Construcción y validación de un modelo multidimensional de ajuste de los jovenes al contexto universitario
- Guisande Couñago, María Adelina
- Soares, Ana Paula
- Almeida, Leandro S.
- Diniz, Antonio
ISSN: 0214-9915
Ano de publicación: 2006
Volume: 18
Número: 2
Páxinas: 249-255
Tipo: Artigo
Outras publicacións en: Psicothema
Referencias bibliográficas
- Almeida, L.S. y Ferreira, J.A. (1999). Adaptação e rendimento académico no Ensino Superior: fundamentação e validação de uma escala de avaliação de vivências académicas. Psicologia: Teoria, Investigação e Prática, 1, 157-170.
- Anaya, G. (1996). College experiences and student learning: the influence of active learning, college environments and curricular activities. Journal of College Student Development, 37, 1-12.
- Astin, A. (1993). What matters in college? Four critical years revised. San Francisco: Jossey-Bass Publishers.
- Baker, R.W. y Siryk, B. (1984). Measuring adjustment to college. Journal of Counselling Psychology, 31, 179-189.
- Bentler, P.M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
- Blimling, G.S. (1999). A meta-analysis of the influence of college residence halls on academic performance. Journal of College Student Development, 40, 551-558.
- Bollen, K.A. (1990). Overall fit in covariance structure models: two types of sample size effects. Psychological Bulletin, 107, 256-259.
- Bourdieu, P. y Passeron, J.C. (1981). La reproducción: elementos para una teoría del sistema de enseñanza (2ª ed.). Barcelona: Laia (original publicado en 1970).
- Braxton, J.M., Bray, N.J. y Berger, J.B. (2000). Faculty teaching skills and their influence on the college student departure process. Journal of College Student Development, 41, 215-224.
- Brooks, J.H. y Dubois, D.L. (1995). Individual and environmental predictors of adjustment during the first year of college. Journal of College Student Development, 36, 347-360.
- Browne, M.W. y Cudek, R. (1993). Alternative ways of assessing model fit. En K. Bollen y J.S. Long (eds.): Testing structural equation models (pp. 136-162). London: SAGE.
- Cabrera, A.F., Colbeck, C.L. y Terenzini, P.T. (2001). Developing performance indicators for assessing teaching practices and student learning. Research in Higher Education, 2, 327-352.
- Cabrera, A.F., Nora, A. y Castañeda, M. (1993). Structural equations modelling test of an integrated model of student retention. Journal of Higher Education, 64, 123-139.
- Cabrera, A.F., Nora, A., Crissman, J., Bernal, E., Pascarella, E. y Terenzini, P. (2002). Collaborative learning: its impact on college students’ development and diversity. Journal of College Student Development, 43, 20-35.
- Chickering, A.W. y Reisser, L. (1993). Education and identity. San Francisco: Jossey-Bass.
- Ferreira, J.A. y Castro, M.T. (1994). A adaptação do Inventário de Desenvolvimento da Autonomia de Iowa com jovens universitários. Psychologica, 12, 143-153.
- González-Pienda, J.A., Núñez, J.C., Álvarez, L., Roces, C., González-Pumariega, S., González, P., Muñiz, R., Valle, A., Cabanach, R.G., Rodríguez, S. y Bernardo, A. (2003). Adaptabilidad y cohesión familiar, implicación parental en conductas autorregulatorias, autoconcepto del estudiante y rendimiento académico. Psicothema, 15, 471-477.
- Gottfredson, L.S. (1981). Circumscription and compromise: a developmental theory of occupational aspirations. Journal of Counselling Psychology, 28, 545-579.
- Hood, A. y Jackson, L.M. (1983). The Iowa Developing Autonomy Inventory. Iowa: Universidad de Iowa.
- Hu, L.T. y Bentler, P.M. (1998). Fit indices in covariance structure modeling: sensitivity to underparametrized model misspecification. Psychological Methods, 3, 424-453.
- Jiménez, M.V.G., Izquierdo, J.M.A. y Blanco, A.J. (2000). La predicción del rendimiento académico: regresión lineal versus regresión logística. Psicothema, 12, 248- 252.
- Joreskög, K.G. y Sörbom, D. (1993). LISREL 8: Structural equation modelling with the SIMPLIS command language. Chicago: Scientific Software.
- Lent, R.W., Brown, S.D. y Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice and performance. Journal of Vocational Behaviour, 45, 79-122.
- Moos, R. y Trickett, E. (1987). Classroom Environment Scale: Manual (2ª ed.). Palo Alto, CA: Consulting Psychologists Press.
- Mouw, J.T. y Khanna, R.K. (1993). Prediction of academic success: a review of the literature and some recommendations. College Student Journal, 27, 328-336.
- Núñez, J.C., González-Pienda, J.A., Rodríguez, M.G., González-Pumariega, S., Roces, C., Álvarez, L. y González, M.C. (1998). Estrategias de aprendizaje, autoconcepto y rendimiento académico. Psicothema, 10, 97-109.
- Pascarella, E.T. y Terenzini, P.T. (1991). How college affects students: findings and insights from twenty years of research. San Francisco: Jossey-Bass.
- Pike, G.R. (1999). The effects of residential learning communities and traditional residential living arrangements on educational gains during the first year of college. Journal of College Student Development, 40, 269-284.
- Russell, R.K. y Petrie, T.A. (1992). Academic adjustment of college students: assessment and counselling. En S.D. Brown y R.W. Lent (eds.): Handbook of Counselling Psychology (2ª ed., pp. 485-499). New York, NY: John Wiley & Sons.
- Santos, M.C. (1996). Desenvolvimento interpessoal dos estudantes do Ensino Superior: um estudo exploratório com alunos do curso superior de enfermagem. Dissertação de mestrado. Coimbra: Facultade de Psicologia e Ciências da Educação, Universidade de Coimbra.
- Soares, A.P. (1998). Desenvolvimento vocacional de jovens adultos: a exploração, a indecisão e o ajustamento vocacional em estudantes universitários. Tesis de mestrado. Braga: Instituto de Educação e Psicologia, Universidade do Minho.
- Soares, A.P. (2003). Transição e adaptação ao Ensino Superior: construção e validação de um modelo multidimensional de ajustamento de jovens ao contexto universitário. Tesis doctoral. Braga: Instituto de Educación y Psicología, Universidad do Minho.
- Soares, A.P. y Almeida, L.S. (2001). Transição para a Universidade: apresentação e validação do Questionário de Expectativas Académicas (QEA). En B.D. Silva y L.S. Almeida (orgs.): Actas del VI Congresso galaico-portugués de psicopedagogía (pp. 899-909). Braga: Universidad do Minho.
- Soares, A.P., Vasconcelos, R.M. y Almeida, L.S. (2002). Adaptação e satisfação na Universidade: apresentação e validação do Questionário de Satisfação Académica. En A.S. Pouzada, L.S. Almeida y R.M. Vasconcelos (eds.): Contextos e dinâmicas da vida académica (pp. 153-165). Guimaraes: Consello Académico, Universidad do Minho.
- Terenzini, P.T., Pascarella, E.T. y Blimling, L. (1996). Students’ out-of-class experiences and their influence on learning and cognitive development: a literature review. Journal of College Student Development, 37, 149-162.
- Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition (2ª ed.). Chicago: Universidad de Chicago Press.
- Valle, A., González-Cabanach, R., Núñez, J.C. y González-Pienda, J.A. (1998). Variables cognitivo-motivacionales, enfoques de aprendizaje y rendimiento académico. Psicothema, 10, 393-412.
- Wolfe, R.N. y Johnson, S.D. (1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 55, 177-185.