Un análisis de perfil latente de las expectativas académicas de estudiantes universitarios de primer curso

Autores/as

DOI: https://doi.org/10.6018/analesps.35.1.299351
Palabras clave: análisis de perfil latente, análisis centrado en la persona, expectativas, educación superior, estudiantes de primer año

Resumen

Las expectativas académicas son una variable importante en la explicación de la adaptación de los estudiantes de primer año y su éxito académico. Este trabajo utiliza el análisis de perfil latente como estrategia estadística centrada en la persona para clasificar a los estudiantes en grupos de expectativas similares en relación con la educación superior, al comienzo del primer año en la universidad. Participaron 2.478 estudiantes portugueses de primer año. Basándonos en las puntuaciones de las siete dimensiones de las expectativas, identificamos seis tipos de estudiantes. La mayoría de los estudiantes (84%) presentaron niveles moderados de expectativas, mientras que el 8% y el 4% presentaron expectativas muy altas y bajas, respectivamente. Una clase incluyó al 4% de los estudiantes, con altas expectativas en relación a la calidad de la educación y para el compromiso político y la ciudadanía y menores expectativas en cuanto a interacción social y atención a las presiones sociales. Varones e estudiantes mayores presentan expectativas más positivas. Estudiantes de familias más privilegiadas presenten mayores expectativas hacia el compromiso político y de experiencias de ciudadanía, así como menores expectativas de interacción social y de ocio y de atención a las presiones sociales.

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Biografía del autor/a

Alexandra M. Araújo, Department of Psychology and Education, Portucalense University

Assistant Professor (Professora Auxiliar), Departamento de Psicologia e Educação, Universidade Portucalense

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Publicado
24-12-2018
Cómo citar
Araújo, A. M., Assis Gomes, C. M., Almeida, L. S., & Núñez, J. C. (2018). Un análisis de perfil latente de las expectativas académicas de estudiantes universitarios de primer curso. Anales de Psicología / Annals of Psychology, 35(1), 58–67. https://doi.org/10.6018/analesps.35.1.299351
Número
Sección
Psicología evolutiva y de la educación