Academic experience of Psychology students: Differences between beginners and graduating

Abstract

There is a high incidence of academic failure in university students which manifests in different ways, such as: low ratings, delayed subjects, course changes and dropouts. We conducted a cross-sectional study with 262 students, which we evaluated the academic experience of the student of Psychology. The Reduced-Academic Experiences Questionnaire was applied. For each year studied we perceived statistical differences, taking into account the period the student studies: 1 st year study and institution item (p = 0.039 and 0.000); 2 nd year interpersonal and institutional item (p = 0.014 and 0.005). We found statistical differences between morning and night period in 4 th -year-students in relation to personal and interpersonal items (p = 0.056 and 0.038). In relation to students from previous years compared to 5 th -year-students, the significant statistical results were: 1 st and 5 th in personal (p = 0.004), study (p = 0.001) and institutional items (p = 0.001), 2 nd and 5 th in interpersonal (p = 0.050) and institutional items (p = 0.023), 3 rd and 5 th year in personal item (p = 0.000). We concluded the areas identified above present some domains which certainly best describe the academic adaptation, thus serving as goals for future investigations, in order to intervene and avoid problems in the adaptation of the entrant student at university.Keywords: Higher education; Students; Psychology. ResumoHá grande incidência de insucesso acadêmico nos alunos universitários a qual se manifesta de diversos modos, como: baixas avaliações, disciplinas em atraso, mudanças de curso e abandonos. Foi realizado um estudo transversal com