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Adaptação ao Ensino Superior, personalidade e optimismo em estudantes universitários do 1º ciclo de estudos
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Abstract(s)
A entrada no Ensino Superior confronta o jovem estudante com inúmeros desafios de natureza pessoal, desenvolvimental, social, académica e institucional que vão exigir alterações no seu padrão de comportamento. O sucesso nesta etapa e consequente adaptação do estudante ao Ensino Superior depende não só de fatores meramente académicos (e.g. background académico), como também fatores contextuais, interpessoais, e pessoais (e.g. características da personalidade). Nesse sentido, o presente estudo procura explorar as relações existentes entre a adaptação ao Ensino Superior, a personalidade, e o otimismo, e observar as implicações que as variáveis sociodemográficas e académicas têm neste processo; recorrendo-se a instrumentos adaptados para a população portuguesa (Questionário de Vivências Académicas – versão reduzida (QVA-r)); o Inventário de personalidade NEO-FFI-20; a Escala de Orientação para a Vida – Revista (LOT-r)). Nesta investigação, participaram 264 estudantes que frequentavam o 1.º ciclo de estudos na Universidade Fernando Pessoa; sendo que 114 dos alunos cursavam o 1º ano, 79 encontravam-se matriculados no 2º ano, e 71 estavam inscritos no 3º ano. De um modo global, os resultados evidenciam uma relação significativa moderada e negativa entre a adaptação ao Ensino e o neuroticismo, moderada e positiva entre a adaptação e a extroversão, baixa e positiva entre a adaptação e a amabilidade, e moderada e positiva entre a adaptação e a conscienciosidade. Em termos globais, os resultados obtidos revelam, ainda, uma relação moderada e negativa entre a adaptação ao Ensino Superior e o otimismo. A um nível mais específico, os resultados do QVA-r, referem diferenças significativas entre a adaptação ao Ensino Superior e o sexo, o ano de estudo, a opção de curso e de instituição, e os estudantes deslocados e não deslocados. Os resultados revelam ainda, neste domínio, uma relação significativa entre a adaptação e a idade dos participantes, bem como com a saúde em geral. Relativamente, aos resultados do NEO-FFI-20, evidenciam-se diferenças entre a personalidade e o sexo e os estudantes deslocados e não deslocados. No que concerne ao LOT-R, os resultados obtidos demonstram diferenças significativas entre o otimismo e o sexo, os estudantes deslocados e não deslocados. Neste domínio, os resultados das análises efetuadas demonstram uma relação significativa entre o otimismo e a personalidade.
Upon entry into Higher Education, young students are faced with numerous challenges of personal, developmental, social, academic and institutional nature that will demand some changes in their behavior pattern. The success on this stage and student’s subsequent adaptation to Higher Education depends not only on merely academic factors (e.g. academic background), but also on contextual, interpersonal and personal factors (e.g. personality characteristics). In that sense, the present study, seeks to explore the existing relationships between adaptation to the Higher Education, personality, and optimism, and to observe the implications that socio-demographic and academic variables have in this process; recurring to instruments adapted to the Portuguese population (Questionnaire of Academic Experiences - short version (QVA-r)); the NEO-FFI-20 Personality Inventory, The Life Orientation Test - Revised (LOT-R)). In this investigation participated 264 students attending the 1st cycle of studies at the University Fernando Pessoa, with 114 attending the 1st year, 79 enrolled in 2nd and 71 on the 3rd year. In general, the results show a significantly moderated and negative relationship between adaptation to the Higher Education and neuroticism, a moderated and positive relationship between adaptation to the Higher Education and extroversion, a low and positive relationship between the adaptation and agreeableness, and a moderated and positive relationship between the adaptation and the conscientiousness. Overall, results also show a moderate and negative relationship between adaptation to Higher Education and optimism. At a more specific level, the QVA-r results, display significant differences between the adaptation to the higher education and gender, academic year, and choice of course and institution, and displaced and non-displaced students. The results also reveal, in this domain, a significant relationship between the adaptation and age of the participants, as well the health in general. Relatively to the NEO-FFI-20 results, it shows significant differences between personality and gender, the academic year and displaced and non-displaced students. Regarding the LOT-R, the obtained results display significant differences between optimism and gender, and displaced and non-displaced students. In this domain, the results of the taken analysis demonstrate a significant relationship between optimism and personality.
Upon entry into Higher Education, young students are faced with numerous challenges of personal, developmental, social, academic and institutional nature that will demand some changes in their behavior pattern. The success on this stage and student’s subsequent adaptation to Higher Education depends not only on merely academic factors (e.g. academic background), but also on contextual, interpersonal and personal factors (e.g. personality characteristics). In that sense, the present study, seeks to explore the existing relationships between adaptation to the Higher Education, personality, and optimism, and to observe the implications that socio-demographic and academic variables have in this process; recurring to instruments adapted to the Portuguese population (Questionnaire of Academic Experiences - short version (QVA-r)); the NEO-FFI-20 Personality Inventory, The Life Orientation Test - Revised (LOT-R)). In this investigation participated 264 students attending the 1st cycle of studies at the University Fernando Pessoa, with 114 attending the 1st year, 79 enrolled in 2nd and 71 on the 3rd year. In general, the results show a significantly moderated and negative relationship between adaptation to the Higher Education and neuroticism, a moderated and positive relationship between adaptation to the Higher Education and extroversion, a low and positive relationship between the adaptation and agreeableness, and a moderated and positive relationship between the adaptation and the conscientiousness. Overall, results also show a moderate and negative relationship between adaptation to Higher Education and optimism. At a more specific level, the QVA-r results, display significant differences between the adaptation to the higher education and gender, academic year, and choice of course and institution, and displaced and non-displaced students. The results also reveal, in this domain, a significant relationship between the adaptation and age of the participants, as well the health in general. Relatively to the NEO-FFI-20 results, it shows significant differences between personality and gender, the academic year and displaced and non-displaced students. Regarding the LOT-R, the obtained results display significant differences between optimism and gender, and displaced and non-displaced students. In this domain, the results of the taken analysis demonstrate a significant relationship between optimism and personality.
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Psicologia, ramo de Psicologia Clínica e da Saúde