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Abstract(s)
O ingresso no ensino superior constitui, de forma geral, uma transição histórica, bastante
desafiante e enriquecedora na vida do aluno. O presente estudo tem como objetivo
principal, avaliar os fatores que têm uma influência relevante no processo de adaptação
ao ensino superior e do seu impacto no rendimento académico dos estudantes do primeiro
ano dos cursos de engenharia do Instituto Superior Técnico Militar de Angola. Para tal foi
utilizado o Questionário de Vivências Académicas na sua versão reduzida (QVA-r)
(Almeida, Ferreira & Soares, 1999) com 130 participantes (sendo 32 alunos do curso de
engenharia de Construções e Fortificações, 32 alunos do curso de engenharia Eletrotecnia,
35 alunos do curso de engenharia Informática e 31 alunos do curso de engenharia
Mecânica). A maioria dos participantes pertence ao sexo masculino (n=116; 87,7%), com
idades compreendida entre os 18 e 25 anos (M=20,80; DP=1,272). Neste contexto, foram
realizadas análises descritivas para verificar diferenças e correlações entre as seguintes
variáveis: sexo, curso, idade, rendimento académico, nível de adaptação e situação
laboral, profissão e atividade dos pais. Os resultados do estudo, mostraram haver
diferenças na Dimensão Pessoal entre o curso de Engenharia Informática e Engenharia
Mecânica , correlações positivas entre o rendimento académico e os níveis de adaptação.
Diferenças na Dimensão Carreira quanto ao grupo de idade dos 17 a 19 anos com o grupo
dos 23 a 25 anos. Verificou-se também diferença no rendimento académico a matemática,
química e álgebra linear com o grupo de idade dos 17 a 19 com o grupo dos 20 a 22 anos e
correlações negativas entre a idade e álgebra linear. A profissão e atividade dos pais não
apresentam diferenças ao nível da adaptação.
Enrolling at University is, usually, a very demanding and fulfilling historic transition in a student’s life. The present study aims to evaluate the drivers which relevantly impacts the process of adjusting to higher education and the academic performance of the first year students of the several engineering degrees of Angola Technical Military Higher Institute. In order to achieve this, we use the reduced form of the Academic Experiences Questionnaire (QVA-r) with 130 students (which 32 of them study Building and Fortification Engineering, 32 Electrotechnical Engineering, 35 Informatics Engineering and 31 Mechanical Engineering). Most of the participants are male (n=116; 87.7%) and with age ranging between 18 and 25 (M=20,80; DP=1.272). We did several descriptive analysis to verify differences and correlations between variables like sex, course, age, academic performance, adaptation level, professional status and parents occupation. The study shows differences in the Personal Dimension between Informatics and Mechanical Engineering, positive correlation between academic performance and adaptation level, and differences in the Career Dimension between the group ages 17 to 19 and 23 to 25. We also show different academic performance in math, chemistry and linear algebra between the group ages 17 to 19 and 20 to 22, and negative correlations between age and linear algebra. Parents occupation presents neutral correlation to adaptation levels.
Enrolling at University is, usually, a very demanding and fulfilling historic transition in a student’s life. The present study aims to evaluate the drivers which relevantly impacts the process of adjusting to higher education and the academic performance of the first year students of the several engineering degrees of Angola Technical Military Higher Institute. In order to achieve this, we use the reduced form of the Academic Experiences Questionnaire (QVA-r) with 130 students (which 32 of them study Building and Fortification Engineering, 32 Electrotechnical Engineering, 35 Informatics Engineering and 31 Mechanical Engineering). Most of the participants are male (n=116; 87.7%) and with age ranging between 18 and 25 (M=20,80; DP=1.272). We did several descriptive analysis to verify differences and correlations between variables like sex, course, age, academic performance, adaptation level, professional status and parents occupation. The study shows differences in the Personal Dimension between Informatics and Mechanical Engineering, positive correlation between academic performance and adaptation level, and differences in the Career Dimension between the group ages 17 to 19 and 23 to 25. We also show different academic performance in math, chemistry and linear algebra between the group ages 17 to 19 and 20 to 22, and negative correlations between age and linear algebra. Parents occupation presents neutral correlation to adaptation levels.
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Keywords
Ensino Superior Processo de Adaptação Questionário de Vivências Académicas Rendimento Académico