A carregar...
Publicação
Bem-estar e satisfação na carreira em estudantes do ensino superior
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.26 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O principal objetivo desta investigação é compreender fatores responsáveis pelo sucesso, bem-estar e satisfação na carreira dos estudantes do ensino superior, assim como, as variáveis associadas às crenças de autoeficácia e às vivências positivas no próprio curso, no âmbito do modelo proposto por Lent e Brown em 2006. Este modelo é holístico, tem natureza sociocognitiva e integradora de fatores pessoais, contextuais e demográficos. O conceito de bem-estar liga a Psicologia do Desenvolvimento da Carreira à Psicologia Positiva. A amostra é constituída por 477 estudantes, que maioritariamente frequentam o 2º ano nas áreas da psicologia (38.8%), da saúde (25.8%), do desporto (13.8%), científico-investigativas (4.8%) e das tecnologias (15.3%); as idades dos participantes variam entre os 19 e os 34 anos (M=21.06 e DP=2.73), representando as raparigas 63.9%. Os dados foram recolhidos em escolas de Lisboa (44.4%), Leiria (31.6%) e Algarve (24%), com o Questionário de Ajustamento e Adaptação ao Ensino Superior e as versões portuguesas das Escalas Desenvolvimento e Bem-Estar, Satisfação na Carreira, Big 5 Inventory - BFI – 10, Autoeficácia Geral e Perceção de Exigência e Responsividade Parental. Nos resultados salientam-se os dados dos modelos de regressão múltipla linear, sendo preditores de bem-estar fatores de carreira, vivência no curso, fatores de personalidade, autoeficácia e perceção responsiva da mãe, sendo a satisfação na carreira explicada por fatores de bem-estar, personalidade, autoeficácia, congruência e a perceção responsiva do pai. O rendimento académico é ainda explicado por fatores de carreira, envolvimento no curso, personalidade, resultados anteriores e idade, sendo a autoeficácia explicada pela satisfação na carreira, personalidade, fatores familiares e género. Os dados da estatística inferencial sugerem o efeito do género na distribuição dos alunos nos cursos, nos fatores de personalidade, autoeficácia, empregabilidade, perceção dos estilos de parentalidade, sendo significativo o efeito da idade nos fatores de personalidade, autoeficácia, vivência do curso, resultados escolares e perceção de exigência parental. O conjunto dos resultados tem implicações teóricas e práticas, designadamente nas intervenções dirigidas aos alunos e na consultoria às instituições do ensino superior, no sentido de potenciar o sucesso e adaptação no ensino superior, especialmente nos primeiros anos.
This study has as its goal to deepen the model of model of well-being, proposed by Lent and Brown in 2006, namely to understand the factors responsible for the success and well-being and career satisfaction of college students, as well as variables associated with self-efficacy scale and positive experiences in the course itself. This model is holistic, has socio-cognitive nature and is integrative of personal, contextual and demographic factors. The concept of well-being links the Psychology of Career Development to Positive Psychology. The sample is comprised of 477 college students, attending the second year of psychology course (38.8%), courses in the area of health (25.8%), sports courses (13.8%), scientific-research courses (4.8%) and courses in the area of technology (15.3%); the age range of the participants was between 19 and 34 years old (M=21.06 and DP=2.73); female participants represent 63.9% of the sample. Data was collected from higher educational facilities from Lisbon (44.4%), Leiria (31.6%), Algarve (24%), through the Questionnaire of Adjustment and Adaptation to Higher Education and of the Portuguese versions of the Development and Well-being Scale, the Career Satisfaction Scale, the Big Five Inventory - BFI-10, the General Self-Efficacy Scale and of the Parental Responsiveness and Demandingness Scale. In the results stand out the data of the multiple linear regression models, being predictirs of well-being, factors associated to career, experiences had in the course (socials and congruency), personality, self-efficacy and family related, being career satisfaction also explained by factors of well-being, personality, self-efficacy, congruence and family related. Academic outcome is also explained by factors associated to career, to course engagement, personality, prior academic results and age related, being self-efficacy explained by career satisfaction, personality and family and gender factors. The results of inferential statistics suggest the effect of gender in the distribution of students in the different courses, in personality factors, self-efficacy, employment and perception of parenting styles, being also significant the effect of age on personality factors, self-efficacy, course experience, academic results e perception of parental demandingness. The set of results have theoretical and practical implications namely on interventions targeting students and on counseling of higher educational institutions to potentiate the best outcomes and adaptation to college, especially in the first years of enrollment.
This study has as its goal to deepen the model of model of well-being, proposed by Lent and Brown in 2006, namely to understand the factors responsible for the success and well-being and career satisfaction of college students, as well as variables associated with self-efficacy scale and positive experiences in the course itself. This model is holistic, has socio-cognitive nature and is integrative of personal, contextual and demographic factors. The concept of well-being links the Psychology of Career Development to Positive Psychology. The sample is comprised of 477 college students, attending the second year of psychology course (38.8%), courses in the area of health (25.8%), sports courses (13.8%), scientific-research courses (4.8%) and courses in the area of technology (15.3%); the age range of the participants was between 19 and 34 years old (M=21.06 and DP=2.73); female participants represent 63.9% of the sample. Data was collected from higher educational facilities from Lisbon (44.4%), Leiria (31.6%), Algarve (24%), through the Questionnaire of Adjustment and Adaptation to Higher Education and of the Portuguese versions of the Development and Well-being Scale, the Career Satisfaction Scale, the Big Five Inventory - BFI-10, the General Self-Efficacy Scale and of the Parental Responsiveness and Demandingness Scale. In the results stand out the data of the multiple linear regression models, being predictirs of well-being, factors associated to career, experiences had in the course (socials and congruency), personality, self-efficacy and family related, being career satisfaction also explained by factors of well-being, personality, self-efficacy, congruence and family related. Academic outcome is also explained by factors associated to career, to course engagement, personality, prior academic results and age related, being self-efficacy explained by career satisfaction, personality and family and gender factors. The results of inferential statistics suggest the effect of gender in the distribution of students in the different courses, in personality factors, self-efficacy, employment and perception of parenting styles, being also significant the effect of age on personality factors, self-efficacy, course experience, academic results e perception of parental demandingness. The set of results have theoretical and practical implications namely on interventions targeting students and on counseling of higher educational institutions to potentiate the best outcomes and adaptation to college, especially in the first years of enrollment.
Descrição
Tese de doutoramento, Psicologia (Psicologia da Educação), Universidade de Lisboa, Faculdade de Psicologia, 2018
Palavras-chave
Teses de doutoramento - 2018