Condições psicológicas e envolvimento acadêmico em alunos primeiranistas de ensino superior
Data
2018-12-14
Autores
Oliveira, Marcos Roberto Silva de [UNIFESP]
Orientadores
Oliveira-Monteiro, Nancy Ramacciotti de [UNIFESP]
Tipo
Trabalho de conclusão de curso de graduação
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Introdução: A entrada no primeiro curso de ensino superior representa um marco na vida dos
estudantes, trazendo novas oportunidades para o aumento de competências, mas também
novos desafios para o desenvolvimento. A literatura indica que há fatores característicos da
etapa de ingresso de jovens na universidade (saída do lar, novos grupos sociais, dificuldade
com a autonomia financeira, isolamento, pressões pelo bom desempenho acadêmico) que
podem facilitar a ocorrência de dificuldades psicológicas, tais como ansiedade, estresse, e
depressão. Essas condições acabam por refletir negativamente no desempenho acadêmico,
podendo levar à evasão e ao baixo rendimento. Aprofundar o conhecimento sobre essa
problemática é importante para a construção de ações interventivas que visem a melhoria da
saúde mental de estudantes universitários. Objetivo: Verificar características psicológicas de
alunos primeiranistas de seu primeiro curso de graduação, com respeito a: 1)
competências/meios adaptativos; 2) problemas emocionais (internalizantes) e
comportamentais (externalizantes); e 3) expectativas acadêmicas. Método: Participaram da
pesquisa 50 alunos de primeiro ano do Bacharelado Interdisciplinar em Ciência e Tecnologia
do Mar da Universidade Federal de São Paulo, campus Baixada Santista. Os instrumentos
utilizados foram o Adult Self-Report e Youth Self-Report, Escala de Envolvimento Acadêmico
e Critério de Classificação Econômica Brasil. A aplicação dos instrumentos ocorreu em salas
de aula, de forma coletiva, nos meses de maio e setembro de 2018. Os dados foram analisados
estatisticamente e tratados de forma descritiva e inferencial, pela variável sexo. Resultados:
Foram encontradas correlações fracas entre as variáveis analisadas. Entre as variáveis
“Envolvimento em atividades obrigatórias” e “Meios adaptativos”, encontrou-se forte
correlação. Houve correlação negativa entre as variáveis “Envolvimento em atividades
obrigatórias” e “Problemas externalizantes”. Encontrou-se também semi-igualdade de
problemas internalizantes entre homens e mulheres. Discussão: Discute-se a mudança da
dinâmica de problemas entre homens e mulheres, as dificuldades encontradas na entrada no
ensino superior, e o papel da universidade no acolhimento de estudantes de primeiro ano.
Introduction: The entrance into the first college course marks a milestone in students' lives, bringing new opportunities for increasing skills, but also new challenges for development. The literature indicates that there are factors that are characteristic of young people entering the university (leaving home, new social groups, difficulty with financial autonomy, isolation, pressures for good academic performance) that may facilitate the occurrence of psychological difficulties, such as anxiety, stress, and depression. These conditions end up reflecting negatively on academic performance, which can lead to evasion and low income. Deepening the knowledge about this problem is important for the construction of intervention actions aimed at improving the mental health of university students. Objective: To verify the psychological characteristics of freshman students of their first undergraduate course, with respect to: 1) adaptive skills / means; 2) emotional (internalizing) and behavioral (externalizing) problems; and 3) academic expectations. Method: Participants - 50 freshman students of the Interdisciplinary Bachelor in Marine Science and Technology (BICTMar) of UNIFESP-BS. Instruments - Adult Self-Report (ASR); Young Self-Report (YSR); Academic Engagement Scale (EEA) and Brazil Criteria (CCEB). Procedures - The instruments were applied in classrooms, collectively, in the months of May and September of 2018. Data were treated in a descriptive and inferential manner, by gender variable. Results: Weak correlations were found between the analyzed variables. Among the variables "Involvement in compulsory activities" and "Adaptive means", there was a strong correlation. There was a negative correlation between the variables "Involvement in compulsory activities" and "Externalizing problems". There were also semi-equality of internalizing problems between men and women Discussion: We discuss the change in the dynamics of problems between men and women, the difficulties encountered in entering higher education, and the role of the university in the reception of freshman students.
Introduction: The entrance into the first college course marks a milestone in students' lives, bringing new opportunities for increasing skills, but also new challenges for development. The literature indicates that there are factors that are characteristic of young people entering the university (leaving home, new social groups, difficulty with financial autonomy, isolation, pressures for good academic performance) that may facilitate the occurrence of psychological difficulties, such as anxiety, stress, and depression. These conditions end up reflecting negatively on academic performance, which can lead to evasion and low income. Deepening the knowledge about this problem is important for the construction of intervention actions aimed at improving the mental health of university students. Objective: To verify the psychological characteristics of freshman students of their first undergraduate course, with respect to: 1) adaptive skills / means; 2) emotional (internalizing) and behavioral (externalizing) problems; and 3) academic expectations. Method: Participants - 50 freshman students of the Interdisciplinary Bachelor in Marine Science and Technology (BICTMar) of UNIFESP-BS. Instruments - Adult Self-Report (ASR); Young Self-Report (YSR); Academic Engagement Scale (EEA) and Brazil Criteria (CCEB). Procedures - The instruments were applied in classrooms, collectively, in the months of May and September of 2018. Data were treated in a descriptive and inferential manner, by gender variable. Results: Weak correlations were found between the analyzed variables. Among the variables "Involvement in compulsory activities" and "Adaptive means", there was a strong correlation. There was a negative correlation between the variables "Involvement in compulsory activities" and "Externalizing problems". There were also semi-equality of internalizing problems between men and women Discussion: We discuss the change in the dynamics of problems between men and women, the difficulties encountered in entering higher education, and the role of the university in the reception of freshman students.
Descrição
Citação
OLIVEIRA, Marcos Roberto Silva de. Condições psicológicas e envolvimento acadêmico em alunos primeiranistas de ensino superior. 2018. 51 f. Trabalho de conclusão de curso (Graduação em Bacharelado Interdisciplinar em Ciência e Tecnologia do Mar) - Instituto do Mar, Universidade Federal de São Paulo, Santos, 2018.