Use this link to cite:
http://hdl.handle.net/2183/7055 Instrumentos de avaliação da integração e da satisfação acadêmica: estudo de validade
Loading...
Identifiers
Publication date
Authors
Santos, Acácia Aparecida Angeli dos
Suehiro, Adriana Cristina Bouloça
Advisors
Other responsabilities
Journal Title
Bibliographic citation
Revista galego-portuguesa de Psicoloxía e Educación, 2007, 14: 107-119 ISSN 1138-1663
Type of academic work
Academic degree
Abstract
[Resumo] Objetivou-se buscar evidência de validade
convergente entre o Questionário de
Vivências Acadêmicas (QVA-r) e a Escala de
Satisfação com a Experiência Acadêmica
(ESEA) e explorar relações com a idade e
diferenças quanto ao sexo e série.
Participaram 247 estudantes de psicologia
entre 17 e 61 anos, sendo que a aplicação dos
instrumentos foi coletiva e em uma única
sessão. Os resultados indicaram que os testes
utilizados medem construtos similares, pois
houve correlação positiva e significativa entre
os escores de ambos. Analisando-se os grupos
extremos pelo QVA-r (maior integração vs
menor integração) constatou-se diferenças
significativas entre eles também em relação à
pontuação no ESEA. As dimensões ‘pessoal’
e ‘estudo’ do QVA-r apresentaram correlação
significativa com a idade e não foram identificadas
diferenças em razão do sexo dos participantes.
Finalmente, observou-se que os
iniciantes vêem mais positivamente as oportunidades
oferecidas pelo curso e relatam
maior satisfação com a instituição que freqüentam
[Abstract] The objective was to look for evidence of convergent validity between the Questionário de Vivências Acadêmicas (QVA-r) and Escala de Satisfação com a Experiência Acadêmica (ESEA) and to explore relations with age and differences between sex and grades. In a collective and single session, 247 Psychology students participated, with age ranging from 17 to 61 years-old. The results indicated that the used tests measured similar constructs, therefore had positive and significant correlations between both scores. Analyzing the extreme groups for the QVA-r (more integration versus less integration) significant differences was evident between concerning the ESEA scoring. The ‘personal’ and ‘study’ dimensions of the QVA-r presented significant correlation with age, while differences related to participants’ gender had not been identified. Finally, it was observed that the freshmen see the chances offered by the course in a more positive way and relate greater satisfaction with the institution in which they study
[Abstract] The objective was to look for evidence of convergent validity between the Questionário de Vivências Acadêmicas (QVA-r) and Escala de Satisfação com a Experiência Acadêmica (ESEA) and to explore relations with age and differences between sex and grades. In a collective and single session, 247 Psychology students participated, with age ranging from 17 to 61 years-old. The results indicated that the used tests measured similar constructs, therefore had positive and significant correlations between both scores. Analyzing the extreme groups for the QVA-r (more integration versus less integration) significant differences was evident between concerning the ESEA scoring. The ‘personal’ and ‘study’ dimensions of the QVA-r presented significant correlation with age, while differences related to participants’ gender had not been identified. Finally, it was observed that the freshmen see the chances offered by the course in a more positive way and relate greater satisfaction with the institution in which they study