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

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dc.contributor.authorAlmeida, Leandro S.-
dc.contributor.authorSoares, Ana Paula-
dc.contributor.authorVasconcelos, Rosa-
dc.contributor.authorMachado, Carolina-
dc.contributor.authorMorais, Natércia-
dc.date.accessioned2011-04-04T16:27:19Z-
dc.date.available2011-04-04T16:27:19Z-
dc.date.issued2005-
dc.date.submitted2002-
dc.identifier.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.por
dc.identifier.urihttp://hdl.handle.net/1822/12062-
dc.description.abstractAs 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.por
dc.description.abstractDans 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.fra
dc.description.sponsorshipFundação Calouste Gulbenkianpor
dc.language.isoengpor
dc.publisherFedorapor
dc.rightsopenAccesspor
dc.subjectAcademic expectationspor
dc.subjectFirts-year studentspor
dc.subjectGender diffencespor
dc.subjectAcademic adjustment and successpor
dc.subjectAcademic involvement questionnairepor
dc.subjectDifferences selon les sexespor
dc.subjectAdaptation et reússite universitairepor
dc.subjectQuestionnaire d'engagement universitairepor
dc.titleAcademic expectation's of first-year college students: results by some socio-demographic variablespor
dc.typeconferencePaper-
dc.peerreviewedyespor
sdum.publicationstatuspublishedpor
sdum.event.typeconferencepor
oaire.citationStartPage238por
oaire.citationEndPage246por
oaire.citationConferencePlaceLisboa, Portugalpor
oaire.citationTitleCognition, motivation and emotion: Dynamics in the academic environmentpor
sdum.conferencePublicationCognition, motivation and emotion: Dynamics in the academic environmentpor
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