were used to characterize academic performance, self-efficacy assessment in academic situations and stress symptoms. The sample faced greater stress with regard to academic demands compared to other contexts. The belief in self-efficacy had a significant impact on the perception of stressors in most contexts. Another stressor refers to relationships with family and colleagues. It is suggested the development of institutional policies that allow students to develop their potential, especially their belief in self-efficacy, seeking to alleviate the perception of stressors. Such policies must dialogue directly with the needs brought up by black students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La literatura científica destaca que los niveles más altos de autoeficacia están asociados con un rendimiento académico más satisfactorio. Entre las variables que pueden afectar este fenómeno, se destaca que el prejuicio racial sufrido por los estudiantes negros puede ser un factor estresante capaz de afectar la creencia en la autoeficacia en el contexto universitario. El objetivo de este estudio fue caracterizar la percepción de estresores y la creencia de autoeficacia de los estudiantes universitarios negros y marrones autodeclarados. Esta es una encuesta descriptiva, predictiva, comparativa y correlacional. Participaron 60 estudiantes universitarios con una edad promedio de 23.1 años, siendo 45 mujeres y 15 hombres, autodeclarados negros. A través de una recopilación de datos en línea, se utilizaron instrumentos para caracterizar el rendimiento académico, la evaluación de la autoeficacia en situaciones académicas y los síntomas de estrés. La muestra enfrentó un mayor estrés con respecto a las demandas académicas en comparación con otros contextos. La creencia en la autoeficacia tuvo un impacto significativo en la percepción de estresores en la mayoría de los contextos. Otro factor estresante se refiere a las relaciones con familiares y colegas. Se sugiere el desarrollo de políticas institucionales que permitan a los estudiantes desarrollar su potencial, especialmente su creencia en la autoeficacia, buscando aliviar la percepción de estresores. Dichas políticas deben dialogar directamente con las necesidades planteadas por los estudiantes negros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Negro]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[Estresse]]></kwd>
<kwd lng="en"><![CDATA[Black]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Stress]]></kwd>
<kwd lng="es"><![CDATA[Negro]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Estrés]]></kwd>
</kwd-group>
</article-meta>
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