Análise da eficácia de um programa de intervenção para o desenvolvimento da adaptação acadêmica e autoeficácia no contexto universitário

Abstract

Self-efficacy and academic adaptation are among the topics that have been arousing the interest of human development researchers, given the impact they can have on the configuration of adults' personal, academic, and professional spheres. The general objective of this research was to develop and verify the feasibility and effectiveness of a program to promote academic adaptation and the development of self-efficacy in university students. The first three articles comprise three literature review studies: an integrative review of national publications on academic adjustment in university students; a scoping review of national publications that addressed the period of emerging adulthood as the main theme; and an international scoping review on interventions that facilitate academic adjustment in university students. The aim of the fourth article was to verify correlations between self-efficacy, the period of emerging adulthood and academic adjustment in undergraduate university students from different areas of knowledge by means of a correlational study. The fifth article presents the results of the feasibility study of the University Program to Promote Academic Adaptation and Self-Efficacy (PUP3A) corresponding to the general objective of the thesis. The feasibility study made it possible to identify the potential and the need for necessary adjustments, and finally, the sixth and last article conducted a study to evaluate the effectiveness of the intervention proposal after the feasibility study. The literature review and correlational study were essential for understanding the national scenario in relation to the main themes, as well as providing theoretical support for the development of the program, a Manual for applying the proposal and an E-book for university students on academic adaptation strategies. The evaluation of the program, in the feasibility and effectiveness studies, relied significantly on mixed data analysis, highlighting the relevance and contribution of the program to the adaptation of students to university, in the role played in the formation or adjustment of self-efficacy beliefs throughout the first semester of the undergraduate course. Based on the results, it is recommended that further studies be conducted to assess the effectiveness of the program in other contexts, and thus complete the validation stages of the intervention proposals. As well as teacher training to replicate the intervention proposal via curricular infusion. These additional efforts have the potential to provide a more complete understanding of the impact of PUP3A and its applicability in the most diverse academic environments, as well as to implement institutional actions or educational policies that contribute to the adjustment of college students.