Acceso usuarios
Camila Alves Fior
Brazilian public universities select their newly admitted students by knowledge assessments scores, and recently admitted the students using Science Olympiads´ results. Although these students have an expert performance in the Science Olympiads, they are also faced with adaptation challenges to higher education, which are affected by social, institutional, and personal variables, that impact their academic success. This study aims to compare the undergraduates´ academic adjustment and self-efficacy beliefs according to their former academic background. The study also correlates the freshmen´s academic adjustment and the self-efficacy beliefs reported by Subject Olympiad medal-winners in transitioning into higher education during the Covid-19 pandemic. The study was conducted using 41 newly admitted students using Subject Olympiads´ results for both the 2020 and 2021 academic years. 80.5% of the students were men and 50% of them attended public high schools. The data was collected using the Adaptation to Higher Education Questionnaire and the Higher Educational Self-Efficacy Scale. The collected data was analyzed using inferential statistics. The results showed that freshmen who attended public high schools reported low studies adaptation. There were positive correlations between the level of higher education adaptation and self-efficacy reported by freshmen students, and the correlation coefficients range from low to moderate. These findings were strengthening the conceptual relationship between the constructs, and suggest that academic success promotion emphasizes psychological variables and both financial and academic support to medal-winning students.
As universidades públicas brasileiras utilizam, além dos vestibulares, os resultados em Olimpíadas Científicas para a seleção de ingressantes. Tais estudantes, apesar do desempenho de destaque em avaliações específicas, enfrentam desafios na adaptação ao ensino superior, resultantes de interações entre aspectos sociais, institucionais, pessoais, com implicações no sucesso acadêmico. Os objetivos deste estudo são analisar as diferenças na adaptação ao ES e na autoeficácia em função do background escolar e relacionar a adaptação e as crenças de autoeficácia de medalhistas em Olimpíadas Científicas que ingressaram no ensino superior durante a pandemia de Covid-19. Participaram do estudo 41 universitários que foram admitidos nos anos de 2020 e 2021 por meio de processo seletivo para Medalhistas. Desses, 80.5% são homens e 48.8% são egressos da rede pública de ensino. Os voluntários responderam o Questionário de Adaptação ao Ensino Superior e a Escala de Autoeficácia na Formação Superior, sendo os dados analisados pela estatística inferencial. Dos resultados destaca-se que os egressos da educação pública descrevem níveis mais baixos na adaptação ao estudo. Houve correlações positivas e que variaram de fracas a moderadas entre adaptação ao ES e autoeficácia. Os achados reforçam a relação conceitual entre os construtos e sugerem que a promoção do sucesso acadêmico enfatize as variáveis psicológicas e os suportes financeiro e acadêmicos aos ingressantes medalhistas.
