Biblioteca Digital de VanguardiaStudents’ academic adjustment in the first year: promoting success and permanence in university studies
The present paper aims at developing a theoretical reflection on the multifaceted phenomena of student’s entry in higher education. It addresses the expectations that a new context causes in students, as well as the impact of the first adaptive experiences may have on students’ success and permanenc...
| Autores principales: | , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2020
|
| Materias: | |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8659797 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69147 |
| _version_ | 1782337269141602304 |
|---|---|
| author | Faria, Ana Amália Gomes de Barros Torres Almeida, Leandro S. |
| author_facet | Faria, Ana Amália Gomes de Barros Torres Almeida, Leandro S. |
| author_sort | Faria, Ana Amália Gomes de Barros Torres |
| collection | Repositorio |
| description | The present paper aims at developing a theoretical reflection on the multifaceted phenomena of student’s entry in higher education. It addresses the expectations that a new context causes in students, as well as the impact of the first adaptive experiences may have on students’ success and permanence in the university. The transition and adaptation to the higher education context can be challenging for students and are described through several dimensions of adjustment to the institution, such as the content studied, peer relations, personal and emotional autonomy skills, or career planning. Thereby, the study proposes alternatives to prevent early dropout in the university, addressing this concept as the right each student has to start their studies with quality and to access social and political academic support that must be available in higher education institutions. Within this context, the research reflects on new training practices at this level of education, focusing on students who are most likely to be vulnerable in terms of skills development. The study also sheds light on the need for social, psychological, and educational support as crucial strategies to university students' success and the consequent conclusion of their courses, as they contribute to reducing the dropout rates, which tend to be higher in the 1st year of university studies. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69147 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2020 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO691472022-03-21T16:36:59Z Students’ academic adjustment in the first year: promoting success and permanence in university studies Adaptación académica de estudiantes del 1º año: promoviendo el éxito y la permanencia en la universidad Adaptação acadêmica de estudantes do 1º ano: promovendo o sucesso e a permanência na Universidade Faria, Ana Amália Gomes de Barros Torres Almeida, Leandro S. Higher education Student adjustment Dropout rate Academic achievement Enseñanza superior Adaptación del estudiante Estudiante Rendimiento escolar Ensino superior Adaptação escolar Estudantes Êxito escolar The present paper aims at developing a theoretical reflection on the multifaceted phenomena of student’s entry in higher education. It addresses the expectations that a new context causes in students, as well as the impact of the first adaptive experiences may have on students’ success and permanence in the university. The transition and adaptation to the higher education context can be challenging for students and are described through several dimensions of adjustment to the institution, such as the content studied, peer relations, personal and emotional autonomy skills, or career planning. Thereby, the study proposes alternatives to prevent early dropout in the university, addressing this concept as the right each student has to start their studies with quality and to access social and political academic support that must be available in higher education institutions. Within this context, the research reflects on new training practices at this level of education, focusing on students who are most likely to be vulnerable in terms of skills development. The study also sheds light on the need for social, psychological, and educational support as crucial strategies to university students' success and the consequent conclusion of their courses, as they contribute to reducing the dropout rates, which tend to be higher in the 1st year of university studies. El presente artículo tiene como objetivo desarrollar una reflexión teórica a partir de la comprensión de los fenómenos multifacéticos que están presentes en el ingreso del estudiante en la enseñanza superior. Ese constructo contempló las expectativas que ese nuevo contexto provoca en los estudiantes y el impacto de las primeras vivencias adaptativas en el éxito y permanencia del estudiante en la universidad. La transición y la adaptación a la educación superior constituyen verdaderos desafíos y se describen a través de diferentes dimensiones adaptativas en relación a la institución, los estudios, sus pares, las exigencias de autonomía personal y emocional o la planificación de la carrera. Se propone alternativas de prevención al abandono universitario precoz, entendido aquí como el derecho que el estudiante posee de iniciar y concluir sus estudios con calidad, con el debido apoyo académico, social y político disponible en las instituciones de enseñanza superior. Se busca, así, una reflexión sobre nuevas prácticas formativas en ese nivel de enseñanza, frente a los alumnos que, potencialmente, son más vulnerables en relación con el desarrollo de competencias, abarcando la necesidad de apoyo social, psicológico y educativo, buscando el éxito universitario de los estudiantes y, consecuentemente, la finalización de sus cursos, haciendo disminuir las tasas de abandono, tendencialmente más elevadas junto a los estudiantes del 1º año. O presente artigo tem como objetivo desenvolver uma reflexão teórica a partir da compreensão dos fenômenos multifacetados que estão presentes no ingresso do estudante no ensino superior. Este constructo contemplou as expectativas que este novo contexto provoca nos estudantes e o impacto das primeiras vivências adaptativas no êxito e permanência do estudante na universidade. A transição e adaptação ao ensino superior constituem verdadeiros desafios e são descritas através de diferentes dimensões adaptativas em relação à instituição, aos estudos, aos seus pares, às exigências de autonomia pessoal e emocional, ou ao planejamento da carreira. Propõem-se alternativas de prevenção ao abandono universitário precoce, aqui entendido como o direito que o estudante possui de iniciar e concluir seus estudos com qualidade, com o devido suporte acadêmico, social e político, disponível nas instituições de ensino superior. Busca-se, portanto, uma reflexão sobre novas práticas formativas nesse nível de ensino diante dos alunos, os quais, potencialmente, estão mais vulneráveis em termos de desenvolvimento de competências. Abrange-se a necessidade de apoio social, psicológico e educativo, destinado a apoiar o êxito universitário dos estudantes e, consequentemente, a conclusão dos seus cursos, fazendo diminuir as taxas de abandono, tendencialmente mais elevadas entre os estudantes do 1º ano. 2020-07-15 2022-03-21T16:36:59Z 2022-03-21T16:36:59Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8659797 10.20396/riesup.v7i0.8659797 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69147 por https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8659797/22690 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8659797/22703 Copyright (c) 2021 Revista Internacional de Educação Superior https://creativecommons.org/licenses/by/4.0 application/pdf application/pdf Brazil Brasil Brasil Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 7 (2021): Rolling Pass; e021024 Revista Internacional de Educação Superior; Vol. 7 (2021): Publicación Contínua; e021024 Revista Internacional de Educação Superior; v. 7 (2021): Publicação Contínua; e021024 2446-9424 |
| spellingShingle | Higher education Student adjustment Dropout rate Academic achievement Enseñanza superior Adaptación del estudiante Estudiante Rendimiento escolar Ensino superior Adaptação escolar Estudantes Êxito escolar Faria, Ana Amália Gomes de Barros Torres Almeida, Leandro S. Students’ academic adjustment in the first year: promoting success and permanence in university studies |
| title | Students’ academic adjustment in the first year: promoting success and permanence in university studies |
| title_full | Students’ academic adjustment in the first year: promoting success and permanence in university studies |
| title_fullStr | Students’ academic adjustment in the first year: promoting success and permanence in university studies |
| title_full_unstemmed | Students’ academic adjustment in the first year: promoting success and permanence in university studies |
| title_short | Students’ academic adjustment in the first year: promoting success and permanence in university studies |
| title_sort | students’ academic adjustment in the first year: promoting success and permanence in university studies |
| topic | Higher education Student adjustment Dropout rate Academic achievement Enseñanza superior Adaptación del estudiante Estudiante Rendimiento escolar Ensino superior Adaptação escolar Estudantes Êxito escolar |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8659797 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69147 |