Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/20779 |
Resumo: | This Master’s Dissertation aimed at investigation how Brazilian higher education professors perceive students’ university adaptation. Two studies were conducted. In the absence of studies published on university adaptation from the professors' standpoint, we carried out a literature review on university adaptation in general. An integrative review on journal articles published in Portuguese was carried out about the process of university adaptation, adjustment, and integration. Seventeen studies were part of the final sample for further analysis, published between 2006 and 2016, selected from databases ScIELO, PePSIC and LILACS. The selection criteria demanded the paper to be a scientific article, written in Portuguese, and published in a peer-reviewed journal. The analyses showed university professors exert important influences on students’ academic adjustment, more specifically as to theoretical knowledge and educational, motivational, and interpersonal skills. Openness to dialogue and dedication to students’ academic adaptation and professional education are fundamental dispositions for professors to help students in their academic adaptation. The second study investigated how university professors perceive students’ academic adaptation to higher education. We interviewed 16 professors, men and women, aged between 34 and 69 years old, from different knowledge areas. Teaching experience ranged from two and a half to 39 years. The qualitative analysis conducted on data was by descriptive coding and categorization in groups of codes similar in meaning. Two sets of results yielded from the analysis: professors’ perceptions of students’ academic adaptation, and professors’ suggestions on how they may help students succeed in academic adaptation. The most significant contents derived from the analyses on the teachers' perceptions of what influence students' academic adaptation were: students' interpersonal relationships; teachers' behavior towards students' adaptation; and students' behavior towards their academic adaptation. One of the main roads to take for the future is to prepare students for the transition from high school to university and prepare professors to deal with students' academic adaptation challenges. |
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2021-05-05T12:23:52Z2021-05-05T12:23:52Z2018-08-30http://repositorio.ufsm.br/handle/1/20779This Master’s Dissertation aimed at investigation how Brazilian higher education professors perceive students’ university adaptation. Two studies were conducted. In the absence of studies published on university adaptation from the professors' standpoint, we carried out a literature review on university adaptation in general. An integrative review on journal articles published in Portuguese was carried out about the process of university adaptation, adjustment, and integration. Seventeen studies were part of the final sample for further analysis, published between 2006 and 2016, selected from databases ScIELO, PePSIC and LILACS. The selection criteria demanded the paper to be a scientific article, written in Portuguese, and published in a peer-reviewed journal. The analyses showed university professors exert important influences on students’ academic adjustment, more specifically as to theoretical knowledge and educational, motivational, and interpersonal skills. Openness to dialogue and dedication to students’ academic adaptation and professional education are fundamental dispositions for professors to help students in their academic adaptation. The second study investigated how university professors perceive students’ academic adaptation to higher education. We interviewed 16 professors, men and women, aged between 34 and 69 years old, from different knowledge areas. Teaching experience ranged from two and a half to 39 years. The qualitative analysis conducted on data was by descriptive coding and categorization in groups of codes similar in meaning. Two sets of results yielded from the analysis: professors’ perceptions of students’ academic adaptation, and professors’ suggestions on how they may help students succeed in academic adaptation. The most significant contents derived from the analyses on the teachers' perceptions of what influence students' academic adaptation were: students' interpersonal relationships; teachers' behavior towards students' adaptation; and students' behavior towards their academic adaptation. One of the main roads to take for the future is to prepare students for the transition from high school to university and prepare professors to deal with students' academic adaptation challenges.Esta dissertação teve como objetivo investigar as percepções de professores do Ensino Superior (ES) sobre o processo de adaptação dos estudantes à universidade. Foram desenvolvidos dois estudos para alcançar esse objetivo. Na ausência de artigos publicados sobre adaptação à universidade a partir do ponto de vista dos professores, conduziu-se uma revisão de literatura sobre o tema mais amplo da adaptação à universidade. Uma revisão integrativa de artigos publicados em língua portuguesa foi conduzida sobre o processo de adaptação, ajustamento e integração à universidade. Dezessete estudos compuseram a amostra final para análise detalhada, publicados entre 2006 e 2016, obtidos das bases de dados ScIELO, PePSIC e LILACS. Os critérios de inclusão foram ser artigo científico, escrito em português e de periódico revisado por pares. As análises mostraram que os docentes universitários exercem importante influência sobre a adaptação acadêmica dos estudantes, mais especificamente em seu domínio teórico e habilidades didáticas, motivacionais e interpessoais. Abertura ao diálogo e dedicação à adaptação acadêmica e formação dos estudantes são disposições fundamentais para o docente auxiliar na adaptação acadêmica dos alunos. O segundo estudo buscou conhecer as percepções dos professores sobre o processo de adaptação dos estudantes ao ES. Foram entrevistados 16 docentes de diferentes cursos superiores, de ambos os sexos, com idade entre 34 e 69 anos. A experiência docente variou de 2 anos e meio a 39 anos. A análise qualitativa realizada sobre os dados foi por codificação descritiva e categorização dos códigos em agrupamentos semelhantes em sentido. Dois conjuntos de resultados foram obtidos da análise: as percepções dos docentes sobre a adaptação acadêmica dos alunos, e as sugestões dos docentes sobre como o professor universitário pode auxiliar os alunos a ter sucesso na adaptação. Os conteúdos mais significativos derivados da análise das percepções dos docentes sobre o que influencia a adaptação acadêmica do aluno foram: relacionamentos interpessoais dos alunos, comportamentos do docente frente à adaptação do aluno, e o comportamento do aluno frente a sua própria adaptação acadêmica. Um dos caminhos de destaque para adotar para futuros estudos é melhor preparar os estudantes para a transição do ensino médio para a universidade, e melhor preparar os docentes universitários para lidar com os desafios da adaptação acadêmica dos alunos.porUniversidade Federal de Santa MariaCentro de Ciências Sociais e HumanasPrograma de Pós-Graduação em PsicologiaUFSMBrasilPsicologiaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAdaptação acadêmicaDocentesDiscentesEnsino superiorAcademic adaptationProfessorsStudentsHigher educationCNPQ::CIENCIAS HUMANAS::PSICOLOGIAPercepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superiorUniversity professor’s perceptions of their role in students` adjustment to higher educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisDias, Ana Cristina Garciahttp://lattes.cnpq.br/4485625659677820Souza, Luciana KarineOliveira, Clarissa Tochetto deLisboa, Carolina Saraiva de Macedohttp://lattes.cnpq.br/7195529575877634Basso, Fabiola de Cássia Reghelin700700000001600b552eeb7-3495-4225-bd86-90771d63f92fce804eb1-b02c-4b66-96ba-ab767925461e8e52d614-4f86-4d1c-94c5-655276e22a0890b1d4c0-327b-4693-be73-16f1c5cf03846b2a1ef2-4d6d-4e61-bd33-a5fb300c6efereponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGPSICOLOGIA_2018_BASSO_FABIOLA.pdfDIS_PPGPSICOLOGIA_2018_BASSO_FABIOLA.pdfDissertação de Mestradoapplication/pdf777395http://repositorio.ufsm.br/bitstream/1/20779/1/DIS_PPGPSICOLOGIA_2018_BASSO_FABIOLA.pdf12c1d794843bce4b145599f47e6c20ecMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior |
dc.title.alternative.eng.fl_str_mv |
University professor’s perceptions of their role in students` adjustment to higher education |
title |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior |
spellingShingle |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior Basso, Fabiola de Cássia Reghelin Adaptação acadêmica Docentes Discentes Ensino superior Academic adaptation Professors Students Higher education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior |
title_full |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior |
title_fullStr |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior |
title_full_unstemmed |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior |
title_sort |
Percepções de professores universitários sobre seu papel na adaptação de alunos ao ensino superior |
author |
Basso, Fabiola de Cássia Reghelin |
author_facet |
Basso, Fabiola de Cássia Reghelin |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Dias, Ana Cristina Garcia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4485625659677820 |
dc.contributor.advisor-co1.fl_str_mv |
Souza, Luciana Karine |
dc.contributor.referee1.fl_str_mv |
Oliveira, Clarissa Tochetto de |
dc.contributor.referee2.fl_str_mv |
Lisboa, Carolina Saraiva de Macedo |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7195529575877634 |
dc.contributor.author.fl_str_mv |
Basso, Fabiola de Cássia Reghelin |
contributor_str_mv |
Dias, Ana Cristina Garcia Souza, Luciana Karine Oliveira, Clarissa Tochetto de Lisboa, Carolina Saraiva de Macedo |
dc.subject.por.fl_str_mv |
Adaptação acadêmica Docentes Discentes Ensino superior |
topic |
Adaptação acadêmica Docentes Discentes Ensino superior Academic adaptation Professors Students Higher education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Academic adaptation Professors Students Higher education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
This Master’s Dissertation aimed at investigation how Brazilian higher education professors perceive students’ university adaptation. Two studies were conducted. In the absence of studies published on university adaptation from the professors' standpoint, we carried out a literature review on university adaptation in general. An integrative review on journal articles published in Portuguese was carried out about the process of university adaptation, adjustment, and integration. Seventeen studies were part of the final sample for further analysis, published between 2006 and 2016, selected from databases ScIELO, PePSIC and LILACS. The selection criteria demanded the paper to be a scientific article, written in Portuguese, and published in a peer-reviewed journal. The analyses showed university professors exert important influences on students’ academic adjustment, more specifically as to theoretical knowledge and educational, motivational, and interpersonal skills. Openness to dialogue and dedication to students’ academic adaptation and professional education are fundamental dispositions for professors to help students in their academic adaptation. The second study investigated how university professors perceive students’ academic adaptation to higher education. We interviewed 16 professors, men and women, aged between 34 and 69 years old, from different knowledge areas. Teaching experience ranged from two and a half to 39 years. The qualitative analysis conducted on data was by descriptive coding and categorization in groups of codes similar in meaning. Two sets of results yielded from the analysis: professors’ perceptions of students’ academic adaptation, and professors’ suggestions on how they may help students succeed in academic adaptation. The most significant contents derived from the analyses on the teachers' perceptions of what influence students' academic adaptation were: students' interpersonal relationships; teachers' behavior towards students' adaptation; and students' behavior towards their academic adaptation. One of the main roads to take for the future is to prepare students for the transition from high school to university and prepare professors to deal with students' academic adaptation challenges. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-30 |
dc.date.accessioned.fl_str_mv |
2021-05-05T12:23:52Z |
dc.date.available.fl_str_mv |
2021-05-05T12:23:52Z |
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por |
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600 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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Programa de Pós-Graduação em Psicologia |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Psicologia |
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Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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