Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/12062

TitleAcademic expectation's of first-year college students: results by some socio-demographic variables
Author(s)Almeida, Leandro S.
Soares, Ana Paula
Vasconcelos, Rosa
Machado, Carolina
Morais, Natércia
KeywordsAcademic expectations
Firts-year students
Gender diffences
Academic adjustment and success
Academic involvement questionnaire
Differences selon les sexes
Adaptation et reússite universitaire
Questionnaire d'engagement universitaire
Issue date2005
PublisherFedora
CitationROTT, G. ; Dias, G. F. ; BROONEN, J-P., eds. – “Cognition, motivation and emotion : dynamics in the academic environment : proceedings of the Fedora Psyche Conference, Lisbon, 2002.” Louvain-la-Neuve : Fedora, 2005. p. 245-252.
Abstract(s)As part of an investigation project “Transition, Adaptation and Academic Success of Students in Higher Education”, financed by the Fundação Calouste Gulbenkian (Program of Support of Projects in the Educational Research Domain - 2001), and having these ideas in mind, we have evaluated 1st year students expectations. At the beginning of the school year (during registration in the University), the students answered the Academic Involvement Questionnaire (expectations form) (AIQ; Soares & Almeida, 2001). The AIQ assesses student’s involvement expectations in five dimensions: institutional involvement, vocational involvement, social involvement, resources use and curricular involvement. Although the results showed a quite positive global pattern of student’s academic involvement expectations (particularly high in the curricular and vocational involvement dimensions), it was possible to verify that female students showed a higher pattern of expectations, especially in vocational and curricular domains. This situation, in terms of its psychological and educational meaning, can put the female students in a more favourable position to achieve higher levels of academic adjustment.
Dans un projet de recherche financée pars la Fondation Calouste Gulbenkian, nous avons évalue Ies expectatives d'engagement académique des etudiants (ce qu’ils pensent trouver ou faire a la Université) qui sont arrives a la Université de Minho (Braga, Portugal). L’étude considère 1923 étudiants qui sent ingressés au premier année de 45 différents graduations de cette Universite et qui ont répondu, au début de l’année scolaire, au Questionnaire d' Engagement Académique (QEA — Version A: expectatives; Soares & Almeida, 2001). Ce questionnaire considère les expectatives des étudiants en cinq dimensions: engagement institutionnel, engagement vocationnelle, engagement social, utilisation des ressources de I'université, et engagement curriculaire. Malgré Ies donnés montrent un type général d'expectatives d'engagement académique bien positive, notamment dons les dimensions curriculaire et vocationnelle, nous avons trouvé que les fines présent expectatives d’engagement plus hautes, par exemple dons ces deux dimensions. Ces résultats peuvent signifier que les étudiants de sexe féminin sont dans une situation plus favorable pour arriver aux niveaux plus satisfaisants d'ajustement et de réussit académique.
TypeConference paper
URIhttp://hdl.handle.net/1822/12062
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIPsi - Livros de atas

Files in This Item:
File Description SizeFormat 
Almeida, Soares, Vasconcelos, Machado & Morais, 2005.pdf3 MBAdobe PDFView/Open

Partilhe no FacebookPartilhe no TwitterPartilhe no DeliciousPartilhe no LinkedInPartilhe no DiggAdicionar ao Google BookmarksPartilhe no MySpacePartilhe no Orkut
Exporte no formato BibTex mendeley Exporte no formato Endnote Adicione ao seu ORCID