Envolvimento dos estudantes no ensino superior: um estudo com a escala EAE-E4D

Abstract

Resumo EnquadramentoConceptual: Considera-se o Envolvimento do Aluno na Escola um constructo quadridimensional, abrangendo as dimensões; cognitiva, afetiva, comportamental e agenciativa. Objetivo: Analisar as qualidades psicométricas da adaptação para contexto de ensino superior, da escala de Envolvimento dos Alunos na Escola: uma Escala Quadri-Dimensional -EAE-E4D. Metodologia: Quantitativa. Amostra de 715 estudantes do Ensino Superior. Resultados: Estudo das propriedades psicométricas da escala EAE-E4D através da análise factorial e da avaliação da consistência interna. Os resultados reproduzem valores semelhantes aos da escala original. Conclusões: O questionário EAE-E4D apresenta boas qualidades psicométricas e pode, também, ser usado com estudantes do Ensino Superior. Palavras-chave: envolvimento do aluno na escola, ensino superior, EAE-E4D, qualidades psicométricas AbstractConceptual Framework: Student Engagement in School is considered as a four-dimensional construct, comprising the cognitive, affective, behavioural, and agentic dimensions. Objective: To analyse the psychometric properties of the adaptation of the scale Students' Engagement in School: Four-Dimensional Scale -SES-4DS to a higher education context. Methodology: Quantitative research. Sample of 715 higher education students. Results: Evaluation of the psychometric qualities of the SES-4DS through factor analysis and assessment of the internal consistency. The results reveal similar values to the original scale's. Conclusion: The SES-4DS questionnaire shows good psychometric properties and may also be used with higher education students. Keywords: student engagement in school, higher education, SES-4DS, psychometric qualities Enquadramento conceptual O envolvimento do aluno na escola é considerado um conceito complexo e multifacetado que tem sido alvo de considerável atenção, na literatura especializada em educação, nos últimos 30 anos. As primeiras contextualizações do conceito de envolvimento foram realizadas no âmbito das teorias do desenvolvimento do estudante, estabelecendo uma forte ligação deste conceito a uma série de outras dimensões educacionais, tais como os resultados positivos no desenvolvimento académico dos estudantes, incluindo aspectos como a participação, a satisfação, a persistência, a realização académica e o compromisso social (Astin, 1984). Estas perspectivas estavam essencialmente associadas aos comportamentos observáveis dos alunos como é o caso do modelo de participação-identificação apresentado por Finn (1989), no qual as dimensões académica, social e cognitiva integravam a dimensão comportamental que permitia caracterizar o envolvimento dos alunos.Mais recentemente, o envolvimento tem sido definido por alguns autores como um estado mental positivo que se caracteriza por vigor, dedicação e absorção nas atividades, refere-se à manifestação simultânea de concentração, interesse e prazer na realização da atividade, o que significa que se caracteriza também por fatores emocionais e afetivos, para além de cognitivos e com...

Student engagement in Higher Education, age and parental education level

“…In the study of original scale, the total variance explained by the four factors was 57.90% (Veiga, 2013). Also, in the study of Covas and Veiga (2017), the numbers of internal consistency (Cronbach's alpha) of SES-4DS/HEV varied between a minimum of 0.76, in the behavioural dimension, and a maximum of 0.91 in the affective dimension, very close to those found in the original studies of Veiga (2013Veiga ( , 2016 in a pre-university education context. In conclusion, the instrument proved to have good internal consistency and relational structure, allowing its continued use in research conducted in the context of Higher Education.…”

“…By way of example, a few items in each of the four dimensions stand out: in the cognitive (e.g., "When I am reading I try to understand what the author wants to convey"); in the affective (e.g., "My school is a place where I make friends with ease"); in the behavioural (e.g., "I'm distracted in class"); and in the agentic (e.g., "During class, I intervene to express my opinions"). In the adaptation towards a Higher Education context (Covas & Veiga, 2017), the great majority of the items kept the formulation of the original version, with the exception of item number 13 which went from "I am rude to the teacher" to "I disturb class with conversations that have nothing to do with class matters," and item number 14 went from "I am rude to the teacher" to "I behave in a way which shows lack of respect for my teachers." Said change contemplated a preliminary study in which the authors (Covas & Veiga, 2017) proceeded to analyse the frequency of answers per item, with the intent of assessing the pertinence of the content of the items and proceeded to their alteration in a search for greater proximity to the experiences of students in Higher Education.…”

“…In the adaptation towards a Higher Education context (Covas & Veiga, 2017), the great majority of the items kept the formulation of the original version, with the exception of item number 13 which went from "I am rude to the teacher" to "I disturb class with conversations that have nothing to do with class matters," and item number 14 went from "I am rude to the teacher" to "I behave in a way which shows lack of respect for my teachers." Said change contemplated a preliminary study in which the authors (Covas & Veiga, 2017) proceeded to analyse the frequency of answers per item, with the intent of assessing the pertinence of the content of the items and proceeded to their alteration in a search for greater proximity to the experiences of students in Higher Education. In this sense, again in a study of SES-4DS / HEV adaptation (Fernandes, Caldeira, Silva, & Veiga, 2016) conducted with a sample of Portuguese university undergraduate students, the same items 13 e 14 were eliminated due to jeopardizing the internal consistency of the instrument.…”

“…In this sense, again in a study of SES-4DS / HEV adaptation (Fernandes, Caldeira, Silva, & Veiga, 2016) conducted with a sample of Portuguese university undergraduate students, the same items 13 e 14 were eliminated due to jeopardizing the internal consistency of the instrument. In the Covas and Veiga (2017) study, the analysis of the relational structure for the SES-4DS/HEV items was carried out through exploratory factorial analysis, extracting factors by method of main components, followed by varimax rotation, and converted to a four main components solution which explained 61.14% of total variance. In the study of original scale, the total variance explained by the four factors was 57.90% (Veiga, 2013).…”

Entrada no ensino superior e envolvimento do estudante

“…A escala do envolvimento académico (EAE-E4D) contém vinte itens de resposta tipo Likert, a variar entre 1 (total desacordo) e 6 (total acordo). Cada uma das quatro dimensões (comportamental, afetiva, cognitiva e agenciativa) do envolvimento é avaliada através de um conjunto de cinco itens (Fernandes, Caldeira, Silva, & Veiga, 2016;Covas, & Veiga, 2017 dimensões) e ao "processo de entrada no ES", para a amostra global e para o grupo de estudantes de 1º ano.…”