Ambiente académico y adaptación a la universidadun estudio con estudiantes de 1º año de la Universidad do Minho

  1. Soares, Ana Paula
  2. Almeida, Leandro S.
  3. Guisande Couñago, María Adelina
Revista:
Revista iberoamericana de psicología y salud

ISSN: 2171-2069

Año de publicación: 2011

Volumen: 2

Número: 1

Páginas: 99-121

Tipo: Artículo

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Otras publicaciones en: Revista iberoamericana de psicología y salud

Resumen

Este artículo analiza en qué medida las percepciones de los alumnos acerca de la calidad del clima social dominante en su aula afectan a la calidad de su adaptación y de sus vivencias académicas. Adicionalmente, explora en qué medida esas percepciones se diferencian en función del sexo y el área de conocimiento de los estudiantes. Participaron en el estudio 677 estudiantes universitarios de primer año de 16 titulaciones de la Universidad do Minho. En el inicio del segundo semestre se administró la versión adaptada de la Classroom Environment Scale (CES; Moos y Trickett, 1974), y al final de ese semestre el Questionário de Vivências Académicas (QVA, Almeida y Ferreira, 1997). Los resultados muestran que a pesar de que los alumnos señalaban percepciones bastante positivas en relación al clima dominante en sus aulas, el sexo y el área de conocimiento hacen diferenciar los resultados de una forma estadísticamente significativa. A su vez, estas percepciones afectaron de forma positiva y estadísticamente significativa los resultados obtenidos en la calidad de las vivencias académicas de los estudiantes. Los resultados indican así la relevancia de estas variables contextuales en la construcción de campus promotores de ajuste, de aprendizaje y de desarrollo de los estudiantes.

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