LUISA SANTOS (**)
LEANDRO S. ALMEIDA (**)
RESUMO
Partindo de uma amostra de 456 alunos do primeiro ano da Universidade do Minho, analisam-se as dimensões da adaptação académica e o seu possível impacto no rendimento escolar dos estudantes. Os dados referentes à adaptação foram obtidos através da administração do Questionário de Vivências Académicas - QVA (Almeida & Ferreira, 1997), agrupando-se neste estudo as 17 subescalas do QVA nas dimensões pessoal, de realização académica e institucional. Para efeitos de avaliação do rendimento escolar foram recolhidos alguns indicadores referentes às avaliações destes alunos ao longo do ano lectivo de 1998/1999. Os resultados apontam para uma correlação com significado estatístico entre a dimensão de realização da adaptação académica e os indicadores de rendimento tomados. O rendimento académico foi explicado entre 16% a 30% pelas subescalas do QVA. Tendencialmente as variáveis mais decisivas para o rendimento académico foram as respeitantes aos métodos de estudo, às bases de conhecimentos, à percepção de competências cognitivas e à adaptação ao curso.
Palavras-chave: Vivências académicas, rendimento escolar, alunos do primeiro ano da Universidade.
]]> ABSTRACT
The results from a sample of 456 first year students at Universidade do Minho are analysed in the dimensions of academic adaptation and their possible impact on the students achievement. The data concerning adjustment was collected by passing the «Questionário de Vivências Académicas - QVA» (Almeida & Ferreira, 1997). The 17 QVA sub-scales were grouped into personal, academic realization, and contextual/ institutional dimensions. In order to evaluate the academic performance some indicators referring to the students assessment in the academic year 1998/1999 were collected. The results present a significant correlation coefficient between the academic dimension of adjustment and the school classifications. Indeed, the academic performance of students is predicted to a degree from 16% to 30% by the QVA sub-scales. As a tendency the sub-scales with greater impact on academic achievement were those related to the methods of study, the knowledge previously acquired by students, the perception of cognitive competences and the adjustment to the curriculum.
Key words: Academic adjustment, academic achievement, first year students.
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(*) Estudo realizado no âmbito da tese de mestrado da primeira autora sob a orientação do segundo e inserido no Projecto Institucional X do Centro de Estudos em Educação e Psicologia da Universidade do Minho. Para contacto: Luisa Santos, Núcleo de Apoio Psicológico dos Serviços de Acção Social da Universidade do Minho, R. do Forno, N.º 30 - 2.º, 4700 Braga, Portugal.
(**) Universidade do Minho, Portugal.
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