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Entrei no Ensino Superior. E agora? Fatores que influenciam a adaptação dos estudantes ao Ensino Superior
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Advisor(s)
Abstract(s)
A temática da adaptação ao ensino superior tem vindo a ganhar destaque na
investigação nacional e internacional pela forma como é comumente sentida como uma
fase desafiante, caracterizada por mudanças de caráter pessoal, cognitivo, académico,
profissional, afetivo e social que fomentam o desenvolvimento pessoal e a autonomia dos
discentes e às quais os mesmos nem sempre conseguem responder de forma eficaz. Neste
contexto, as vivências académicas, o estabelecimento de relações positivas com colegas,
amigos e família, bons níveis de motivação intrínseca e autoeficácia académica são alguns
dos fatores destacados como fundamentais nos primeiros tempos no ensino superior para
uma boa adaptação e, consequentemente, para menor intenção de abandono académico.
O presente estudo contou com a participação de 284 alunos de ensino superior e
teve como objetivo caracterizar os discentes no que se refere à sua adaptação ao ensino
superior e às componentes que estão a si associadas. Para tal, recorreu-se a um
instrumento constituído por questionário de vivências académicas, uma medida de risco
de abandono do ensino superior, questionário de relacionamento com os outros, uma
medida de motivação intrínseca e um questionário de autoeficácia académica. Os
resultados mostraram a existência de relações entre as variáveis relacionamento com os
outros, motivação, autoeficácia académica e a adaptação ao ensino superior assim como,
com a decorrente intenção de abandonar os estudos quando a adaptação não é bem-sucedida.
ABSTRACT: The subject of adapting to higher education has been gaining prominence in national and international research due to the way it is commonly perceived as a challenging phase, characterized by personal, cognitive, academic, professional, affective and social changes that foster students' personal development and autonomy and to which they are unable to respond effectively. That said, academic experiences, establishing positive relationships with colleagues, friends and family, good levels of intrinsic motivation and academic self-efficacy are some of the factors highlighted as fundamental in the early days of higher education for a good adaptation and, consequently, for lower dropout rates. This study involved 284 higher education students and its main objective was to help characterize students in terms of their adaptation to higher education and the components associated with it. To this end, an instrument was used consisting of a Questionnaire on academic experiences, a screening instrument for the risk of dropping out of higher education, a Questionnaire on relationships with others, a Questionnaire on intrinsic motivation and a Questionnaire on academic self-efficacy. The results showed the existence of relationships between the variables of relationships with others, motivation, academic self-efficacy and adaptation to higher education, as well as the resulting intention to abandon studies when adaptation is unsuccessful. The results of the relationships between the variables will be discussed, highlighting some of the limitations of this study and suggesting future lines of analysis and research into the subject.
ABSTRACT: The subject of adapting to higher education has been gaining prominence in national and international research due to the way it is commonly perceived as a challenging phase, characterized by personal, cognitive, academic, professional, affective and social changes that foster students' personal development and autonomy and to which they are unable to respond effectively. That said, academic experiences, establishing positive relationships with colleagues, friends and family, good levels of intrinsic motivation and academic self-efficacy are some of the factors highlighted as fundamental in the early days of higher education for a good adaptation and, consequently, for lower dropout rates. This study involved 284 higher education students and its main objective was to help characterize students in terms of their adaptation to higher education and the components associated with it. To this end, an instrument was used consisting of a Questionnaire on academic experiences, a screening instrument for the risk of dropping out of higher education, a Questionnaire on relationships with others, a Questionnaire on intrinsic motivation and a Questionnaire on academic self-efficacy. The results showed the existence of relationships between the variables of relationships with others, motivation, academic self-efficacy and adaptation to higher education, as well as the resulting intention to abandon studies when adaptation is unsuccessful. The results of the relationships between the variables will be discussed, highlighting some of the limitations of this study and suggesting future lines of analysis and research into the subject.
Description
Dissertação de Mestrado realizada sob
orientação de Professor Doutor Francisco
Peixoto e coorientação da Mestre
Mafalda Campos, apresentada no Ispa
– Instituto Universitário para a obtenção
de grau de Mestre na especialidade de
Psicologia da Educação.
Keywords
Vivências académicas Intenção de abandono Relacionamento com os outros Motivação intrínseca Autoeficácia académica Academic experiences Intention to drop out Relationship with others Intrinsic motivation Academic self-efficacy