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Advisor(s)
Abstract(s)
Introdução: Todos os anos, milhares de estudantes ingressam no ensino superior, deparando-se frequentemente com desafios pessoais e académicos. Esta nova fase das suas vidas implica a adaptação a um aumento de autonomia, a uma nova rotina e a um novo ambiente académico, podendo resultar em alterações emocionais. Os sentimentos vividos nesta fase de transição podem ter um impacto na sua qualidade de vida, na sua adaptação e no seu sucesso académico. Objetivos: O objetivo deste estudo é identificar os estados emocionais presentes nas perceções dos estudantes do primeiro ano de licenciatura, em relação ao período de transição e adaptação académica ao ensino superior. Metodologia: Trata-se de um estudo de carácter exploratório, qualitativo, realizado com recurso a um grupo focal, com análise de conteúdo recorrendo ao software Nvivo 14. O grupo foi constituído por nove estudantes do ensino superior público. Aquando da recolha de dados, os participantes estavam matriculados no 1.º ano em licenciaturas de diferentes escolas e áreas científicas da mesma instituição portuguesa. Resultados: Os dados preliminares mostram que tendencialmente os estudantes entrevistados caracterizam o seu primeiro contacto com o ensino superior, como um choque. São também descritas situações de stress, desmotivação e dúvida associadas ao desconhecimento dos colegas, saída da casa dos pais e à nova realidade académica. Por outro lado, são identificadas emoções de otimismo, segurança e resiliência quando se estabelece uma relação favorável com os docentes e o estudante está satisfeito com o curso. Considerações Finais: Embora tenham sido identificados estados emocionais negativos, estes tendem a dissipar-se com a integração na instituição, o apoio dos professores, a formação de novas amizades e a adaptação às novas exigências académicas.
Introduction: Every year, thousands of students enter higher education, often facing personal and academic challenges. This new phase in their lives involves adapting to increased autonomy, a new routine and a new academic environment, which can result in emotional changes. The feelings experienced in this transition phase can have an impact on their quality of life, their adaptation and their academic success. Objectives: The aim of this study is to identify the emotional states present in the perceptions of first-year undergraduate students, in relation to the period of transition and academic adaptation to higher education. Methodology: This is an exploratory, qualitative study, carried out using a focus group, with content analysis using Nvivo 14 software. The group consisted of nine public higher education students. At the time of data collection, the participants were enrolled in their first year of undergraduate studies in different schools and scientific areas at the same Portuguese institution. Results: The preliminary data shows that the students interviewed tend to characterize their first contact with higher education as a shock. They also described situations of stress, demotivation and doubt associated with not knowing their peers, leaving their parents' home and the new academic reality. On the other hand, emotions of optimism, security and resilience are identified when a favorable relationship is established with teachers and the student is satisfied with the course. Final Considerations: Although negative emotional states were manifested, these tended to dissipate with integration into the institution, support from teachers, the formation of new friendships, and adaptation to new academic demands.
Introduction: Every year, thousands of students enter higher education, often facing personal and academic challenges. This new phase in their lives involves adapting to increased autonomy, a new routine and a new academic environment, which can result in emotional changes. The feelings experienced in this transition phase can have an impact on their quality of life, their adaptation and their academic success. Objectives: The aim of this study is to identify the emotional states present in the perceptions of first-year undergraduate students, in relation to the period of transition and academic adaptation to higher education. Methodology: This is an exploratory, qualitative study, carried out using a focus group, with content analysis using Nvivo 14 software. The group consisted of nine public higher education students. At the time of data collection, the participants were enrolled in their first year of undergraduate studies in different schools and scientific areas at the same Portuguese institution. Results: The preliminary data shows that the students interviewed tend to characterize their first contact with higher education as a shock. They also described situations of stress, demotivation and doubt associated with not knowing their peers, leaving their parents' home and the new academic reality. On the other hand, emotions of optimism, security and resilience are identified when a favorable relationship is established with teachers and the student is satisfied with the course. Final Considerations: Although negative emotional states were manifested, these tended to dissipate with integration into the institution, support from teachers, the formation of new friendships, and adaptation to new academic demands.
Description
Keywords
Ensino Superior Emoções Estudantes Transição Académica Adaptação Académica Grupo Focal Higher Education Emotions Academic Transition Academic Adaptation Focus Group
Citation
Campos, S., Pereira, A., Ferreira, M., & Cardoso, A. P. (2024). EMOTIONAL STATES OF STUDENTS IN THE TRANSITION TO HIGHER EDUCATION: AN EXPLORATORY APPROACH. New Trends in Qualitative Research, 20(3), e939. https://doi.org/10.36367/ntqr.20.3.2024.e939