Apoio tutorial no ensino superior : efeitos de um projeto-piloto no apoio social percebido, bem-estar pessoal e vivências académicas de estudantes do 1.º ano
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2018
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O primeiro ano do ensino superior apresenta-se frequentemente como um período crítico para os/as estudantes, em consequência de um conjunto significativo de desafios e mudanças que se colocam nesta nova etapa académica. Por outro lado, cabe às instituições de Ensino Superior equacionar medidas e estratégias que promovam a adaptação e desenvolvimento dos/as estudantes. A investigação indica que programas de tutoria apresentam potenciais benefícios para a promoção da adaptação e ajustamento psicossocial de estudantes do 1.º ano. Neste sentido, desenvolveu-se um projeto-piloto de apoio tutorial centrado em três vetores de intervenção: 1) tutoria por pares, 2) tutoria-docente e 3) atividades de apoio tutorial focadas no desenvolvimento de competências, tendo-se avaliado no presente trabalho o impacto dos vetores 1 e 2. Participaram no projeto 63 estudantes do 1.º ano de licenciatura da Universidade Lusófona do Porto, dos quais 49 da licenciatura em Psicologia (Grupo de Intervenção) e 14 da licenciatura em Direito (Grupo de Comparação). Os instrumentos incluíram um questionário sociodemográfico, um questionário de vivências académicas (QVA-r, de Almeida, Ferreira e Soares, 1999), uma medida de bem-estar individual percebido (sub-escala “dimensão pessoal” do questionário QVA-r), uma medida de suporte social percebido (SSA, de Antunes e Fontaine, 1994/5) e um questionário de perceção de suporte social dos tutores (Antunes, 2017, versão em estudo). Os resultados revelam ausência de diferenças, nas variáveis em estudo, entre o pré-teste e o pós-teste para cada um dos grupos. Apesar desta ausência de efeitos da intervenção, o grupo experimental apresentou diferenças significativas, pós-intervenção, comparativamente ao grupo de comparação, evidenciando valores positivos e mais elevados nas perceções de vivências académicas, bem-estar pessoal e suporte social. Discutem-se os resultados à luz de hipóteses explicativas e apresentam-se sugestões para o aprofundamento do projeto em estudos futuros.
The first year of higher education is often a critical period for students due to a significant set of challenges and changes in this new academic stage. On the other hand, Higher Education Institutions have the responsability to equate measures and strategies that promote the adaptation and development of the students. Research indicates that tutoring programs have potential benefits for promoting adaptation and psychosocial adjustment of 1st year students. In this sense, a pilot project of tutoring focused on three different methods was developed: peer tutoring, faculty members tutoring, and tutoring activities focused on skills development, and the impact of vectors 1 and 2 was evaluated in the present study. Sixty-one undergraduate students from the Lusófona University of Porto took part in the project, 49 of which were from Psychology licensure (Intervention Group) and 14 from Law licensure (Comparison Group). The instruments included a sociodemographic questionnaire, a questionnaire of academic experiences (QVA-r, by Almeida, Ferreira and Soares, 1999), a measure of perceived well-being (the "personal dimension" sub-scale of the QVA-r questionnaire), a perceived social support measure (SSA, by Antunes and Fontaine, 1994/5) and a questionnaire of perceived social support by tutors (Antunes,2017 version under study). The results show that there were no differences in the variables under study between the pre-test and the post-test for each of the groups. Despite this lack of intervention effects, the experimental group presented significant differences, post-intervention, compared to the comparison group, evidencing positive and higher values in the perceptions of academic experiences, personal well-being and perceived social support. The results are discussed in light of explanatory hypotheses and suggestions are presented for further study in future studies.
The first year of higher education is often a critical period for students due to a significant set of challenges and changes in this new academic stage. On the other hand, Higher Education Institutions have the responsability to equate measures and strategies that promote the adaptation and development of the students. Research indicates that tutoring programs have potential benefits for promoting adaptation and psychosocial adjustment of 1st year students. In this sense, a pilot project of tutoring focused on three different methods was developed: peer tutoring, faculty members tutoring, and tutoring activities focused on skills development, and the impact of vectors 1 and 2 was evaluated in the present study. Sixty-one undergraduate students from the Lusófona University of Porto took part in the project, 49 of which were from Psychology licensure (Intervention Group) and 14 from Law licensure (Comparison Group). The instruments included a sociodemographic questionnaire, a questionnaire of academic experiences (QVA-r, by Almeida, Ferreira and Soares, 1999), a measure of perceived well-being (the "personal dimension" sub-scale of the QVA-r questionnaire), a perceived social support measure (SSA, by Antunes and Fontaine, 1994/5) and a questionnaire of perceived social support by tutors (Antunes,2017 version under study). The results show that there were no differences in the variables under study between the pre-test and the post-test for each of the groups. Despite this lack of intervention effects, the experimental group presented significant differences, post-intervention, compared to the comparison group, evidencing positive and higher values in the perceptions of academic experiences, personal well-being and perceived social support. The results are discussed in light of explanatory hypotheses and suggestions are presented for further study in future studies.
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Orientação: Célia Oliveira
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MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, PSICOLOGIA CLÍNICA, BEM-ESTAR, ENSINO SUPERIOR, TUTORIA, APOIO SOCIAL, ESTUDANTES UNIVERSITÁRIOS, PSYCHOLOGY, CLINICAL PSYCHOLOGY, WELL-BEING, HIGHER EDUCATION, MENTORSHIP, SOCIAL SUPPORT, COLLEGE STUDENTS