Variables socioculturales y expectativas de los estudiantes de primer año de enseñanza superior

  1. Alfonso Gil, Sonia
  2. Conde Rodríguez, Ángeles
  3. Deaño Deaño, Manuel
  4. García-Señorán, Mar
  5. Tellado González, Fernando
Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Ano de publicación: 2014

Título do exemplar: PSICÓLOGO EDUCATIVO

Volume: 2

Número: 1

Páxinas: 335-344

Tipo: Artigo

DOI: 10.17060/IJODAEP.2014.N1.V2.448 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Resumo

The aim of this study was to determine which pre- college variables predict academic expectations of students, as relevant aspects of the Higher Education academic adaptation, commitment and personal development. The study was conducted with a sample of 358 students from first year of various degrees of the University of Vigo , Ourense Campus , aged between 17 and 53 years ( Mdn= 19 , 5.3 %> 24 years). Students were measured with Academic Perceptions Questionnaire (CPA), which assesses seven dimensions of academic expectations. The results obtained through multiple linear regression analysis, step by step, considering the level of education of the parents and the average access grade for Higher Education. Analysis shows that the educational level of the mother predicts positively and significantly expectations of social interaction of students. The educational level of the father predicts negatively and significantly expectations for training employment / career and political / citizenship implication and average access grade predicts positively and significantly expectations of political / citizenship implication and quality formation of ES students participating in this study. This paper presents and discusses these findings and their potential implications.

Referencias bibliográficas

  • Alfonso, S., Conde, A., García-Señorán, M., Tellado, F., & Deaño, M. (2013). Expectativas de estudiantes de Educación Superior según nacionalidad y género. International Journal of Developmental and Educational Psychology, XXV, 1(2), 155-166.
  • Alfonso, S., Deaño, M., Conde, A., Costa, A. R., Araújo, A. M., & Almeida, L. S. (2013). Perfiles de expectativas académicas en alumnos españoles y portugueses de enseñanza superior. Revista Galego-Portuguesa de Psicoloxía e Educación, 21(1), 125-136.
  • Almeida, L. S., Deaño, M., Araújo, A. M., Costa, A.R., Conde, A., & Alfonso, S. (2012). Questionário de Perceções Académicas: Versão Expectativas (QPA-E). Braga: Universidade do Minho; Ourense: Universidade de Vigo-Ourense.
  • Almeida, L., Vasconcelos, R., & Mendes, T. (2008). O abandono dos estudantes no Ensino Superior: um estudo na Universidade do Minho. Revista Galego Portuguesa de Psicoloxía e Educación, 16(1,2), 111-119.
  • Attewell, P., & Lavin, D. E. (2007). Passing the torch: Does higher education for the disadvantaged pay off across the generations? New York, NY: Russell Sage Foundation.
  • Darlaston-Jones, D., Pike, L., Cohen, L., Young, A., Haunold, S., & Drew, N. (2003). Are they being served? Students’ expectations of higher education. Issues in Educational Research, 13(1), 31- 52.
  • De Meulemeester, L. (2001). La démocratisation del’enseignement universitaire. Mythe ou réalité?: Analyse del’évolution de la composition sociale du public de première génération a IÜCL (Mémoire de licence en sociologie). Université Catholique de Louvain-le-Neuve.
  • Deaño, M., Diniz, A. M., Almeida, L. S., Alfonso, S., Costa, A. R., García-Señorán, M., ...Tellado, F. (en prensa). Propiedades psicométricas del Cuestionario de Percepciones Académicas para la evaluación de las expectativas de los estudiantes de primer año en Enseñanza Superior. Anales de Psicología.
  • Elías, M. (2008). Los abandonos universitarios: retos ante el Espacio Europeo de Educación Superior. Estudios sobre Educación, 15, 101-121.
  • Fundación Caixa Catalunya. (2009). Informe de Inclusión Social en España. Recuperado de http://www.redeseducacion.net/articulos/Informes/informe%20inclusion%20social%202009.pdf.
  • Galand, B., Frenay, M., & Bourgeois, E. (2004). Facteurs de réussite en première de candidatura. Journée d´etude Chaire Unesco de Pédagogie Universitaire. Université Catholique de Louvainle-Neuve.
  • Igue, E. A., Bariani, I. C., & Milanesi, P. V. (2008). Vivência acadêmica e expectativas de universitários igressantes econcluintes. Pico-USF, 13(2), 155-164.
  • Kuh, G. D., Gonyea, R. M., & Williams, J. M. (2005). What students expect from college and what they get. In T. Miller, B. Bender, J. Schuh, & Associates (Eds.), Promoting reasonable expectations: Aligning student and institutional thinking about the college experience, (pp. 34-64). San Francisco: Jossey-Bass/National Association of Student Personnel Administrators.
  • McDonough, P. M. (1997). Choosing college: How social class and schools structure opportunity. Albany, NY: State University of New York Press.
  • Padgett, R. D., Johnson, M. P., & Pascarella, E. T. (2012. First-Generation Undergraduate Students and the Impacts of the First Year of College: Additional Evidence. Journal of College Student Development, 53(2), 243-266.
  • Pascarella, E. T., Pierson, C. T., Wolniak, G. C., & Terenzini, P. T. (2004). First-Generation College Students: Additional Evidence on College Experiences and Outcomes. The Journal of Higher Education, 75(3), 249-284.
  • Pierson, L. R. (1958). High school teacher prediction of collegue success. The Personnel and Guidance Journal 37(2), 142-145.
  • Richardson, R. C., & Bender, L. W. (1987). Fostering minority access and achievement in higher education. San Francisco: Jossey-Bass.
  • Robbins, S. B., Lauver, K., Le, H. David, D., Langley, R., & Carlstom, A. (2004). Do psychosocial and study skills factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-288.
  • Smith, J. S., & Wertlieb, E. C. (2005). Do first-year college students’ expectations align with their first-year experiences? NASPA Journal, 42, 153-174.
  • Soares, A. P., Guisande, M. A., Diniz, A., & Almeida, L. S. (2006). Construcción y validación de un modelo multidimensional de ajuste de los jóvenes al contexto universitario. Psicothema, 18,249-255.
  • Cole, J.S., Kennedy, M., & Ben-Avie, M. (2009). The Role of Precollege Data in Assessing and Understanding Student Engagement in College. New Directions for Institutional Research, 141, Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/ir.286.
  • Miller, T. E., Bender, B. E., Schuh, J. H., & Associates (eds.). (2005). Promoting Reasonable Expectations: Aligning Student Views of the College Experience. San Francisco: Jossey-Bass.
  • Olson, J. M., Roese, N. J., & Zanna, M. P. (1996). Expectancies. In E. T. Higgins and A. W. Kruglanski (eds.), Social Psychology: Handbook of Basic Principles. New York: Guilford Press.
  • Konings, K. D., Brand-Gruwel, S., van Merrienboer, J. J., & Broers, N. J. (2008). Does a New Learning Environment Come Up to Students’ Expectations? A Longitudinal Study. Journal of Educational Psychology, 100(3), 535-548.
  • Braxton, J., Hossler, D., & Vesper, N. (1995). Incorporating College Choice Constructs into Tinto’s Model of Student Departure: Fulfillment of Expectations for Institutional Traits and Student Withdrawal Plans. Research in Higher Education, 36(5), 595–612.
  • Howard, J. (2005). Why Should We Care About Student Expectations? In T. E. Miller, B. E. Bender, J. H. Schuh, and Associates (eds.), Promoting Reasonable Expectations: Aligning Student Views of the College Experience. San Francisco: Jossey-Bass.
  • Baker, R. W., McNeil, O. V., & Siryk, B. (1985). Expectations and Reality in Freshman Adjustment to College. Journal of Counseling Psychology, 32(1), 94–103.
Fonte de datos: Dialnet