Predictors of academic adaptation of beginners in the psychology course
Academic adaptation is a multifactorial phenomenon and its investigation can provide subsidies that contribute to the permanence of beginning students at the University. The present study aimed to identify the predictive relationship of the explanatory variables Academic Expectations, Maturity for P...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista Internacional de Educação Superior |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8668325 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8668325 |
| Access Level: | acceso abierto |
| Palabra clave: | College students Social skills Professional development Estudiantes universitários Habilidades sociales Desarrollo professional Estudante universitário Habilidades sociais Desenvolvimento profissional |
| Sumario: | Academic adaptation is a multifactorial phenomenon and its investigation can provide subsidies that contribute to the permanence of beginning students at the University. The present study aimed to identify the predictive relationship of the explanatory variables Academic Expectations, Maturity for Professional Choice, Social Skills, Career Adaptability and Academic Satisfaction in the variable Adaptation to the University in Psychology students. There were 426 university students (M=24.17, SD=7.27), 330 women, 90 men, and 6 did not report sex. The following instruments were used: Academic Expectations Scale for Higher Education Students (EEAEIES), Career Adaptability Scale (EAC), Academic Experience Satisfaction Scale (ESEA), Professional Choice Maturity Scale (EMEP), Social Skills Inventory (IHS) and Academic Experience Questionnaire (QVA-r). The results showed that university students with higher scores on social skills, academic expectations and satisfaction with the academic experience are those who also present higher scores in academic experiences. It is noteworthy that university adaptation is a complex process and, in the specific case of this sample, it was positively related to factors such as interpersonal relationships, academic achievement and institutional involvement. |
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