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Publication
Testimonios de jóvenes universitarios de primer año sobre la adaptación a la enseñanza superior
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Advisor(s)
Abstract(s)
El presente estudio pretendió conocer las perspectivas y vivencias del alumnado de primer año de una institución de enseñanza superior portuguesa, en relación a su adaptación a la enseñanza universitaria, así como analizar factores facilitadores y no facilitadores de este proceso. A partir de entrevistas abiertas, se obtuvieron testimonios de 29 estudiantes de primer año, matriculados en el año lectivo 2018/2019, sobre temas y ocurrencias que, desde su punto de vista, han ayudado o complicado su transición y adaptación a este nivel de enseñanza. Los resultados fueron analizados obedeciendo a los presupuestos de Bernal (2018), de acuerdo con la metodología de análisis de contenido y la técnica de análisis categorial. A partir del análisis de los testimonios del estudiantado se obtuvieron resultados que indican que el apoyo psicosocial, en cuanto a variable contextual, y las expectativas de los alumnos, en cuanto a variable individual, resultaron facilitadoras en relación a la adaptación a la enseñanza superior. En cambio, las diferencias observadas entre la enseñanza secundaria y la enseñanza superior no resultaron facilitadoras de la adaptación. Estos resultados, en general, apoyan datos previos, más enfocados en el estudio de las novatadas, recogidos a través de cuestionario en la misma escuela de enseñanza superior donde las relaciones de amistad fueran indicadas como un punto fuerte hacia la adaptación. En base a estos resultados, se buscan ideas para beneficiar las condiciones de entrada de los y las jóvenes en la universidad.
ABSTRACT: The present study sought to know the perspectives and experiences of the first-year students of a Portuguese higher education institution, in relation to their adaptation to university education, as well as to analyze facilitators and non-facilitators of this process. From open interviews, testimonies were obtained from 29 first-year students, enrolled in the school year 2018/2019, about topics and occurrences that, from their point of view, have helped or complicated their transition and adaptation to this level of education. The results were analyzed according to Bernal's (2018) budgets, according to the content analysis methodology and the categorical analysis technique. From the analysis of the testimonies of the students, results were obtained that indicate that the psychosocial support, in terms of contextual variable, and the expectations of the students, in terms of individual variables, were facilitating in relation to the adaptation to higher education. On the other hand, the differences observed between secondary education and higher education were not conducive to adaptation. These results, in general, support previous data, more focused on the study of hazing, previously collected through a questionnaire in the same school of higher education where friendship relations were indicated as a strong point towards adaptation. Based on this, aspects related to reception actions carried out by the institution are discussed, from a perspective of promoting the personal development of the student.
ABSTRACT: The present study sought to know the perspectives and experiences of the first-year students of a Portuguese higher education institution, in relation to their adaptation to university education, as well as to analyze facilitators and non-facilitators of this process. From open interviews, testimonies were obtained from 29 first-year students, enrolled in the school year 2018/2019, about topics and occurrences that, from their point of view, have helped or complicated their transition and adaptation to this level of education. The results were analyzed according to Bernal's (2018) budgets, according to the content analysis methodology and the categorical analysis technique. From the analysis of the testimonies of the students, results were obtained that indicate that the psychosocial support, in terms of contextual variable, and the expectations of the students, in terms of individual variables, were facilitating in relation to the adaptation to higher education. On the other hand, the differences observed between secondary education and higher education were not conducive to adaptation. These results, in general, support previous data, more focused on the study of hazing, previously collected through a questionnaire in the same school of higher education where friendship relations were indicated as a strong point towards adaptation. Based on this, aspects related to reception actions carried out by the institution are discussed, from a perspective of promoting the personal development of the student.
Description
XV Congreso internacional gallego-portugués de psicopedagogía, II Congreso de la Asociación Cientifica Internacional de Psicopedagogía, Coruña, 4 a 6 de setembro de 2019.
Keywords
Estudiantes Enseñanza Superior Adaptación Students Higher Education Adaptation
Citation
Caldeira, S. N., Rocha, C., Rodríguez, M. (2019). Testimonios de jóvenes universitarios de primer año sobre la adaptación a la enseñanza superior. In Atas do XV Congreso Internacional Galego-Portugués de Psicopedagogia, A Coruña, Espanha, 4 - 6 setembro, pp. 4230-4242.
Publisher
Universidade da Coruña