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Envolvimento dos estudantes no ensino superior: análise em função de variáveis contextuais
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Advisor(s)
Abstract(s)
Enquadramento: no âmbito das teorias cognitivo-sociais, o envolvimento do aluno na escola (EAE) tem sido considerado um constructo quadridimensional, abrangendo as seguintes dimensões: afetiva; cognitiva; agenciativa; e comportamental. O EAE tem sido visto como dependente de fatores contextuais, como a família, o nível sociocultural e o ambiente escolar. No nível de ensino básico e secundário, o EAE tem sido considerado um fator protetor do sucesso académico e do abandono escolar precoce. No ensino superior, o EAE poderá ter semelhante papel, constituindo-se como um fator importante na promoção da percentagem de estudantes que concluí este nível de ensino. Objetivo do estudo: a presente pesquisa pretende contribuir para o conhecimento das variáveis contextuais que podem condicionar o envolvimento dos estudantes no ensino superior, mais concretamente o nível sociocultural dos pais (habilitações académicas) e as áreas de estudos frequentadas pelos estudantes. Metodologia: trata-se de uma investigação diferencial com uma metodologia quantitativa. A amostra foi constituída por 715 estudantes do 1º Ciclo de Estudos do Ensino Superior Politécnico, de 4 instituições de ensino da região de Lisboa. Os dados foram recolhidos através de um inquérito por questionário online que incluiu a Escala de Envolvimento dos Alunos na Escola, uma Escala Quadridimensional - EAE-E4D, de Veiga (2013). Resultados: a análise dos dados destaca a existência de diferenças estatisticamente significativas no EAE em função das habilitações académicas dos pais e das áreas de estudo frequentadas pelos estudantes. Conclusões: considera-se pertinente a análise dos resultados em função de novas variáveis, quer contextuais, quer pessoais, no sentido de aprofundar a compreensão dos fatores de oscilação do envolvimento dos estudantes no ensino superior, e oferecer um maior contributo para a reflexão sobre as práticas formativas e pedagógicas neste nível de ensino.
Conceptual framework: Among the social cognitive theories, the Student’s Engagement in School (SES) is currently referred to as a four-dimensional construct, comprising the following: cognitive, affective, behavioral and agentic dimensions. SES has been seen as dependent on contextual factors such as family, socio-cultural level and school environment. Regarding primary and secondary education, SES has played a role in academic achievement and in fighting early drop out. As too higher education, SES could have a similar role, constituting an important factor in the promotion of the increase in the percentage of students that conclude their studies at this level. Aim of the study: The current research aims to contribute to the knowledge of the contextual variables that can condition the students' engagement in higher education. More specifically, it will look at the parents' sociocultural background (academic qualifications) and the field of study which student attend. Methodology: A differential research with a quantitative methodology. The sample comprised 715 undergraduate students from 4 polytechnic higher education institutes in the Lisbon area. Data was collected through an online survey that included the Scale for Students Engagement in School, a Four-Dimensional scale - SES-4DS, by Veiga (2013). Results: Data analysis suggests the presence of statistically significant differences in SES based on contextual variables: parents' academic qualifications and the fields of study chosen by the students. Conclusion: It is relevant to analyze the results according to new variables, both contextual and personal, in order to deepen the understanding of the oscillation factors of the students' engagement in higher education, and to offer a greater contribution to the reflection on the formative and pedagogical practices at this level of education.
Conceptual framework: Among the social cognitive theories, the Student’s Engagement in School (SES) is currently referred to as a four-dimensional construct, comprising the following: cognitive, affective, behavioral and agentic dimensions. SES has been seen as dependent on contextual factors such as family, socio-cultural level and school environment. Regarding primary and secondary education, SES has played a role in academic achievement and in fighting early drop out. As too higher education, SES could have a similar role, constituting an important factor in the promotion of the increase in the percentage of students that conclude their studies at this level. Aim of the study: The current research aims to contribute to the knowledge of the contextual variables that can condition the students' engagement in higher education. More specifically, it will look at the parents' sociocultural background (academic qualifications) and the field of study which student attend. Methodology: A differential research with a quantitative methodology. The sample comprised 715 undergraduate students from 4 polytechnic higher education institutes in the Lisbon area. Data was collected through an online survey that included the Scale for Students Engagement in School, a Four-Dimensional scale - SES-4DS, by Veiga (2013). Results: Data analysis suggests the presence of statistically significant differences in SES based on contextual variables: parents' academic qualifications and the fields of study chosen by the students. Conclusion: It is relevant to analyze the results according to new variables, both contextual and personal, in order to deepen the understanding of the oscillation factors of the students' engagement in higher education, and to offer a greater contribution to the reflection on the formative and pedagogical practices at this level of education.
Description
Encontro realizado nos dias 4 e 5 de Maio de 2018, na Escola Superior de Educação do Instituto Politécnico de Bragança
Keywords
Envolvimento dos estudantes no ensino superior Ensino superior Habilitações académicas dos pais Áreas de estudos
Pedagogical Context
Citation
Covas, F., & Veiga, F. H. (2018). Envolvimento dos estudantes no ensino superior: Análise em função de variáveis contextuais. In R. P. Lopes, M. V. Pires, L. Castanheira, E. M. Silva, G. Santos, C. Mesquita, & P. Vaz (Eds.), III Encontro Internacional de Formação na Docência (INCTE): Livro de Atas (pp. 930–938). Bragança: Escola Superior de Educação, Instituto Politécnico de Bragança.
Publisher
Escola Superior de Educação, Instituto Politécnico de Bragança