Loading...
4 results
Search Results
Now showing 1 - 4 of 4
- Expectativas acadêmicas de estudantes nos primeiros anos do Ensino SuperiorPublication . Soares, Adriana Benevides; Romera Leme, Vanessa Barbosa; Gomes, Gil; Penha, Adriana Pecanha; Maia, Fatima Almeida; Lima, Claudio Almeida; Valadas, Sandra T.; Almeida, Leandro S.; Araujo, Alexandra M.This study analyzed students' expectations in the transition to Higher Education. Participants were 205 students of the first and second year, enrolled in public and private Higher Education institutions. Students answered an open questionnaire composed of five questions about personal expectations, interpersonal relationships, expectations about the undergraduate program and career development, the institution where they were enrolled, and a social-demographic questionnaire. Content analysis was performed to analyze data. Students described their own expectations regarding the job market, and personal and occupational benefits from studying in Higher Education. These results support previous studies that have suggested that first-year students present high expectations about higher education. We discuss the implications of the results in future researches and intervention with students, especially the ones with difficulties in academic adaptation.
- Abordagens ao estudo e sucesso Académico no Ensino SuperiorPublication . Valadas, Sandra T.; Araújo, Alexandra; Almeida, Leandro S.O sucesso académico no Ensino Superior tem sido associado à qualidade do envolvimento dos estudantes nas tarefas de aprendizagem. Uma das formas de analisar este envolvimento recorre ao conceito de abordagens à aprendizagem ou ao estudo, que têm sido tipificadas como profunda, superficial e estratégica. Este artigo analisa o efeito preditor das abordagens ao estudo no sucesso académico, após a consideração de algumas variáveis pessoais e académicas dos estudantes. Uma amostra de 429 estudantes, repartidos por 1º e 4º anos de cursos na área das Ciências Humanas e Sociais (CH&S) e Ciências e Tecnologias (C&T), respondeu ao Approaches and Study Skills Inventory for Students (ASSIST), tendo também facultado o número de UC's em atraso. Os resultados sugerem que o número de UC's em atraso, estando logicamente dependente do ano escolar em que os estudantes se encontram, está associado à área do curso (maior insucesso nos estudantes de C&T), sexo (maior insucesso nos estudantes do sexo masculino) e abordagem superficial apática (maior insucesso por parte dos alunos que mais recorrem a estratégias cognitivas e motivacionais superficiais).
- Transition from University to the labour market: the impact of personal variables in graduates’ perceptions of self-efficacyPublication . Paulos, Liliana; Valadas, Sandra T.; Almeida, Leandro S.The transition from university to the labour market is a crucial period for graduates. It is typically characterized by a high degree of uncertainty. Self-efficacy may be a determinant in the process, but the research so far has only considered students or graduates shortly after graduation, strongly compromising its conclusions on the findings. This study aims at exploring the variables which explain the different levels of self-efficacy of graduates in transition to the labour market. A total of 694 graduates who completed their degrees at two Portuguese Higher Education Institutions in the last five years were subjected to a questionnaire. Regression and multivariate analyses based on decision trees (Recursive Partitioning for Classification) showed that (1) older graduates have higher self-efficacy in adapting to work; (2) male graduates have higher self-efficacy in emotional regulation when looking for a job; and (3) graduates with higher grades demonstrated more self-efficacy in job-seeking behaviours. The results also revealed that the graduates’ scientific area, the parents’ level of education and undergoing internships during higher education are also related to self-efficacy. Overall, the study contributed to a better understanding of the construction process of self-efficacy beliefs and its importance in the job-seeking process and in the adaptation to work.
- The mediating effects of approaches to learning on the academic success of first-year college studentsPublication . Valadas, Sandra T.; Almeida, Leandro S.; Araújo, Alexandra M.Students’ personal predictors of academic success are particularly relevant for first-year college students, given the specific challenges that these students face when entering higher education (HE). Academic success in HE has been related to multiple factors, including the students’ approaches to learning (SAL), satisfaction (linked to commitment and persistence), study time (effort), and prior academic achievement. This study analyzes the combined effect of these predictors on perceived academic success. Data from 247 students was collected using the Approaches and Study Skills Inventory for Students and other specific measures to assess presage and process variables of academic success. Although academic success is multidimensional and difficult to explain, factors such as prior academic achievement, satisfaction with the course, SAL, and study time contribute to explain perceived academic success in first-year college students.