Freshman’s Self-Efficacy and Integration in Higher Education
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Data de Publicação: | 2011 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Psicologia (Universidade Presbiteriana Mackenzie. Online) |
Texto Completo: | http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2230 |
Resumo: | Integration and Self-efficacy in Higher Education are important concepts for students’ sucess in tertiary education. This research aimed at identifying the relationship between these two concepts during the first year was realized in two distinct opportunities. The participants were 189 freshmen Bachelor degree candidates in Portuguese, Mathematics, Information Technology and Bussiness Administration of a private higher education institution. Through the Scale Higher Education Self-efficacy and the Academic Experience Questionnaire, it was verified significant and positive correlation between these concepts in both opportunities. However, the strong correlation (ρ = 0.706; p = 0.0001) at the first phase changed to moderate correlation (ρ = 0,674; p = 0.002) in the second phase. The results contributes to broaden the knowledge about these concepts and supports the development of institutional actions. |
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Freshman’s Self-Efficacy and Integration in Higher EducationAutoeficácia y Integracion en la Educación Superior de los Estudiantes NovatosAutoeficácia e Integração ao Ensino Superior: Um estudo com Estudantes de Primeiro Anoself-efficacyhigher educationstudentmotivationcorrelationauto-eficaciaeducación superiorestudiantesmotivacióncorrelaciónautoeficáciaensino superiorestudantemotivaçãocorrelaçãoIntegration and Self-efficacy in Higher Education are important concepts for students’ sucess in tertiary education. This research aimed at identifying the relationship between these two concepts during the first year was realized in two distinct opportunities. The participants were 189 freshmen Bachelor degree candidates in Portuguese, Mathematics, Information Technology and Bussiness Administration of a private higher education institution. Through the Scale Higher Education Self-efficacy and the Academic Experience Questionnaire, it was verified significant and positive correlation between these concepts in both opportunities. However, the strong correlation (ρ = 0.706; p = 0.0001) at the first phase changed to moderate correlation (ρ = 0,674; p = 0.002) in the second phase. The results contributes to broaden the knowledge about these concepts and supports the development of institutional actions.La literatura destaca la integración y la auto-eficacia en la educación superior como importantes conceptos relacionados con el éxito y la permanencia en la educación superior. Con el objetivo de identificar la correlación entre estos dos conceptos se realizó una encuesta, constaba de dos fases de recogida, durante el primer año. Participaron 189 estudiantes de primer año de cursos de Artes, Matemáticas, Administración de Empresas y Tecnología de la Información de una institución privada. A través de la escala de autoeficacia en la educación superior y del cuestionario de experiencias académicas se verificó una correlación positiva y significativa en ambas fases. Sin embargo, hubo una disminución de la fuerza de correlación, de fuerte correlación (ρ = 0,706, p = 0,0001) en la primera fase a una correlación moderada (ρ = 0,674, p = 0,002) en la segunda fase. Los resultados contribuyeron al conocimiento de las variables estudiadas y pueden contribuir al desarrollo de acciones institucionales.A literatura destaca a integração e a autoeficácia na formação superior como importantes constructos relacionados ao sucesso e à permanência no ensino superior. Com objetivo de identificar a correlação entre esses dois constructos, foi realizada uma pesquisa composta por duas fases de coleta durante o primeiro ano de graduação. Participaram 189 ingressantes dos cursos de Letras, Matemática, Administração de Empresas e Tecnologia da Informação de uma instituição privada. Por meio da escala de autoeficácia na formação superior e do questionário de vivências acadêmicas, verificou-se correlação positiva e significativa nas duas fases. No entanto, houve diminuição da força da correlação, passando de correlação forte (ρ = 0,706; p = 0,0001) na primeira fase, para correlação moderada (ρ = 0,674; p = 0,002) na segunda fase. A análise dos resultados, à luz da teoria social cognitiva, contribuiu para ampliar o conhecimento sobre as variáveis pesquisadas e pode auxiliar o desenvolvimento de ações institucionais.Editora Mackenzie2011-04-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/2230Journal Psychology: Theory and Practice ; Vol. 13 No. 1 (2011); 75-88Revista Psicologia: Teoría y Práctica; Vol. 13 Núm. 1 (2011); 75-88Revista Psicologia: Teoria e Prática; v. 13 n. 1 (2011); 75-881980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/2230/2874Guerreiro-Casanova, Daniela CoutoPolydoro, Soelyinfo:eu-repo/semantics/openAccess2022-08-29T20:02:50Zoai:ojs.editorarevistas.mackenzie.br:article/2230Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-01-12T16:39:38.923588Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false |
dc.title.none.fl_str_mv |
Freshman’s Self-Efficacy and Integration in Higher Education Autoeficácia y Integracion en la Educación Superior de los Estudiantes Novatos Autoeficácia e Integração ao Ensino Superior: Um estudo com Estudantes de Primeiro Ano |
title |
Freshman’s Self-Efficacy and Integration in Higher Education |
spellingShingle |
Freshman’s Self-Efficacy and Integration in Higher Education Guerreiro-Casanova, Daniela Couto self-efficacy higher education student motivation correlation auto-eficacia educación superior estudiantes motivación correlación autoeficácia ensino superior estudante motivação correlação |
title_short |
Freshman’s Self-Efficacy and Integration in Higher Education |
title_full |
Freshman’s Self-Efficacy and Integration in Higher Education |
title_fullStr |
Freshman’s Self-Efficacy and Integration in Higher Education |
title_full_unstemmed |
Freshman’s Self-Efficacy and Integration in Higher Education |
title_sort |
Freshman’s Self-Efficacy and Integration in Higher Education |
author |
Guerreiro-Casanova, Daniela Couto |
author_facet |
Guerreiro-Casanova, Daniela Couto Polydoro, Soely |
author_role |
author |
author2 |
Polydoro, Soely |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Guerreiro-Casanova, Daniela Couto Polydoro, Soely |
dc.subject.por.fl_str_mv |
self-efficacy higher education student motivation correlation auto-eficacia educación superior estudiantes motivación correlación autoeficácia ensino superior estudante motivação correlação |
topic |
self-efficacy higher education student motivation correlation auto-eficacia educación superior estudiantes motivación correlación autoeficácia ensino superior estudante motivação correlação |
description |
Integration and Self-efficacy in Higher Education are important concepts for students’ sucess in tertiary education. This research aimed at identifying the relationship between these two concepts during the first year was realized in two distinct opportunities. The participants were 189 freshmen Bachelor degree candidates in Portuguese, Mathematics, Information Technology and Bussiness Administration of a private higher education institution. Through the Scale Higher Education Self-efficacy and the Academic Experience Questionnaire, it was verified significant and positive correlation between these concepts in both opportunities. However, the strong correlation (ρ = 0.706; p = 0.0001) at the first phase changed to moderate correlation (ρ = 0,674; p = 0.002) in the second phase. The results contributes to broaden the knowledge about these concepts and supports the development of institutional actions. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-04-06 |
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://editorarevistas.mackenzie.br/index.php/ptp/article/view/2230 |
url |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2230 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/2230/2874 |
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 |
Editora Mackenzie |
publisher.none.fl_str_mv |
Editora Mackenzie |
dc.source.none.fl_str_mv |
Journal Psychology: Theory and Practice ; Vol. 13 No. 1 (2011); 75-88 Revista Psicologia: Teoría y Práctica; Vol. 13 Núm. 1 (2011); 75-88 Revista Psicologia: Teoria e Prática; v. 13 n. 1 (2011); 75-88 1980-6906 1516-3687 reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online) instname:Universidade Presbiteriana Mackenzie (UPM) instacron:UPM |
instname_str |
Universidade Presbiteriana Mackenzie (UPM) |
instacron_str |
UPM |
institution |
UPM |
reponame_str |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
collection |
Psicologia (Universidade Presbiteriana Mackenzie. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM) |
repository.mail.fl_str_mv |
revistapsico@mackenzie.br |
_version_ |
1797051380518617088 |