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Abstract(s)
Apoiado no Index e fundamentado na Teoria da Autodeterminação, este estudo analisou as perceções de estudantes do ensino superior português acerca do ambiente académico inclusivo e da satisfação das necessidades básicas psicológicas, e teve como objetivos: 1) Analisar as propriedades psicométricas da versão portuguesa da escala de Inclusão; 2) Analisar as propriedades psicométricas da versão portuguesa da escala de Satisfação das Necessidades Básicas Psicológicas; 3) Analisar em que medida a perceção de um ambiente educativo inclusivo contribui para a perceção da satisfação das Necessidades dos estudantes do ensino superior em Portugal; 4) Analisar em que medida a perceção de um ambiente educativo inclusivo e a perceção da satisfação das Necessidades contribuem para o Bem-Estar dos estudantes do ensino superior em Portugal; 5) Analisar o efeito da perceção de competência e a perceção de um ambiente educativo inclusivo nos resultados dos estudantes do ensino superior da amostra; 6) Analisar a variabilidade dos resultados das subescalas de inclusão, das Necessidades e da escala de Bem-estar considerando as variáveis “Imigrante”, “Estatuto trabalhador-estudante” e “Níveis escolares”. A amostra foi constituída por 800 estudantes de instituições públicas e privadas de ensino superior de Portugal (continente e ilhas). O conjunto dos resultados revelou boas qualidades psicométricas das versões portuguesas das Escalas de Inclusão e de Satisfação de Necessidades. Nos resultados destacam-se os indicadores do efeito positivo de um ambiente inclusivo na satisfação das Necessidades, nomeadamente na necessidade de competência e também no Bem-estar e Resultados escolares. A análise dos resultados revela a necessidade de se dar continuidade ao aprofundamento e esclarecimento do paradigma inclusivo.
Supported by the Index and based on the Theory of Self-Determination, this study analyzed the perceptions of Portuguese higher education students about the inclusive academic environment and the satisfaction of basic psychological needs, and aimed to: 1) Analyze the psychometric properties of the Portuguese version of the scale of Inclusion; 2) To analyze the psychometric properties of the Portuguese version of the Satisfaction of Basic Psychological Needs scale; 3) Analyze to what extent the perception of an inclusive educational environment contributes to the perception of satisfaction of the basic psychological needs of higher education students in Portugal; 4) Analyze to what extent the perception of an inclusive educational environment and the perception of the satisfaction of basic psychological needs contribute to the Well-Being of higher education students in Portugal; 5) Analyze the effect of the perception of competence and the perception of an inclusive educational environment on the results of higher education students in the sample; 6) Analyze the variability of the results of the subscales of inclusion, needs and well-being scale considering the variables “Immigrant”, “Worker-student status” and “Scholastic levels”. The sample consisted of 800 students from public and private institutions of higher education in Portugal (mainland and islands). The set of results revealed good psychometric qualities of the Portuguese versions of the Inclusion and Needs Satisfaction Scales. Also in the results, the indicators of the positive effect of an inclusive environment in the satisfaction of Needs stand out, namely in the need for competence and also in Well-being and School Results. The analysis of the results reveals the need to continue deepening and clarifying the inclusive paradigm.
Supported by the Index and based on the Theory of Self-Determination, this study analyzed the perceptions of Portuguese higher education students about the inclusive academic environment and the satisfaction of basic psychological needs, and aimed to: 1) Analyze the psychometric properties of the Portuguese version of the scale of Inclusion; 2) To analyze the psychometric properties of the Portuguese version of the Satisfaction of Basic Psychological Needs scale; 3) Analyze to what extent the perception of an inclusive educational environment contributes to the perception of satisfaction of the basic psychological needs of higher education students in Portugal; 4) Analyze to what extent the perception of an inclusive educational environment and the perception of the satisfaction of basic psychological needs contribute to the Well-Being of higher education students in Portugal; 5) Analyze the effect of the perception of competence and the perception of an inclusive educational environment on the results of higher education students in the sample; 6) Analyze the variability of the results of the subscales of inclusion, needs and well-being scale considering the variables “Immigrant”, “Worker-student status” and “Scholastic levels”. The sample consisted of 800 students from public and private institutions of higher education in Portugal (mainland and islands). The set of results revealed good psychometric qualities of the Portuguese versions of the Inclusion and Needs Satisfaction Scales. Also in the results, the indicators of the positive effect of an inclusive environment in the satisfaction of Needs stand out, namely in the need for competence and also in Well-being and School Results. The analysis of the results reveals the need to continue deepening and clarifying the inclusive paradigm.
Description
Dissertação de mestrado, Psicologia da Educação e Aconselhamento, 2023, Universidade de Lisboa, Faculdade de Psicologia
Keywords
Inclusão Satisfação das necessidades Autodeterminação Bem-estar Ensino superior português Dissertações de mestrado - 2023