The development of the scale of transition and academic adaptation
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Data de Publicação: | 2016 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Psicologia (Fortaleza. Online) |
Texto Completo: | http://www.periodicos.ufc.br/psicologiaufc/article/view/4394 |
Resumo: | The experience lived by new students in universities consists of many facets. During the first year of University, students go through a process of academic adaptation marked by change. This multidimensional and complex period needs to be investigated, especially in the Brazilian context, in which many changes have occurred in the process of the selection procedures to higher education and only few studies have been developed to assess the difficulties of adaptation of new college students. The aim of this study was to develop an instrument to evaluate the experience of academic transition faced by new students. 275 students of two public universities participated in the research. The instrument was inspired by the Academic Transition Experiences Questionnaire – QETA – introduced by Stocker and Faria (2008), in Portugal. The analysis used the SPSS – Statistical Package for the Social Sciences, and principles of factor analysis: principal components extraction techniques and direct Oblimin rotation, with the reliability test, Alpha of Cronbach. The scale was set in 5 dimensions. The results confirm the relevance of some dimensions, such as peers and teachers, and bring evidence of the importance of secondary education for the study on the transition and adaptation in the academic context. |
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The development of the scale of transition and academic adaptationO desenvolvimento de uma escala de transição e adaptação acadêmicaAcademic transitionhigh schooluniversity lifebehavioral changesacademic evasion factorsTransição acadêmicaensino médiomudanças comportamentaisfatores de evasão acadêmica.The experience lived by new students in universities consists of many facets. During the first year of University, students go through a process of academic adaptation marked by change. This multidimensional and complex period needs to be investigated, especially in the Brazilian context, in which many changes have occurred in the process of the selection procedures to higher education and only few studies have been developed to assess the difficulties of adaptation of new college students. The aim of this study was to develop an instrument to evaluate the experience of academic transition faced by new students. 275 students of two public universities participated in the research. The instrument was inspired by the Academic Transition Experiences Questionnaire – QETA – introduced by Stocker and Faria (2008), in Portugal. The analysis used the SPSS – Statistical Package for the Social Sciences, and principles of factor analysis: principal components extraction techniques and direct Oblimin rotation, with the reliability test, Alpha of Cronbach. The scale was set in 5 dimensions. The results confirm the relevance of some dimensions, such as peers and teachers, and bring evidence of the importance of secondary education for the study on the transition and adaptation in the academic context.A experiência vivida por jovens calouros em universidades é composta por várias facetas. Durante o primeiro ano da universidade, o estudante passa por um processo de adaptação acadêmica marcada por mudanças. Esse período, sendo multidimensional e complexo, necessita ser investigado, principalmente no contexto brasileiro, em que muitas alterações ocorreram no ingresso ao ensino superior e poucos estudos foram desenvolvidos para avaliar as dificuldades de adaptação desses novos estudantes. O objetivo deste estudo foi desenvolver um instrumento que avalie a experiência de transição acadêmica enfrentada por jovens calouros. Participaram da pesquisa 275 estudantes de graduação de duas universidades públicas federais. O instrumento utilizado inspirou-se no Questionário de Experiências de Transição Acadêmica – QETA – introduzido por Stocker e Faria (2008), em Portugal. As análises utilizaram o SPSS –StatisticalPackage for the Social Sciences e princípios da análise fatorial: técnicas de extração de componentes principais e rotação Oblimin direct, com o teste de confiabilidade, Alpha de Cronbach. A escala foi definida em cinco dimensões. Os resultados confirmam a pertinência de algumas dimensões, como pares e professores e traz evidências da importância do ensino médio para o estudo sobre a transição e adaptação acadêmica no contexto universitário.Universidade Federal do Ceará2016-07-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.ufc.br/psicologiaufc/article/view/4394Journal of Psychology; v.7, n.1, 2016 (janeiro-junho); 51-64Revista de Psicologia; v.7, n.1, 2016 (janeiro-junho); 51-642179-17400102-1222reponame:Revista de Psicologia (Fortaleza. Online)instname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.periodicos.ufc.br/psicologiaufc/article/view/4394/3356Pinho, Ana Paula MorenoTupinambá, Antonio Caubi RibeiroBastos, Antonio Virgílio Bittencourtinfo:eu-repo/semantics/openAccess2021-02-25T19:54:56Zoai:periodicos.ufc:article/4394Revistahttp://www.periodicos.ufc.br/index.php/psicologiaufcPUBhttp://www.periodicos.ufc.br/index.php/psicologiaufc/oairevpsico@ufc.br||2179-17402179-1740opendoar:2021-02-25T19:54:56Revista de Psicologia (Fortaleza. Online) - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
The development of the scale of transition and academic adaptation O desenvolvimento de uma escala de transição e adaptação acadêmica |
title |
The development of the scale of transition and academic adaptation |
spellingShingle |
The development of the scale of transition and academic adaptation Pinho, Ana Paula Moreno Academic transition high school university life behavioral changes academic evasion factors Transição acadêmica ensino médio mudanças comportamentais fatores de evasão acadêmica. |
title_short |
The development of the scale of transition and academic adaptation |
title_full |
The development of the scale of transition and academic adaptation |
title_fullStr |
The development of the scale of transition and academic adaptation |
title_full_unstemmed |
The development of the scale of transition and academic adaptation |
title_sort |
The development of the scale of transition and academic adaptation |
author |
Pinho, Ana Paula Moreno |
author_facet |
Pinho, Ana Paula Moreno Tupinambá, Antonio Caubi Ribeiro Bastos, Antonio Virgílio Bittencourt |
author_role |
author |
author2 |
Tupinambá, Antonio Caubi Ribeiro Bastos, Antonio Virgílio Bittencourt |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pinho, Ana Paula Moreno Tupinambá, Antonio Caubi Ribeiro Bastos, Antonio Virgílio Bittencourt |
dc.subject.por.fl_str_mv |
Academic transition high school university life behavioral changes academic evasion factors Transição acadêmica ensino médio mudanças comportamentais fatores de evasão acadêmica. |
topic |
Academic transition high school university life behavioral changes academic evasion factors Transição acadêmica ensino médio mudanças comportamentais fatores de evasão acadêmica. |
description |
The experience lived by new students in universities consists of many facets. During the first year of University, students go through a process of academic adaptation marked by change. This multidimensional and complex period needs to be investigated, especially in the Brazilian context, in which many changes have occurred in the process of the selection procedures to higher education and only few studies have been developed to assess the difficulties of adaptation of new college students. The aim of this study was to develop an instrument to evaluate the experience of academic transition faced by new students. 275 students of two public universities participated in the research. The instrument was inspired by the Academic Transition Experiences Questionnaire – QETA – introduced by Stocker and Faria (2008), in Portugal. The analysis used the SPSS – Statistical Package for the Social Sciences, and principles of factor analysis: principal components extraction techniques and direct Oblimin rotation, with the reliability test, Alpha of Cronbach. The scale was set in 5 dimensions. The results confirm the relevance of some dimensions, such as peers and teachers, and bring evidence of the importance of secondary education for the study on the transition and adaptation in the academic context. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-07-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.periodicos.ufc.br/psicologiaufc/article/view/4394 |
url |
http://www.periodicos.ufc.br/psicologiaufc/article/view/4394 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://www.periodicos.ufc.br/psicologiaufc/article/view/4394/3356 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Ceará |
publisher.none.fl_str_mv |
Universidade Federal do Ceará |
dc.source.none.fl_str_mv |
Journal of Psychology; v.7, n.1, 2016 (janeiro-junho); 51-64 Revista de Psicologia; v.7, n.1, 2016 (janeiro-junho); 51-64 2179-1740 0102-1222 reponame:Revista de Psicologia (Fortaleza. Online) instname:Universidade Federal do Ceará (UFC) instacron:UFC |
instname_str |
Universidade Federal do Ceará (UFC) |
instacron_str |
UFC |
institution |
UFC |
reponame_str |
Revista de Psicologia (Fortaleza. Online) |
collection |
Revista de Psicologia (Fortaleza. Online) |
repository.name.fl_str_mv |
Revista de Psicologia (Fortaleza. Online) - Universidade Federal do Ceará (UFC) |
repository.mail.fl_str_mv |
revpsico@ufc.br|| |
_version_ |
1797067734777856000 |