<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000100105</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17145</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estresse universitário e vivências acadêmicas: uma revisão sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[University stress and academic experiences: a systematic review]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrés universitario y experiencias académicas: una revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Thales de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marra]]></surname>
<given-names><![CDATA[Adriana Ventola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Viçosa  ]]></institution>
<addr-line><![CDATA[Florestal Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Viçosa  ]]></institution>
<addr-line><![CDATA[Florestal Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi analisar, por meio de uma revisão sistemática, as características dos artigos (dos últimos 10 anos) que abordam de forma conjunta os temas de vivências acadêmicas e estresse universitário. Buscou-se compreender como vêm sendo realizados estudos a respeito da saúde mental dos estudantes universitários. A análise fundamentou-se em artigos da base de dados Web of Science (WoS) para realizar a bibliometria com a técnica do Proknow-C (Knowledge Development Process &#8211; Constructivist) e, posteriormente, a revisão sistemática. Os filtros de busca foram: número de citações, data de publicação, alinhamento com o tema pesquisado e fator de impacto. Após a filtragem, 17 artigos foram analisados. Os resultados apontaram a predominância de métodos quantitativos e a tendência de estudos focados em analisar as causas e consequências das vivências de estresse. Quadros de depressão e transtorno de ansiedade foram fortemente mencionados, indicando a necessidade de atenção quanto à saúde mental estudantil. Perceberam-se relações entre o bom desempenho no Ensino Médio e a maior facilidade de adaptação ao contexto universitário. Como agenda de pesquisa, cita-se a necessidade de mais investigações sobre as formas de intervenção para a redução do estresse, além de análises das estratégias de enfrentamento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to analyze, through a systematic review, the characteristics of papers (last ten years) that jointly address the themes of academic experiences and university stress. We sought to understand how studies have been carried out on the mental health of university students. The analysis was based on articles from the Web of Science (WoS) database to perform bibliometrics with the Proknow-C technique (Knowledge Development Process &#8211; Constructivist) and, subsequently, the systematic review. The search filters were: number of citations, date of publication, alignment with the researched topic and impact factor. After filtering, 17 papers were analyzed. The results pointed to the predominance of quantitative methods and the tendency of studies focused on analyzing the causes and consequences of stress experiences. Depression and anxiety disorders were strongly mentioned, indicating the need for attention regarding student mental health. Relationships between a good performance in high school and a greater ease of adaptation to the university context were noticed. As a research agenda, mention is made of the need for more research on forms of intervention to reduce stress and analysis of coping strategies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esteestudio fue analizar, a través de una revisión sistemática, las características de artículos (de los últimos 10 años) que abordan conjuntamente los temas de experiencias académicas y estrés universitario. Se buscó comprender cómo se han realizado estudios sobre la salud mental de estudiantes universitarios. El análisis se basó en artículos de la base de datos Web of Science (WoS) para realizar bibliometría mediante la técnica Proknow-C (Knowledge Development Process &#8211; Constructivista) y, posteriormente, una revisión sistemática. Los filtros de búsqueda fueron: número de citas, fecha de publicación, alineamiento con el tema investigado y factor de impacto. Después del filtrado, se analizaron 17 artículos. Los resultados apuntaron para el predominio de métodos cuantitativos y la tendencia de estudios enfocados en analizar las causas y las consecuencias de las experiencias de estrés. La depresión y los trastornos de ansiedad fueron fuertemente mencionados, indicando la necesidad de atención a la salud mental de los estudiantes. Se observaron relaciones entre un buen desempeño en el bachillerato y una mayor facilidad de adaptación al contexto universitario. Como agenda de investigación, existe la necesidad de más investigación sobre las formas de intervención para reducir el estrés, además del análisis de las estrategias de afrontamiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vivências Acadêmicas]]></kwd>
<kwd lng="pt"><![CDATA[Estresse Universitário]]></kwd>
<kwd lng="pt"><![CDATA[Revisão Sistemática]]></kwd>
<kwd lng="en"><![CDATA[Academic Experiences]]></kwd>
<kwd lng="en"><![CDATA[University Stress]]></kwd>
<kwd lng="en"><![CDATA[Systematic Review]]></kwd>
<kwd lng="es"><![CDATA[Experiencias Académicas]]></kwd>
<kwd lng="es"><![CDATA[Estrés Universitario]]></kwd>
<kwd lng="es"><![CDATA[Revisión Sistemática]]></kwd>
</kwd-group>
</article-meta>
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