Academic experience of Psychology students
Differences between beginners and graduating
Bibliographic Data
| ID | 19355161 |
|---|---|
| Authors | Monalisa de Cássia FOGAÇA (Universidade Nove de Julho), Daniel Carvalho de MATOS (0000-0002-6793-0101, Universidade Ceuma), Jonas BORSETTI (Universidade Nove de Julho), Vanessa Diana DI RIENZO (0000-0001-9482-7444, Universidade Nove de Julho), Leidiana Peixoto RIBEIRO (Universidade Nove de Julho), Rosana Zimbardi MARTINS (Universidade Nove de Julho), Izabela Galindo SILVA (Universidade Nove de Julho) |
| Year | 2016 |
| Volume | 33 |
| Issue | 3 |
| Pages | 515-523 |
| Publication date | 2016-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Estudos de Psicologia (Campinas) (JOURNAL) |
| Journal identifiers | ISSN: 0103-166X • E-ISSN: 1982-0275 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1982-02752016000300014 |
| OpenAlex | W2465206126 |
| SCIELO_PID | S0103-166X2016000300515 |
| Language | EN |
| Citations received | 3 |
| References cited | 8 |
There is a high incidence of academic failure in university students which manifests in different ways, such as: low ratings, delayed subjects, course changes and dropouts. We conducted a cross-sectional study with 262 students, which we evaluated the academic experience of the student of Psychology. The Reduced-Academic Experiences Questionnaire was applied. For each year studied we perceived statistical differences, taking into account the period the student studies: 1st year study and institution item (p = 0.039 and 0.000); 2nd year interpersonal and institutional item (p = 0.014 and 0.005). We found statistical differences between morning and night period in 4th-year-students in relation to personal and interpersonal items (p = 0.056 and 0.038). In relation to students from previous years compared to 5th-year-students, the significant statistical results were: 1st and 5th in personal (p = 0.004), study (p = 0.001) and institutional items (p = 0.001), 2nd and 5th in interpersonal (p = 0.050) and institutional items (p = 0.023), 3rd and 5th year in personal item (p = 0.000). We concluded the areas identified above present some domains which certainly best describe the academic adaptation, thus serving as goals for future investigations, in order to intervene and avoid problems in the adaptation of the entrant student at university
Academic year · Interpersonal communication · Mathematics education · Medical education · Statistical analysis · Clinical Psychology · Educational Outcomes and Influences · Medicine · Occupational Health and Burnout · Psychology · Social Psychology · Stress and Burnout Research
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,43 |
| Citation span | 2019 - 2024 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |