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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Sinval, J., Oliveira, P., Novais, F., Almeida, C. M. & Telles-Correia, D. (2025). Exploring the impact of depression, anxiety, stress, academic engagement, and dropout intention on medical students' academic performance: A prospective study. Journal of Affective Disorders. 368, 665
Exportar Referência (IEEE) 
J. F. Sinval et al.,  "Exploring the impact of depression, anxiety, stress, academic engagement, and dropout intention on medical students' academic performance: A prospective study", in Journal of Affective Disorders, vol. 368, pp. 665, 2025
Exportar BibTeX 
@article{sinval2025_1727864841610,
	author = "Sinval, J. and Oliveira, P. and Novais, F. and Almeida, C. M. and Telles-Correia, D.",
	title = "Exploring the impact of depression, anxiety, stress, academic engagement, and dropout intention on medical students' academic performance: A prospective study",
	journal = "Journal of Affective Disorders",
	year = "2025",
	volume = "368",
	number = "",
	doi = "10.1016/j.jad.2024.09.116",
	url = "https://www.sciencedirect.com/journal/journal-of-affective-disorders"
}
Exportar RIS 
TY  - JOUR
TI  - Exploring the impact of depression, anxiety, stress, academic engagement, and dropout intention on medical students' academic performance: A prospective study
T2  - Journal of Affective Disorders
VL  - 368
AU  - Sinval, J.
AU  - Oliveira, P.
AU  - Novais, F.
AU  - Almeida, C. M.
AU  - Telles-Correia, D.
PY  - 2025
SN  - 0165-0327
DO  - 10.1016/j.jad.2024.09.116
UR  - https://www.sciencedirect.com/journal/journal-of-affective-disorders
AB  - Background
Depression, anxiety, and stress (DAS) have been linked to poor academic outcomes. This study explores the relationships among DAS, academic engagement, dropout intentions, and academic performance — measured by Grade Point Average (GPA) — in medical students. It aims to understand how these factors relate to each other and predict academic performance.
Methods
Data were collected from 351 medical students (74.9 % female) through an online survey. The average age was 20.2 years. Psychometric instruments measured DAS, academic engagement, and dropout intentions. Structural equation modeling was used to test the relationships between these variables and their prediction of GPA.
Results
DAS negatively associated academic engagement (?=-0.501; p<0.001) and positively connected to dropout intentions (?=0.340; p<0.001). Academic engagement positively predicted GPA (?=0.298; p<0.001) and negatively associated with dropout intentions (?=-0.367; p<0.001). DAS had a nonsignificant direct effect on GPA (?=-0.008; p=0.912). However, DAS indirect effect — via academic engagement — on GPA and dropout intention was statistically significant.
Limitations
The study’s limitations include the use of a convenience sample and the collection of all variables — except GPA — at the same time point, which may affect the generalizability of the results.
Conclusions
The study supports the important role of DAS in associating with academic engagement and dropout intentions, which can predict GPA. Addressing DAS could enhance academic engagement and reduce dropout rates, leading to better academic performance.
ER  -