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Rendimento Académico e Intenção de Abandono no Ensino Superior. Análise do papel mediador da robustez mental
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Abstract(s)
O abandono do ensino superior (college dropout) representa um dos maiores
problemas e desafios que as universidades enfrentam na atualidade. Este nível de ensino
confronta os alunos com um conjunto de mudanças e desafios que exigem a mobilização
de importantes recursos psicológicos, tais como os que respeitam à sua robustez mental,
por forma a garantir o seu sucesso académico. O presente estudo centra-se na análise da
validade preditiva do rendimento académico em relação à intenção de abandonar o ensino
superior, bem como no estudo do papel mediador da robustez mental nesta relação. Com
recurso a uma amostra de 238 estudantes universitários de 1º e 2º ciclo da universidade
da Madeira e da universidade de Coimbra, os dados foram recolhidos através de um plano
de investigação preditivo por inquérito transversal. Os resultados revelaram uma relação
negativa e estatisticamente significativa entre o rendimento académico e a intenção de
abandono, indicando que o rendimento académico se constitui um preditor válido desta
variável critério. O teste empírico da robustez mental como mediadora da relação entre o
rendimento académico e a intenção de abandono conferiu também suporte ao seu papel
mediador, pese embora apenas parcial, desta relação. Estes resultados possuem
implicações para a compreensão do impacto do rendimento académico na intenção dos
alunos abandonarem o ensino superior e, em particular, para a investigação em torno dos
mecanismos psicológicos que concretizam esta relação, tendo também implicações para
a intervenção focada na prevenção e mitigação do abandono neste nível de ensino.
College dropout represents one of the biggest problems and challenges that universities face in the current time. This level of education confronts students with a set of changes and challenges that require the mobilization of significant psychological resources, such as those encompassed in their mental toughness, in order to ensure their academic success. This study aims to analyse the validity of academic achievement for predicting the intention to drop out of college, as well as to examine the mediating role of mental toughness in this relationship. Using a sample of 238 undergraduate and postgraduate students from university of Madeira and university of Coimbra, data was collected through a predictive, cross-sectional survey. Results revealed a negative and statistically significant relationship between academic achievement and the intention to drop out, indicating that academic achievement is a valid predictor of this criterion variable. The empirical test of mental toughness as a mediator of the relationship between academic achievement and the intention to drop out also provided support for its partial mediating role in this relationship. These findings have implications for understanding the impact of academic achievement on students' intention to drop out of college and, particularly, for research on the psychological mechanisms that underlie this relationship. Moreover, these results also offer some applied implications for the prevention and mitigation of college dropout at this level of education.
College dropout represents one of the biggest problems and challenges that universities face in the current time. This level of education confronts students with a set of changes and challenges that require the mobilization of significant psychological resources, such as those encompassed in their mental toughness, in order to ensure their academic success. This study aims to analyse the validity of academic achievement for predicting the intention to drop out of college, as well as to examine the mediating role of mental toughness in this relationship. Using a sample of 238 undergraduate and postgraduate students from university of Madeira and university of Coimbra, data was collected through a predictive, cross-sectional survey. Results revealed a negative and statistically significant relationship between academic achievement and the intention to drop out, indicating that academic achievement is a valid predictor of this criterion variable. The empirical test of mental toughness as a mediator of the relationship between academic achievement and the intention to drop out also provided support for its partial mediating role in this relationship. These findings have implications for understanding the impact of academic achievement on students' intention to drop out of college and, particularly, for research on the psychological mechanisms that underlie this relationship. Moreover, these results also offer some applied implications for the prevention and mitigation of college dropout at this level of education.
Description
Keywords
Rendimento académico Robustez mental Intenção de abandono Ensino superior Mediação Academic achievement Mental toughness Dropout intention Higher education Mediation Psicologia da Educação . Faculdade de Artes e Humanidades