Satisfação com experiências acadêmicas: variáveis preditoras em estudantes universitários de Moçambique

Abstract

O presente estudo analisa o impacto das variáveis pessoais e do contexto na (in)satisfação com experiências acadêmicas em estudantes da Universidade Licungo em Moçambique. Participaram do estudo 711 estudantes, sendo 472 (66,4%) do sexo masculino. Foi aplicado, na modalidade online, um questionário contendo itens de descrição social e acadêmica dos estudantes e de avaliação de satisfação com as experiências acadêmicas. Com base no modelo de regressão hierárquica, a idade dos estudantes, as variáveis de rendimento (e.g., nível de participação nas aulas, intenção de mudança de curso) e as variáveis contextuais (e.g., mudança de residência para frequentar o ES, a ocupação do estudante) mostraram serem preditores significativos da (in)satisfação com experiências acadêmicas. Os resultados do presente estudo sugerem a necessidade de implementação de estratégias de gestão universitária mais focadas nas características individuais e do contexto dos estudantes, visando melhorar a prestação de serviços e a satisfação dos estudantes.

The Role of Career Adaptability and Academic Engagement in College Student’s Life Satisfaction

“…These results support a holistic and integrative view of individuals, acknowledging their several life arenas and agencies dealing with changes while remaining loyal to their career goals and building personally meaningful projects [24,47]. Hence, higher education institutions need to respect the person of each student and bring the academic community together to offer multiple services and opportunities inside and outside the classroom that better respond to the student's needs [5,7,48,57]. In doing so, higher education institutions might afford students the opportunity to become better equipped to face the challenges of contemporary society and attain their full potential and well-being.…”

“…It could also be useful for future studies to add evidence on students' academic achievement as another adaptation result. Through correlational and/or structural equation analyses, such studies could explore relations between the constructs herein covered with academic achievement while contributing to a more holistic understanding of students' career adaptation and academic success [27,43,48]. Moreover, as the promotion of students' transferrable skills and well-being is a global concern among higher education policymakers and institutions [7,8], future cross-cultural studies could be performed.…”

“…In this regard, life satisfaction varies according to the contexts, but also according to each person, it shifts between positive and negative poles [48]. Life satisfaction derives from the interactive and cumulative contribution of different factors [49].…”

“…Life satisfaction and satisfaction with academic experiences emerge as preventive factors while facing academic adjustment difficulties [61]. Life satisfaction fluctuates according to the positive or negative way an individual experiences and judges the challenges of the academic context [48]. High levels of life satisfaction have been associated with higher academic engagement and performance, as well as higher levels of self-efficacy and lower academic stress among college students [57].…”