Engajamento acadêmico e abordagens de aprendizagem de universitários ao longo da jornada acadêmica
DOI:
https://doi.org/10.18861/cied.2025.16.1.3985Palavras-chave:
estudante do primeiro grau, abandono de estudos, aprendizagem, transição ensino médio-ensino superior, rendimento escolarResumo
O engajamento dos estudantes nas atividades acadêmicas e na aprendizagem dos conteúdos das diversas disciplinas é um fator importante para compreender a permanência estudantil no ensino superior. Alunos altamente comprometidos e motivados academicamente, que utilizam estratégias de aprendizagem eficazes, têm maiores chances de obter boas notas e de permanecer na universidade. Embora o abandono universitário possa ocorrer em qualquer momento da trajetória acadêmica, ele é mais comum no primeiro ano do curso, na transição do ensino médio para o superior. Este trabalho analisou as variáveis de comprometimento acadêmico e abordagens de aprendizagem em uma amostra de 486 estudantes de Psicologia em diferentes estágios da carreira. Os resultados mostraram que os alunos avançados apresentaram maior comprometimento geral e utilizavam abordagens de aprendizagem mais estratégicas em comparação com os ingressantes. Também foram identificados dois perfis de estudantes, um com maior comprometimento acadêmico —emocional, cognitivo e comportamental— e uso de abordagens de aprendizagem —profunda, superficial e estratégica— do que o outro. Também foi observada diferença significativa no desempenho acadêmico em favor de alunos com perfil de maior comprometimento acadêmico e uso de abordagens de aprendizagem. Esses resultados mostram a necessidade de planejar ações para fortalecer a permanência dos estudantes no sistema universitário, promovendo maior comprometimento acadêmico e incentivando ações docentes que estimulem, sobretudo, uma abordagem estratégica da aprendizagem.
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