<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242023000100109</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v9i0.8665450</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Correlação entre Engajamento Acadêmico e Saúde Mental Positiva em Estudantes Universitários]]></article-title>
<article-title xml:lang="es"><![CDATA[Correlación entre Compromiso Académico y Salud Mental Positiva en los Estudiantes Universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Correlation Between Academic Engagement and Positive Mental Health in University Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Enzo Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frick]]></surname>
<given-names><![CDATA[Loriane Trombini]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242023000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242023000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242023000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O engajamento acadêmico é um construto teórico reconhecido internacionalmente para a avaliação da função das instituições de ensino superior. Estudos empíricos de engajamento acadêmico no Brasil ainda são escassos e sua importância se faz cada vez maior, dada a ampliação de estudantes e universidades no país durante as últimas décadas. Os objetivos deste estudo foram descrever a autopercepção de satisfação quanto ao desempenho acadêmico, o grau de integração dos estudantes em seus cursos e também identificar se havia associação entre a percepção de engajamento acadêmico e saúde mental positiva. Os participantes foram 3484 estudantes de 37 cursos de graduação de uma universidade pública do sul do país, com idade média de 22,8 (dp = 6,92). Os resultados indicaram que quase metade dos estudantes (47,4%, n=1644) não se sentiam satisfeitos com seu desempenho acadêmico. Os itens relacionados à experiência acadêmica mostraram que os estudantes entrevistados se percebiam moderadamente encaixados ao seu curso. A correlação de Pearson demonstrou associação significativa positiva entre as dimensões de engajamento acadêmico e saúde mental positiva. A correlação mais forte entre estes construtos foi entre a dimensão de engajamento emocional e saúde mental positiva (r = 0,403, p&lt;0,01). Evidenciou-se que quanto mais os estudantes se sentem bem consigo e no ambiente universitário, mais se engajam emocionalmente nos estudos, o que estimula o desenvolvimento cognitivo. Os resultados indicam o potencial de participação ativa da universidade na promoção de políticas e práticas que contribuam para o engajamento acadêmico e a saúde mental positiva dos universitários.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El compromiso académico es un constructo teórico reconocido internacionalmente para la evaluación de la función de las instituciones de enseño superior. Estudios empíricos de compromiso académico en Brasil todavía son escasos y su importancia se hace cada vez mayor, dada la ampliación de estudiantes y universidades en el país en las últimas décadas. Los objetivos de este estudio han sido describir la autopercepción de la satisfacción cuanto al desempeño académico, el grado de integración de los estudiantes en sus cursos y también identificar si había asociación entre la percepción de compromiso académico y salud mental positiva. Los participantes fueron 3484 estudiantes de 37 cursos de graduación de una universidad pública del sur del país, con edad media de 22,8 (dp = 6,92). Los resultados indican que casi la mitad de los estudiantes (47,4%, n=1644) no se sentían satisfechos con su desempeño académico. Los ítems relacionados a experiencia académica mostraran que los estudiantes entrevistados si percibían moderadamente encajados en sus cursos. La correlación de Pearson ha demostrado asociación significativa positiva entre las dimensiones de compromiso académico y salud mental positiva. La correlación más fuerte entre los constructos fue entre la dimensión de compromiso emocional y salud mental positiva (r = 0,403, p&lt;0,01). Se ha evidenciado que cuanto más los estudiantes se sienten bien consigo mismos en el ambiente universitario, más ellos se envuelven emocionalmente en los estudios, lo que estimula el desenvolvimiento cognitivo. Los resultados indican el potencial de participación activa de la universidad en la promoción de políticas y prácticas que contribuyen para el envolvimiento académico y la salud mental positiva de los universitarios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Academic Engagement is a theoretical construct internationally recognized for the evaluation of higher education institutions. Empirical studies of academic engagement in Brazil are still scarce and its importance is gradually increasing, given the expansion of the number of higher education institutions and students in the last decades in the country. The objectives of the present study are to describe the self perception of the academic satisfaction, the degree of integration of students on their courses and to identify if there is an association between the perception of academic engagement and positive mental health. The participants were 3484 students of 37 courses of graduation at public university of the south area of the country, with an average age of 22,8 (sd = 6,92). The results indicate that almost half of the students (47,4%, n=1644) do not felt satisfied with their academic performance. The items related to their academic experience showed that the students interviewed perceive themselves moderately integrated on their courses. The Pearson correlation showed significant positive association between the dimensions of academic engagement and positive mental health. The strongest correlation between these constructs was between the dimension of emotional engagement and positive mental health (r = 0,403, p&lt;0,01). The study demonstrated that the more the students felt good with themselves on the university facilities, more they engaged emotionally on studies, which provoke cognitive development. The results indicate the potential of active participation of the university on the promotion of policy and practices that contribute to the academic engagement and positive mental health of university students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[Envolvimento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="es"><![CDATA[Bienestar]]></kwd>
<kwd lng="es"><![CDATA[Envolvimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="en"><![CDATA[Wellbeing]]></kwd>
<kwd lng="en"><![CDATA[Academic involvement]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
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