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Publication
Vivências académicas e rendimento escolar: Estudo com alunos universitários do 1.º ano
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Advisor(s)
Abstract(s)
Partindo de uma amostra de 456 alunos do primeiro
ano da Universidade do Minho, analisam-se as dimensões
da adaptação académica e o seu possível impacto
no rendimento escolar dos estudantes. Os dados referentes
à adaptação foram obtidos através da administração
do Questionário de Vivências Académicas –
QVA (Almeida & Ferreira, 1997), agrupando-se neste
estudo as 17 subescalas do QVA nas dimensões pessoal,
de realização académica e institucional. Para efeitos
de avaliação do rendimento escolar foram recolhidos
alguns indicadores referentes às avaliações
destes alunos ao longo do ano lectivo de 1998/1999.
Os resultados apontam para uma correlação com significado
estatístico entre a dimensão de realização da
adaptação académica e os indicadores de rendimento
tomados. O rendimento académico foi explicado entre
16% a 30% pelas subescalas do QVA. Tendencialmente
as variáveis mais decisivas para o rendimento
académico foram as respeitantes aos métodos de estudo,
às bases de conhecimentos, à percepção de competências
cognitivas e à adaptação ao curso.
The results from a sample of 456 first year students at Universidade do Minho are analysed in the dimensions of academic adaptation and their possible impact on the students achievement. The data concerning adjustment was collected by passing the «Questionário de Vivências Académicas – QVA» (Almeida & Ferreira, 1997). The 17 QVA sub-scales were grouped into personal, academic realization, and contextual/ institutional dimensions. In order to evaluate the academic performance some indicators referring to the students assessment in the academic year 1998/1999 were collected. The results present a significant correlation coefficient between the academic dimension of adjustment and the school classifications. Indeed, the academic performance of students is predicted to a degree from 16% to 30% by the QVA sub-scales. As a tendency the sub-scales with greater impact on academic achievement were those related to the methods of study, the knowledge previously acquired by students, the perception of cognitive competences and the adjustment to the curriculum.
The results from a sample of 456 first year students at Universidade do Minho are analysed in the dimensions of academic adaptation and their possible impact on the students achievement. The data concerning adjustment was collected by passing the «Questionário de Vivências Académicas – QVA» (Almeida & Ferreira, 1997). The 17 QVA sub-scales were grouped into personal, academic realization, and contextual/ institutional dimensions. In order to evaluate the academic performance some indicators referring to the students assessment in the academic year 1998/1999 were collected. The results present a significant correlation coefficient between the academic dimension of adjustment and the school classifications. Indeed, the academic performance of students is predicted to a degree from 16% to 30% by the QVA sub-scales. As a tendency the sub-scales with greater impact on academic achievement were those related to the methods of study, the knowledge previously acquired by students, the perception of cognitive competences and the adjustment to the curriculum.
Description
Keywords
Vivências académicas Rendimento escolar Alunos do primeiro ano da Universidade Academic adjustment Academic achievement First year students
Citation
Análise Psicológica, 19(2), 205-217.
Publisher
Instituto Superior de Psicologia Aplicada