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Abstract(s)
O presente estudo tem como principais objectivos analisar a percepção do suporte social e as vivências académicas dos alunos do primeiro ano da Universidade da Beira Interior e contribuir para um melhor conhecimento da sua influência neste contexto. Para tal, foram utilizados o Questionário de Suporte Social (versão reduzida) (Social Support Questionnaire - SSQ6) e o Questionário de Vivências Académicas (versão reduzida) (QVA-r) com uma amostra de 182 sujeitos (71 homens e 111 mulheres) que frequentavam o primeiro ano das cinco faculdades. A idade dos participantes variou entre os 18 e os 59 anos (M=20.2; dp=4,89). Realizou-se uma análise estatística no sentido de verificar as diferenças entre o suporte social e as vivências académicas e diversas variáveis demográficas e contextuais (e.g. género, rendimento académico, opção de entrada e estatuto de mobilidade). Em termos gerais, os resultados apontam para diferenças de género tanto para o suporte social como para as vivências académicas, sendo mais favoráveis nas mulheres. Embora não tenham sido encontradas diferenças significativas ao nível do rendimento académico, os estudantes com percepção de melhor desempenho face à turma pontuaram mais nas dimensões carreira, estudo e institucional no QVA-r. Os resultados sugerem também diferenças nas vivências académicas em função do estatuto de mobilidade, sendo que o grupo de estudantes que se encontra deslocado da sua área de residência apresenta pontuações mais favoráveis no domínio interpessoal, quando comparados com os restantes sujeitos, verificando-se o contrário na dimensão institucional. A análise da relação entre suporte social e vivências académicas permitiu verificar uma forte correlação positiva do suporte social com as dimensões interpessoal e institucional do QVA-r e uma correlação negativa com a dimensão pessoal. Finalizamos esta investigação com uma reflexão relativamente às suas implicações fundamentais no contexto do ensino superior, apresentando também algumas limitações e sugestões para futuras investigações neste âmbito.
This study's main objectives are to analyze the perception of social support and the academic experiences of first year students of Universidade da Beira Interior and to contribute to a better understanding of their influence in this context. To this end, we used the Social Support Questionnaire (short version – SSQ6) and the Questionário de Vivências Académicas (short version) (QVA-r) with a sample of 182 subjects (71 men and 111 women) who attended the first year of the five faculties. The participants’ age ranged between 18 and 59 years (M = 20.2; SD = 4.89). We performed a statistical analysis in order to verify the differences between social support and academic experiences and various demographic and contextual variables (gender, academic performance, admission option and mobility status). Overall, the results point to gender differences for both social support and academic experiences, being more favorable in women. Although no significant differences at the level of academic performance, students with better perception of performance in the class scored higher on the career, study and institutional dimensions in QVA-r. The results also suggest differences in academic experiences depending on the mobility status, and the student group that is displaced from its home area has more favorable scores in the interpersonal domain, when compared with other subjects, verifying the opposite in the institutional dimension. The analysis of the relationship between social support and academic experience has shown a strong positive correlation of social support with interpersonal and institutional dimensions of QVA-r and a negative correlation with the personal dimension. We concluded this investigation with a reflection on its implications in the context of basic higher education, with some limitations and suggestions for future research in this area.
This study's main objectives are to analyze the perception of social support and the academic experiences of first year students of Universidade da Beira Interior and to contribute to a better understanding of their influence in this context. To this end, we used the Social Support Questionnaire (short version – SSQ6) and the Questionário de Vivências Académicas (short version) (QVA-r) with a sample of 182 subjects (71 men and 111 women) who attended the first year of the five faculties. The participants’ age ranged between 18 and 59 years (M = 20.2; SD = 4.89). We performed a statistical analysis in order to verify the differences between social support and academic experiences and various demographic and contextual variables (gender, academic performance, admission option and mobility status). Overall, the results point to gender differences for both social support and academic experiences, being more favorable in women. Although no significant differences at the level of academic performance, students with better perception of performance in the class scored higher on the career, study and institutional dimensions in QVA-r. The results also suggest differences in academic experiences depending on the mobility status, and the student group that is displaced from its home area has more favorable scores in the interpersonal domain, when compared with other subjects, verifying the opposite in the institutional dimension. The analysis of the relationship between social support and academic experience has shown a strong positive correlation of social support with interpersonal and institutional dimensions of QVA-r and a negative correlation with the personal dimension. We concluded this investigation with a reflection on its implications in the context of basic higher education, with some limitations and suggestions for future research in this area.
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Keywords
Vivência académica Ensino Superior