Ambiente académico y adaptación a la universidad: un estudio con estudiantes de 1º año de la Universidad do Minho

• Autores: Ana Paula Soares, Leandro S. Almeida, María Adelina Guisande Couñago
• Localización: Revista iberoamericana de psicología y salud, ISSN 2171-2069, Vol. 2, Nº. 1, 2011, págs. 99-121
• Idioma: español
• Enlaces
  • Texto completo
• Dialnet Métricas: 21 Citas
• Resumen
  • español

    Este artículo analiza en qué medida las percepciones de los alumnos acerca de la calidad del clima social dominante en su aula afectan a la calidad de su adaptación y de sus vivencias académicas. Adicionalmente, explora en qué medida esas percepciones se diferencian en función del sexo y el área de conocimiento de los estudiantes. Participaron en el estudio 677 estudiantes universitarios de primer año de 16 titulaciones de la Universidad do Minho. En el inicio del segundo semestre se administró la versión adaptada de la Classroom Environment Scale (CES; Moos y Trickett, 1974), y al final de ese semestre el Questionário de Vivências Académicas (QVA, Almeida y Ferreira, 1997). Los resultados muestran que a pesar de que los alumnos señalaban percepciones bastante positivas en relación al clima dominante en sus aulas, el sexo y el área de conocimiento hacen diferenciar los resultados de una forma estadísticamente significativa. A su vez, estas percepciones afectaron de forma positiva y estadísticamente significativa los resultados obtenidos en la calidad de las vivencias académicas de los estudiantes. Los resultados indican así la relevancia de estas variables contextuales en la construcción de campus promotores de ajuste, de aprendizaje y de desarrollo de los estudiantes.

  • English

    This paper analyses how the students' perceptions about the quality of their classroom environment influence their adjustment and academic experiences. Additionally, it also explores whether their classroom perceptions vary by gender and/or field of studies. A sample of 667 first-year students from 16 different degree courses in University of Minho participated in this study. Students answered to the Classroom Environment Scale (CES; Moos & Trickett, 1974) and the Questionnaire of Academic Experiences (QAE; Almeida & Ferreira, 1997) at the beginning and at the end of the second semester, respectively. Results showed a quite positive pattern of students' classroom environment perceptions, although some significant differences by gender and field of studies have been observed. Furthermore, these perceptions influence positively and in a statically significant way the quality of students' academic experiences. These results point to the importance of contextual variables in the campus organization in order to promote students adjustment, learning and psychosocial development.

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