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Advisor(s)
Abstract(s)
Enquadramento Conceptual: Existem ainda poucos estudos sobre o envolvimento no Ensino Superior, mas os resultados obtidos até ao momento indicam que esta variável tem um comportamento semelhante ao apresentado no ensino não superior. Isto é, o envolvimento dos estudantes é preditor do sucesso e da permanência no sistema de ensino, podendo, no entanto, ser afetado por variáveis pessoais e contextuais. Objetivos: Aferir a relação entre o envolvimento dos estudantes do Ensino Superior e algumas variáveis pessoais, académicas e familiares. Metodologia: Participaram no estudo 784 estudantes do Ensino Superior. O instrumento utilizado, além de questões Auto descritivas e sociodemográficos, continha a "Escala Quadridimensional de Envolvimento dos Alunos na Escola (EAE-E4D), de Veiga (2013) revista por Silva, Ribas e Veiga (2016), a qual é constituída por 20 itens distribuídos por quatro dimensões (Cognitiva, Afetiva, Comportamental e Agenciativa). Os dados recolhidos foram analisados utilizando diversos métodos estatísticos, de onde se destacam o método das K-médias, no âmbito da Análise Classificatória, e a Análise de Correspondências Múltiplas (ACm). Resultados: A aplicação do método das k-médias, considerando uma partição dos estudantes da amostra em três classes (clusters), com vista à maximização das diferenças entre as pontuações obtidas na EAE-4D, permitiu a identificação de três perfis de estudantes (os menos envolvidos, os moderadamente envolvidos e os mais envolvidos). O mapa percetual resultante da ACM fez sobressair estes três perfis, permitindo a rápida visualização das principais associações entre as categorias das variáveis em análise. Conclusão: O grupo de estudantes com um maior envolvimento, isto é, com pontuações mais altas na escala global e nas suas dimensões, carateriza-se, essencialmente, por se descreverem como mais pontuais, assíduos, empenhados e não distraídos, e cujo curso frequentado foi escolhido atendendo principalmente aos seus interesses e aptidões, comparativamente aos restantes grupos de estudantes. Os perfis identificados poderão ser úteis a nível da adoção de estratégias de ensino e aprendizagem suscetíveis de mobilizar os estudantes menos envolvidos.
Conceptual Framework: There are still few studies on egagement in higher education, but the results obtained so far indicate that this variable has a similar behaviou to that presented in non-higher education. That is, students` engagement is a predictor of their success and permanence in the educacional system, but can be affected by personal and contextual variables. Objetives: To assess the relationship between the engagement in higher education students` and some personal, academic and family variables. Methodology: 784 students from higher education participated in the study. The survey used, in addition to self-descriptive and sociodemographic questions, contained the "Four-Dimensional Scool Engagement Scale (SES-4DS), of Veiga (2013), reviewed by Silva, Ribas and Veiga (2016), which consists of 20 items distributed by four dimensions (Cognitive, Affective, Behavioral and Agency). The collected data were analyzed using several statistical methods, from which stand out the k-means method, in the scope of Cluster Analysis, and Multiple Correspondence Analysis (MCA). Results: The application of k-means method, considering a partition of the students of the sample into three clusters, in order to maximize the differences between the total scores obtained in the SES-4DS, allowed the identification of three profiles of students (the less engaged, the moderately engaged and the most engaged). The perceptual map resulting from MCA highlighted these three profiles, allowing a quick visualization of the main associations between the categories of the variables under analysis. Conclusion: The group of students with greater engagement, that is, with higher total scores on the global scale and its dimensions are essentially characterized as more punctual, assiduos, committed and not distracted, and whose attendance was chosen based mainly on their interests and aptitudes, compared to the other groups of students. The profiles of students that were identified may be useful in the adoption of teaching and learning strategies that can mobilize the less involved students in order to increase their engagement.
Conceptual Framework: There are still few studies on egagement in higher education, but the results obtained so far indicate that this variable has a similar behaviou to that presented in non-higher education. That is, students` engagement is a predictor of their success and permanence in the educacional system, but can be affected by personal and contextual variables. Objetives: To assess the relationship between the engagement in higher education students` and some personal, academic and family variables. Methodology: 784 students from higher education participated in the study. The survey used, in addition to self-descriptive and sociodemographic questions, contained the "Four-Dimensional Scool Engagement Scale (SES-4DS), of Veiga (2013), reviewed by Silva, Ribas and Veiga (2016), which consists of 20 items distributed by four dimensions (Cognitive, Affective, Behavioral and Agency). The collected data were analyzed using several statistical methods, from which stand out the k-means method, in the scope of Cluster Analysis, and Multiple Correspondence Analysis (MCA). Results: The application of k-means method, considering a partition of the students of the sample into three clusters, in order to maximize the differences between the total scores obtained in the SES-4DS, allowed the identification of three profiles of students (the less engaged, the moderately engaged and the most engaged). The perceptual map resulting from MCA highlighted these three profiles, allowing a quick visualization of the main associations between the categories of the variables under analysis. Conclusion: The group of students with greater engagement, that is, with higher total scores on the global scale and its dimensions are essentially characterized as more punctual, assiduos, committed and not distracted, and whose attendance was chosen based mainly on their interests and aptitudes, compared to the other groups of students. The profiles of students that were identified may be useful in the adoption of teaching and learning strategies that can mobilize the less involved students in order to increase their engagement.
Description
Keywords
Envolvimento Académico Perfis de Estudantes Análise de Dados Academic Engagement Student Profiles Data Analysis
Citation
Caldeira, S. N., Silva, O., Sousa, A., Mendes, M., & Martins, M. J. D. (2019). Envolvimento dos estudantes no Ensino Superior e perfis de autodescrição. In Veiga, F. H. (Coord)., Envolvimento dos alunos na escola: prespetivas da psicologia e educação - inclusão e diversidade, 192-203. Lisboa: IEUL.
Publisher
Instituto de Educação, Universidade de Lisboa