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Abstract(s)
O presente estudo tem como objetivos a análise das vivências académicas e o
estatuto de identidade vocacional dos alunos de primeiro ano da Universidade da Beira
Interior, permitindo obter dados para a compreensão e melhor conhecimento acerca da sua importância. Com esse propósito foram utilizados o Questionário de Vivências Académicas (versão reduzida) (QVA-r) e o Dellas Identity Status Inventory – Ocupation (DISI-O) com uma amostra de 173 sujeitos (68 homens e 105 mulheres) que frequentavam o primeiro ano das cinco faculdades. A idade dos participantes foi compreendida entre os 17 e os 35 anos (M=19,6; dp=2,34). Foi realizada uma análise estatística com a finalidade de verificar diferenças entre vivências académicas, identidade vocacional e variáveis sóciodemográficas e contextuais (género, rendimento académico, opção de entrada, deslocação, percepção do efeito de praxe e área de estudo). No plano geral foram identificadas diferenças de género na
dimensão estudo e estatuto de difusão de identidade. No rendimento académico não foram
identificadas diferenças significativas. Segundo a opção de entrada os estudantes que
ingressaram na Universidade da Beira Interior entre a 3ª e a 6ª opção apresentam pontuações superiores na dimensão interpessoal. Quanto a deslocação existem diferenças significativas relativamente ao estatuto de realização de identidade, onde pontuam mais os alunos deslocados. Os resultados evidenciam pontuações mais elevadas nas dimensões interpessoal e
institucional, para os alunos que indicaram efeitos positivos da praxe. Segundo a área de
estudo, os alunos de Ciências de Saúde obtiveram pontuações superiores nas dimensões de carreira, estudo e institucional, ao passo que os estudantes de Engenharia/Tecnologia obtiveram pontuações superiores no estatuto de difusão de identidade. Entre os dois instrumentos verificou-se a existência de algumas fortes correlações positivas e negativas entre estatutos de identidade e as dimensões das vivências académicas. Para finalizar são
elaboradas algumas reflexões relativamente às implicações dos resultados no contexto do
Ensino Superior, sendo apresentadas algumas limitações e conclusões.
This study’s main objectives are to analyze the academic experiences and vocational identity status of first year students of Universidade da Beira Interior, in order to collect data that allow to understand, and to get a better knowledge of its importance. With this purpose it was used the Questionário de Vivências Académicas (short version) (QVA-r) and the Dellas Identity Status Inventory – Ocupation (DISI-O) with a sample of 173 subjects (68 men and 105 women) who attended the first year of the five faculties. The participants’ age ranged between 17 and 35 years (M=19,6; dp=2,34). It was performed a statistical analysis in order to verify the diferences between academic experiences, vocational identity and demographic and context variables (gender, academic performancem, admission option, studying away from home, praxis’ effect perception and scientific study area). Overall, the results pointed out gender diferences on study dimension and identity difusion status. On academic performance there were no significant diferences between the groups. According to the admission option, the students who applied to Universidade da Beira Interior between the 3rd and 6th option show higher scores in interpersonal dimension. About the variable staying away from home, there are significant differences on the achiever identity status, in which the higher scores are held by the students who study away from home. The results also show higher scores in interpersonal and institutional dimension, in the students who felt positive effects of praxis. According to the scientific area of study, the Health Science students show higher scores in career, study and institutional dimension, while the Engineering/Tecnologies students rank higher in difusion identity status. Between the two scales it was found some strong positive and negative correlations between identity status and academic experiencies’ dimensions. To sum up, there were some thoughts about the results implication in Higher Education contexto, being also presented some limitations and conclusions.
This study’s main objectives are to analyze the academic experiences and vocational identity status of first year students of Universidade da Beira Interior, in order to collect data that allow to understand, and to get a better knowledge of its importance. With this purpose it was used the Questionário de Vivências Académicas (short version) (QVA-r) and the Dellas Identity Status Inventory – Ocupation (DISI-O) with a sample of 173 subjects (68 men and 105 women) who attended the first year of the five faculties. The participants’ age ranged between 17 and 35 years (M=19,6; dp=2,34). It was performed a statistical analysis in order to verify the diferences between academic experiences, vocational identity and demographic and context variables (gender, academic performancem, admission option, studying away from home, praxis’ effect perception and scientific study area). Overall, the results pointed out gender diferences on study dimension and identity difusion status. On academic performance there were no significant diferences between the groups. According to the admission option, the students who applied to Universidade da Beira Interior between the 3rd and 6th option show higher scores in interpersonal dimension. About the variable staying away from home, there are significant differences on the achiever identity status, in which the higher scores are held by the students who study away from home. The results also show higher scores in interpersonal and institutional dimension, in the students who felt positive effects of praxis. According to the scientific area of study, the Health Science students show higher scores in career, study and institutional dimension, while the Engineering/Tecnologies students rank higher in difusion identity status. Between the two scales it was found some strong positive and negative correlations between identity status and academic experiencies’ dimensions. To sum up, there were some thoughts about the results implication in Higher Education contexto, being also presented some limitations and conclusions.
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Keywords
Identidade vovacional Vida académica