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Alunos de mérito no ensino superior: traços, percursos e projetos condicionantes do desempenho académico e profissional
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| 1.4 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Os alunos de mérito no ensino superior destacam-se pela capacidade de obter desempenhos ao nível da excelência e é esperado que tenham sucesso no futuro. No entanto nem sempre elevados desempenhos académicos predizem sucesso profissional, tal depende igualmente de aspetos motivacionais, cognitivos, de personalidade e contextuais. O objetivo fundamental é analisar os percursos de vida de um grupo de alunos de mérito no Ensino Superior de modo a perceber os fatores que levaram ao sucesso académico e que condições promoveram ou não o sucesso profissional aquando a entrada no mercado de trabalho. Trata-se de um estudo de caso coletivo, no qual aceitaram participar oito adultos premiados com bolsas de mérito numa universidade pública portuguesa, entre os anos letivos de 1999/2000 a 2012/2013. Recorreu-se a uma metodologia mista que combinou a análise de conteúdo de entrevistas semiestruturadas com as respostas ao NEO-PI-R, Inventário de Personalidade NEO Revisto. Os resultados obtidos permitem detetar nos sujeitos a presença de fatores pessoais e contextuais comuns que estão associados ao mérito escolar e à excelência académica. São estes ao nível: da personalidade (e.g. abertura à experiência, conscienciosidade) da motivação (e.g vontade de aprender, paixão pela área, esforço e perseverança); da cognição (e.g autorregulação); e do contexto envolvente (e.g. descoberta de interesses, apoio de figuras significativas, oportunidades e conjuntura atual de emprego). Apesar de se reconhecerem nestes sujeitos variáveis psicológicas relacionadas positivamente com o êxito académico e profissional, estes não parecem apresentar realizações e desempenhos notoriamente superiores, do ponto de vista profissional, que os destaquem na sociedade, como poderia ser esperado nos alunos de mérito. Os resultados sugerem que a sua situação atual profissional parece, então, resultar da combinação complexa e dinâmica entre as suas caraterísticas pessoais, as influências contextuais a que foram sujeitos e as opções pessoais que ambicionam como projeto de vida.
College honors students stand out for the ability to obtain excellence performance level and they are expected to succeed in later life. However high academic performance does not always predict professional success, motivational, cognitive, personality and contextual aspects are also related. The main purpose of this paper is to analyse the trajectories of life of a group of college honors students in order to understand the factors and conditions that lead them to academic success and promoted or not professional success when entered in the labor market. This is a collective case study where eight adults awarded with merit scholarships by a Portuguese public university, between the academic years 1999/2000 to 2012/2013, accepted to participate. To this end, we used a mixed methodology, combining the content analysis of semi-structured interviews with the answers of the NEO-PI-R, Revised NEO Personality Inventory. The results allow us to detect presence of common personal and contextual factors that are associated with merit and academic excellence, in the participants, such us: personality (e.g. openness to experience, counscientiousness); motivation (e.g willingness to learn, passion, perseverance and effort); cognition (e.g. self-regulation); and surrounding context (e.g. discovery of interests, support of significant figures, opportunities, current situation of employment). Although recognizing in this honors students psychological variables positively connected with academic and professional success, they do not seem to present professional outcomes that allow them to stand out in the society, as might be expected in honors students. The results suggest that their current professional outcomes seem to result from the complex and dynamic combination between personal characteristics, contextual influences and personal choices they aspire as a life project.
College honors students stand out for the ability to obtain excellence performance level and they are expected to succeed in later life. However high academic performance does not always predict professional success, motivational, cognitive, personality and contextual aspects are also related. The main purpose of this paper is to analyse the trajectories of life of a group of college honors students in order to understand the factors and conditions that lead them to academic success and promoted or not professional success when entered in the labor market. This is a collective case study where eight adults awarded with merit scholarships by a Portuguese public university, between the academic years 1999/2000 to 2012/2013, accepted to participate. To this end, we used a mixed methodology, combining the content analysis of semi-structured interviews with the answers of the NEO-PI-R, Revised NEO Personality Inventory. The results allow us to detect presence of common personal and contextual factors that are associated with merit and academic excellence, in the participants, such us: personality (e.g. openness to experience, counscientiousness); motivation (e.g willingness to learn, passion, perseverance and effort); cognition (e.g. self-regulation); and surrounding context (e.g. discovery of interests, support of significant figures, opportunities, current situation of employment). Although recognizing in this honors students psychological variables positively connected with academic and professional success, they do not seem to present professional outcomes that allow them to stand out in the society, as might be expected in honors students. The results suggest that their current professional outcomes seem to result from the complex and dynamic combination between personal characteristics, contextual influences and personal choices they aspire as a life project.
Description
Keywords
Alunos de mérito Histórias de vida Sucesso profissional Honors students Trajectories of life Professional success Psicologia da Educação . Faculdade de Artes e Humanidades