Mobility and migration are features of this global era. Thus, most higher education institutions are increasingly recruiting international students. Host institutions and countries benefit in many different ways from this recruitment; however, the experiences of international students are still under-researched. Although studies examining the linguistic and cultural challenges that are encountered by international students have started to emerge, little attention has been given to those who did not complete their studies, particularly doctoral students. This study sheds light on four Chinese international doctoral students and explores the reasons for their withdrawal from their studies in a Canadian context. Using a narrative methodological approach, data were collected through semi-structured and in-depth interviews in the participants’ native language: Mandarin. Four themes and two sub-themes emerged from the interview data. The themes included: academic interactions and integration; partnership and the perception of gender roles; family of origin and the importance of education; and educational differences between China and Canada. Participants’ experiences during their doctoral studies did influence their decisions to withdraw. Specifically, the incompatibility with supervisors was one factor that directly led to the withdrawal of some research participants. However, other factors played key roles as well. The participants’ intentions and willingness to fulfil their gender roles and family obligations impacted their decisions in various ways. In addition, their past experiences in China and certain aspects of Chinese culture seem to have shaped their expectations about education and the supervisory relationship. / Graduate / 2019-08-20

O objetivo deste estudo foi investigar os fatores de personalidade, de motivação e dados sociodemográficos que interferem na adesão e permanência dos estudantes em cursos na modalidade de Educação a Distância. A investigação destes temas teve o propósito de preencher as lacunas existentes entre a EaD e suas interfaces com a Psicologia. No transcorrer da pesquisa foram percorridas algumas etapas diretamente relacionadas aos objetivos específicos, para tanto, a pesquisa foi didaticamente dividida em dois estudos. Estudo 1 para tradução, adaptação transcultural e validação da escala EMITICE no Brasil que realizou-se em duas fases: (1) tradução, adaptação e teste piloto (N=91), (2) teste de campo e validação (N=466) em alunos de cursos a distância, idades entre 18 a 61 anos (M=34,48; DP=9,56), 171 homens (36,7%) e 295 mulheres (63,3%), de todo o Brasil. Análise fatorial confirmatória dos 5 fatores apresentou boa adequação ao modelo e boa consistência interna para a amostra ( = 0,84). Os resultados são apresentados no artigo 2. O estudo 2 foi dividido em três fases: (1) estudo de cunho bibliográfico sobre a temática adesão, permanência, persistência e evasão na EaD, que está apresentado no artigo 1, (2) estudo exploratório com abordagem dos dados numa perspectiva mista (quali-quantitativa) sobre os motivos da adesão e permanência nessa modalidade. A amostra constituiu-se por 600 sujeitos, com idades entre 18 a 61 anos (M = 32,39; DP = 9,25), 216 homens (36,0%) e 384 mulheres (64%). Os resultados permitiram a categorização de 13 itens para os motivos de adesão e 13 itens para permanência, que, por sua vez, foram organizados em 3 dimensões: questões pessoais ou endógenas ao aluno; questões acadêmicas ou exógenas ao aluno e questões contextuais relacionadas ao que envolve tanto o aluno quanto o curso, apresentados no artigo 3, (3) estudo quantitativo correlacional que objetivou analisar as relações entre motivação, personalidade, variáveis psicossociais e desempenho na EaD, com a mesma amostra da fase 1. Utilizaram-se os instrumentos: BFP, EMITICE e questionário sóciodemográfico. Realizaram-se análises multivariadas e a partir das análises estatísticas os resultados apontam alguns fatores preditores que aumentam a chance de ter um bom desempenho na EaD. Destaca-se que a renda familiar e o empenho, uma faceta do fator Realização contribuem, sendo a habilidade com tecnologia a variável que mais interfere, aumentando em 97% o desempenho na EaD como pode ser lido no artigo 4. / The purpose of this study was to explore factors of personality, motivation and social demographic data that interfere with the student adherence and retention in the Distance Education Courses. The investigation of these topics was focused on filling the gaps which exist between the DE and their interfaces using Psychology. During the research, some stages were passed directly related to specific objectives, therefore the research was didactically divided into two studies. Study 1 for translation, cultural adaptation and validation of the scale EMITICE in Brazil that took place in two phases: (1) translation, adaptation and pilot testing (N = 91), (2) field test and validation (N = 466) in the distance education students, ranging in ages from 18 to 61 years (M = 34.48, SD = 9.56), 171 men (36.7%) and 295 women (63.3%), throughout Brazil. Confirmatory factor analysis of the five factors showed a good model adequacy and good internal consistency for the sample ( = .84). The results are presented in article 2. The study 2 was divided into three phases: (1) a bibliographical study on adherence, retention, persistence and dropout in DE, which is presented in article 1 (2) an exploratory study that approaches the data in a mixed outlook (qualitative and quantitative) concerning the matters of adherence and permanence in this modality. The sample was composed by 600 people, aged between 18 and 61 years (M = 32.39, SD = 9.25), 216 men (36.0%) and 384 women (64%). The results allowed the categorization of 13 items for reasons of adherence and 13 items of permanence, which were organized into three dimensions: personal or endogenous issues in students; academic issues or exogenous in students and contextual issues related to involving both the student and the course presented in Article 3, (3) correlational quantitative study aimed to analyze the relationship between motivation, personality, psychosocial variables and performance in DE, with the same sample of phase 1. BFP, EMITICE and demographic questionnaire were the used instruments. Multivariate analyzes were performed, and from the multivariate statistical analysis, the results show some predictor factors that increase the chance of having a good performance in distance education. It is noteworthy that the family income and its commitment, a facet of the Achievement factor contribute, being the ability with technology the variable that most affects, increasing performance of students by 97% in DE as can be read in Article 4.

AMARAL, João Batista do. Evasão discente no ensino superior: estudo de caso no Instituto Federal de Educação, Ciência e Tecnologia do Ceará (Campus Sobral). 2013. 101f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-05-08T12:30:14Z No. of bitstreams: 1 2013_dis_jbamaral.pdf: 2271454 bytes, checksum: dd3e4126c7af116be12433e324150264 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-05-08T14:33:08Z (GMT) No. of bitstreams: 1 2013_dis_jbamaral.pdf: 2271454 bytes, checksum: dd3e4126c7af116be12433e324150264 (MD5) / Made available in DSpace on 2014-05-08T14:33:08Z (GMT). No. of bitstreams: 1 2013_dis_jbamaral.pdf: 2271454 bytes, checksum: dd3e4126c7af116be12433e324150264 (MD5) Previous issue date: 2013 / The university, in face of economic, political and cultural recent changes that influence education, is invited to rethink and transform its ties with society. Several factors need to be corrected and others, eliminated, so that students can have not only access to the university, but also a guarantee of graduation. This study aimed at identifying and analyzing the causes of students’ dropout from higher education at Federal Institute of Education, Science and Technology of Ceará State, Sobral Campus, in the point of view of the dropped out students, during the years of 2010 and 2011, intending to propose actions to minimize this phenomenon. To conduct this work, the case study was chosen as a method along with field, documental and literature researches. A questionnaire was sent by email to 140 dropout students from the five undergraduate courses of the institution, which formed the target population of the survey. However, only 35 answered it, and those constituted the simple random sample analyzed in this study. The research showed six internals and externals factors that motivated the evasion. As internal factors, it indicated the compatibility of the course with the need to work, the socioeconomic conditions faced by the students, the discovering of new interests related to the option for a new course, and the dissatisfaction with the course, that undermines the students’ achievement in the disciplines. In the external dimension, the survey revealed a lack of institutional actions to prevent evasion of students, as well as the difficulty of access to the benefits of the Student Assistance Program. The results led to the understanding that the evasion in the undergraduate courses at Federal Institute of Education, Science and Technology of the Ceará State, Sobral Campus, is not a process that depends only on the student, but it is also an institutional phenomenon, reflecting the absence of a strategy to keep students in the course of their choice. It was noticed that several factors that can influence or determine the dropout of students in a Higher Education Institution, as psychological, social, economic, educational, political and administrative ones, among others. / A universidade, frente às transformações econômicas, políticas e culturais recentes que influenciam a educação, é convocada a repensar e transformar seus vínculos com a sociedade. Diversos fatores precisam ser corrigidos e outros eliminados para que os estudantes possam ter, além do acesso à universidade, a garantia da conclusão do curso. O presente estudo teve como objetivo identificar e analisar as causas da evasão discente nos cursos superiores de graduação do Instituto Federal de Educação, Ciência e Tecnologia do Ceará – Campus de Sobral, na visão dos alunos evadidos, considerando os anos de 2010 e 2011, com vistas a propor ações que minimizem esse fenômeno. Para a realização da presente pesquisa, optou-se pelo estudo de caso por meio das pesquisas de campo, documental e bibliográfica. Um questionário foi enviado por email aos 140 alunos evadidos dos cinco cursos de graduação da instituição, que seriam a população alvo da pesquisa. No entanto, somente 35 responderam a ele, os quais constituíram a amostra probabilística simples analisada nesta pesquisa. A pesquisa apontou seis fatores de ordem interna e externa motivadores da evasão. Como fatores internos, o estudo revelou a compatibilização do curso com a necessidade de trabalhar, as condições socioeconômicas enfrentadas pelos alunos, a descoberta de novos interesses e ingresso/opção por novo curso e insatisfação com o curso comprometendo o desempenho nas disciplinas. Na dimensão externa, a pesquisa revelou a falta de ações institucionais para evitar a evasão e a dificuldade de acesso aos benefícios do Programa de Assistência ao Educando. Os resultados obtidos possibilitaram uma compreensão de que a evasão nos cursos de graduação do Instituto Federal de Educação, Ciência e Tecnologia do Ceará – Campus de Sobral não é um processo dependente só do aluno, sendo também um fenômeno institucional, reflexo da ausência de uma política de permanência do aluno no curso de sua opção. Percebeu-se um encontro de vários fatores que podem influenciar ou determinar a evasão discente em uma IES, dentre estes, os psicológicos, sociais, econômicos, pedagógicos, políticos, administrativos entre outros.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-07-17T17:38:30Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) richard_wanderley_evangelista.pdf: 2288827 bytes, checksum: 2331351350946d7cb98958aa7604e4a0 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-07-18T13:28:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) richard_wanderley_evangelista.pdf: 2288827 bytes, checksum: 2331351350946d7cb98958aa7604e4a0 (MD5) / Made available in DSpace on 2018-07-18T13:28:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) richard_wanderley_evangelista.pdf: 2288827 bytes, checksum: 2331351350946d7cb98958aa7604e4a0 (MD5) Previous issue date: 2017 / Nos ?ltimos anos, houve um crescente ingresso de alunos de diversos estratos sociais em Institui??es de Ensino Superior (IES). Essa situa??o ? impulsionada pelas pol?ticas p?blicas governamentais, bem como pela necessidade de maior qualifica??o profissional, influenciada pelo contexto da globaliza??o. O investimento em pol?ticas educacionais, que permitam uma forma??o qualificada em tempo h?bil dos discentes, ? essencial para que a entrada cont?nua de alunos no Ensino Superior n?o culmine com um aumento da evas?o escolar. A partir de estudos de base quantitativa atrav?s de tabelas e gr?ficos feitos na Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) pelo Programa PET Comunidades e de um estudo de cunho bibliogr?fico e qualitativo (BORDIEU, 2007; BRUNO, 1996; FREIRE, 1987; LOBO, 2012; RIBEIRO, 2005, dentre outros), desenvolvemos a presente pesquisa para melhor refletirmos sobre o fen?meno da evas?o na universidade. Ao longo do curso, h? uma significativa percentagem de alunos matriculados no Bacharelado em Humanidades (BHu) que evadem do curso, principalmente nos 03 (tr?s) primeiros per?odos. Apontamos como possibilidade que a evas?o torna-se um duplo processo de exclus?o quando se faz pela falta de investimentos em pol?ticas p?blicas educacionais e pela falta de letramento acad?mico, que se une ? exclus?o do ensino b?sico que oferece um letramento cultural e educacional deficit?rios. Al?m disso, apresentamos, por uma an?lise quantitativa que, no ?ltimo ano analisado, o ?ndice de evas?o aumentou no bacharelado, ap?s a diminui??o de verbas p?blicas pelo programa de cortes de bolsas de pesquisa, de ensino e de extens?o do Governo atual. Os resultados apontam para a necessidade de aumento de pol?ticas de perman?ncia por parte da institui??o para seus estudantes, a fim de diminuir o n?mero crescente de evas?o escolar. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / In the last few years, there has been an increasing number of students from different social classes entering at the university because of the government political policies which has been offering academic studies to the non-privileged people. It also happens because of the need of greater professional qualification influenced by the globalization context. The investment in educational policies which would let good qualification in the right period of time has been essential for having continuous entrance at the university without increasing school dropout. The present research was done at Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM). Data was collected from PET Communities Project to draw tables and graphs and to help carrying out a qualitative investigation (BORDIEU, 2007; BRUNO, 1996; FREIRE, 1987; LOBO, 2012; RIBEIRO, 2005, and others). The research aim was to understand the school dropout at the university. During the graduation course, an expressive rate of students admitted at Bacharelado em Humanidades (BHu) drops it out, mainly in the first three semesters. It probably indicates that the school dropout becomes a double process of exclusion because of the lack of government investment in public educational policies and because of the poor student academic literacy. This factor is connected to the exclusion from the previous levels of education that offers poor educational and cultural literacy to students. Furthermore, the qualitative study showed that in the last year the school dropout level increased after the actual government cost reduction to education. The study result showed the need for having public policies for affirmative actions which would let students stay at the university without evading it.

Syfte med denna studie var att undersöka de vanligaste faktorerna som var bidragande till en avslutad elitidrottssatsning i ungdomsåren. För att besvara studiens syfte, har intervjuer använts som datainsamlingsinstrument. Den empirisk data tolkades med hjälp av IPA- metoden. Tolkningsarbetet gav insikt om vilka unika upplevelser respondenter hade om sin avslutad elitidrottssatsning, därefter tolkades och kategoriseras deras citat under teman: övriga, interna- och externa faktorer, skador och sjukdom. Det författarna konstaterade var att elitsatsande ungdomar avslutade sin elitidrottssatsning på grund flera interna och externa faktorer tillsammans. Studien tyder på att de vanligaste faktorerna till en avslutad elitidrottssatsning var: utmattning, prestationskraven, miljöombyte, intressekonflikt, för krävande träningsmiljö och bristande ledarkompetens. / The purpose of this study was to examine the most common reasons why young elite athletes dropped out their sport at the top level. To study this case, we collected our data with an interview as a method and Interpretative Phenomenological Analysis as instrument to interpreted participants citations into the factors. These factors later were categorized under different themes: Other, Internal and External factors, Sickness and Injuries. The most common reasons quoted was exhaustion (psychological) and fatigue (physical), too high performance requirement, environmental change, conflict of interest, too demanding training environment and lack of leadership skills.

O objetivo deste estudo foi investigar os fatores de personalidade, de motivação e dados sociodemográficos que interferem na adesão e permanência dos estudantes em cursos na modalidade de Educação a Distância. A investigação destes temas teve o propósito de preencher as lacunas existentes entre a EaD e suas interfaces com a Psicologia. No transcorrer da pesquisa foram percorridas algumas etapas diretamente relacionadas aos objetivos específicos, para tanto, a pesquisa foi didaticamente dividida em dois estudos. Estudo 1 para tradução, adaptação transcultural e validação da escala EMITICE no Brasil que realizou-se em duas fases: (1) tradução, adaptação e teste piloto (N=91), (2) teste de campo e validação (N=466) em alunos de cursos a distância, idades entre 18 a 61 anos (M=34,48; DP=9,56), 171 homens (36,7%) e 295 mulheres (63,3%), de todo o Brasil. Análise fatorial confirmatória dos 5 fatores apresentou boa adequação ao modelo e boa consistência interna para a amostra ( = 0,84). Os resultados são apresentados no artigo 2. O estudo 2 foi dividido em três fases: (1) estudo de cunho bibliográfico sobre a temática adesão, permanência, persistência e evasão na EaD, que está apresentado no artigo 1, (2) estudo exploratório com abordagem dos dados numa perspectiva mista (quali-quantitativa) sobre os motivos da adesão e permanência nessa modalidade. A amostra constituiu-se por 600 sujeitos, com idades entre 18 a 61 anos (M = 32,39; DP = 9,25), 216 homens (36,0%) e 384 mulheres (64%). Os resultados permitiram a categorização de 13 itens para os motivos de adesão e 13 itens para permanência, que, por sua vez, foram organizados em 3 dimensões: questões pessoais ou endógenas ao aluno; questões acadêmicas ou exógenas ao aluno e questões contextuais relacionadas ao que envolve tanto o aluno quanto o curso, apresentados no artigo 3, (3) estudo quantitativo correlacional que objetivou analisar as relações entre motivação, personalidade, variáveis psicossociais e desempenho na EaD, com a mesma amostra da fase 1. Utilizaram-se os instrumentos: BFP, EMITICE e questionário sóciodemográfico. Realizaram-se análises multivariadas e a partir das análises estatísticas os resultados apontam alguns fatores preditores que aumentam a chance de ter um bom desempenho na EaD. Destaca-se que a renda familiar e o empenho, uma faceta do fator Realização contribuem, sendo a habilidade com tecnologia a variável que mais interfere, aumentando em 97% o desempenho na EaD como pode ser lido no artigo 4. / The purpose of this study was to explore factors of personality, motivation and social demographic data that interfere with the student adherence and retention in the Distance Education Courses. The investigation of these topics was focused on filling the gaps which exist between the DE and their interfaces using Psychology. During the research, some stages were passed directly related to specific objectives, therefore the research was didactically divided into two studies. Study 1 for translation, cultural adaptation and validation of the scale EMITICE in Brazil that took place in two phases: (1) translation, adaptation and pilot testing (N = 91), (2) field test and validation (N = 466) in the distance education students, ranging in ages from 18 to 61 years (M = 34.48, SD = 9.56), 171 men (36.7%) and 295 women (63.3%), throughout Brazil. Confirmatory factor analysis of the five factors showed a good model adequacy and good internal consistency for the sample ( = .84). The results are presented in article 2. The study 2 was divided into three phases: (1) a bibliographical study on adherence, retention, persistence and dropout in DE, which is presented in article 1 (2) an exploratory study that approaches the data in a mixed outlook (qualitative and quantitative) concerning the matters of adherence and permanence in this modality. The sample was composed by 600 people, aged between 18 and 61 years (M = 32.39, SD = 9.25), 216 men (36.0%) and 384 women (64%). The results allowed the categorization of 13 items for reasons of adherence and 13 items of permanence, which were organized into three dimensions: personal or endogenous issues in students; academic issues or exogenous in students and contextual issues related to involving both the student and the course presented in Article 3, (3) correlational quantitative study aimed to analyze the relationship between motivation, personality, psychosocial variables and performance in DE, with the same sample of phase 1. BFP, EMITICE and demographic questionnaire were the used instruments. Multivariate analyzes were performed, and from the multivariate statistical analysis, the results show some predictor factors that increase the chance of having a good performance in distance education. It is noteworthy that the family income and its commitment, a facet of the Achievement factor contribute, being the ability with technology the variable that most affects, increasing performance of students by 97% in DE as can be read in Article 4.

O objetivo deste estudo foi investigar os fatores de personalidade, de motivação e dados sociodemográficos que interferem na adesão e permanência dos estudantes em cursos na modalidade de Educação a Distância. A investigação destes temas teve o propósito de preencher as lacunas existentes entre a EaD e suas interfaces com a Psicologia. No transcorrer da pesquisa foram percorridas algumas etapas diretamente relacionadas aos objetivos específicos, para tanto, a pesquisa foi didaticamente dividida em dois estudos. Estudo 1 para tradução, adaptação transcultural e validação da escala EMITICE no Brasil que realizou-se em duas fases: (1) tradução, adaptação e teste piloto (N=91), (2) teste de campo e validação (N=466) em alunos de cursos a distância, idades entre 18 a 61 anos (M=34,48; DP=9,56), 171 homens (36,7%) e 295 mulheres (63,3%), de todo o Brasil. Análise fatorial confirmatória dos 5 fatores apresentou boa adequação ao modelo e boa consistência interna para a amostra ( = 0,84). Os resultados são apresentados no artigo 2. O estudo 2 foi dividido em três fases: (1) estudo de cunho bibliográfico sobre a temática adesão, permanência, persistência e evasão na EaD, que está apresentado no artigo 1, (2) estudo exploratório com abordagem dos dados numa perspectiva mista (quali-quantitativa) sobre os motivos da adesão e permanência nessa modalidade. A amostra constituiu-se por 600 sujeitos, com idades entre 18 a 61 anos (M = 32,39; DP = 9,25), 216 homens (36,0%) e 384 mulheres (64%). Os resultados permitiram a categorização de 13 itens para os motivos de adesão e 13 itens para permanência, que, por sua vez, foram organizados em 3 dimensões: questões pessoais ou endógenas ao aluno; questões acadêmicas ou exógenas ao aluno e questões contextuais relacionadas ao que envolve tanto o aluno quanto o curso, apresentados no artigo 3, (3) estudo quantitativo correlacional que objetivou analisar as relações entre motivação, personalidade, variáveis psicossociais e desempenho na EaD, com a mesma amostra da fase 1. Utilizaram-se os instrumentos: BFP, EMITICE e questionário sóciodemográfico. Realizaram-se análises multivariadas e a partir das análises estatísticas os resultados apontam alguns fatores preditores que aumentam a chance de ter um bom desempenho na EaD. Destaca-se que a renda familiar e o empenho, uma faceta do fator Realização contribuem, sendo a habilidade com tecnologia a variável que mais interfere, aumentando em 97% o desempenho na EaD como pode ser lido no artigo 4. / The purpose of this study was to explore factors of personality, motivation and social demographic data that interfere with the student adherence and retention in the Distance Education Courses. The investigation of these topics was focused on filling the gaps which exist between the DE and their interfaces using Psychology. During the research, some stages were passed directly related to specific objectives, therefore the research was didactically divided into two studies. Study 1 for translation, cultural adaptation and validation of the scale EMITICE in Brazil that took place in two phases: (1) translation, adaptation and pilot testing (N = 91), (2) field test and validation (N = 466) in the distance education students, ranging in ages from 18 to 61 years (M = 34.48, SD = 9.56), 171 men (36.7%) and 295 women (63.3%), throughout Brazil. Confirmatory factor analysis of the five factors showed a good model adequacy and good internal consistency for the sample ( = .84). The results are presented in article 2. The study 2 was divided into three phases: (1) a bibliographical study on adherence, retention, persistence and dropout in DE, which is presented in article 1 (2) an exploratory study that approaches the data in a mixed outlook (qualitative and quantitative) concerning the matters of adherence and permanence in this modality. The sample was composed by 600 people, aged between 18 and 61 years (M = 32.39, SD = 9.25), 216 men (36.0%) and 384 women (64%). The results allowed the categorization of 13 items for reasons of adherence and 13 items of permanence, which were organized into three dimensions: personal or endogenous issues in students; academic issues or exogenous in students and contextual issues related to involving both the student and the course presented in Article 3, (3) correlational quantitative study aimed to analyze the relationship between motivation, personality, psychosocial variables and performance in DE, with the same sample of phase 1. BFP, EMITICE and demographic questionnaire were the used instruments. Multivariate analyzes were performed, and from the multivariate statistical analysis, the results show some predictor factors that increase the chance of having a good performance in distance education. It is noteworthy that the family income and its commitment, a facet of the Achievement factor contribute, being the ability with technology the variable that most affects, increasing performance of students by 97% in DE as can be read in Article 4.

Orientador: Elizabeth Nogueira Gomes da Silva Mercuri / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T09:17:51Z (GMT). No. of bitstreams: 1 PereiraJunior_Edgar_M.pdf: 1450919 bytes, checksum: 738f5e9acd52f539c27b5de70f2d137d (MD5) Previous issue date: 2012 / Resumo: Vincent Tinto, em seu modelo teórico de evasão do ensino superior, propõe que estudantes não integrados aos sistemas acadêmico e social do ambiente universitário podem ter seus níveis de compromisso com o graduar-se e com a instituição afetados, o que poderá levá-los à decisão de evasão. Os compromissos representam a análise que o estudante realiza sobre os custos e os benefícios de estar cursando o ensino superior e numa específica instituição, refletindo as avaliações, satisfações e desapontamentos do percurso acadêmico. No Brasil há poucos estudos voltados a relação destes compromissos com a evasão. Aspectos relacionados à definição do curso de ingresso têm se mostrado de maior importância para prever os níveis de permanência na educação superior - emergindo daí o conceito de um terceiro compromisso, o compromisso com o curso. Face à presença na literatura de diferenças na definição conceitual dos três compromissos, na sua operacionalização e de resultados distintos sobre a sua relação com a evasão, o presente estudo assumiu os seguintes objetivos: identificar, descrever e analisar (1) a estrutura fatorial dos compromissos com o graduar-se, com a instituição e com o curso em estudantes brasileiros, (2) a relação entre os fatores identificados e a evasão de cursos de graduação e (3) o grau de predição dos fatores identificados sobre a evasão, controlados pelas variáveis sexo, idade e área de conhecimento do curso dos alunos. O conjunto de dados analisados neste estudo é proveniente de dois bancos complementares, sendo o primeiro formado a partir dos resultados da aplicação da Escala de Integração Acadêmica-Social, que possuía questões que avaliavam os compromissos, em 408 estudantes ingressantes de uma universidade pública do estado de São Paulo, e o segundo banco contendo informações sobre a condição acadêmica dos mesmos estudantes (evadido, curso concluído ou ativo) sete anos após. Os resultados da análise fatorial exploratória sugerem uma nova estrutura de fatores de compromisso, que propõe o agrupamento do compromisso com o graduar-se e do compromisso com a instituição como fator único, que indica uma nova composição do compromisso com o curso e que emerge a dimensão da empregabilidade. Dados da análise de regressão logística indicam convergência com os de pesquisas anteriores sobre a relação e a predição dos fatores de compromisso com o curso, de compromisso com o graduar-se e com a instituição e de empregabilidade para o comportamento de evasão entre estudantes brasileiros, tendo o compromisso com o curso e a empregabilidade relação significante com o fenômeno da evasão. / Abstract: Vincent Tinto, in his theoretical model of dropout from higher education, proposes that the student not integrated in the academic and social systems in college environment could have a level of goal and institutional commitments affected, which may lead to the dropout decision. The commitments represent an analyze that the students perform about the costs and benefits of enrollment in higher education and a specific institution, reflections of the person's experiences, disappointments and satisfactions in that collegiate environment. In Brazil there are few studies focused on the relation of these commitments with dropout. Aspects related with students decisions about the choice of the course are strongest prediction of higher education persistence - emerging the concept of a third commitment, the course commitment. As the literature shows difference in the conceptual definitions with the three commitments, in your operational and the different results about the relation with dropout, this research take on the follow objectives: identify, describe and analyze (1) the factor structural about the goal, institution and course commitments within Brazilian students, (2) the relation between the factor identified and the course dropout (3) and the level of predictions of the factors identified over dropout, controlled by variables gender, age and knowledge area of the students courses. The set of data analyzed in this research is from two databases: the first created by the results of scale academic and social integration applications, which contains questions that assessed the commitments, with 408 freshman in one of public university located in the countryside of São Paulo state, and the second database containing the information about the academic student conditions (dropout, graduated or active) seven years later. The Exploratory Factor Analysis suggested a new structure of commitment factors, which propose the composing of commitment with the goal and the institution commitment as a unique factor, that indicates a new structure of course commitment and that emerge an employability dimension. The analysis data of logistic regression indicates agreement with the previous researches about the relation and prediction of course commitment, goal and institution commitments and employability for the dropout behavior within Brazilian students, with the course commitment and employability significant relation with dropout phenomenon. / Mestrado / Psicologia Educacional / Mestre em Educação

Magister Educationis - MEd / The study investigated school dropout predisposition and resilience at Grade 10 level in one rural and one urban secondary school in the Kizito Cluster of the Caprivi Education Region in Namibia. Part of the study was by means of a literature review of studies on school dropout in different parts of the world. The review also related to theoretical explanations of school dropout predisposition and resilience, together with preceding studies about the two phenomena. The qualitative research approach was used to obtain information about participants' experiences, beliefs, and perceptions about the school dropout and resilience phenomena. The study was framed by the interpretive research paradigm. The case study method, along with semi-structured, one-on-one and focus group interviews and document analysis were used to gather data. In addition, the study was also framed by grounded theory for the purposes of identifying alignments between the study’s findings and existing theories whilst also enabling the identification of theoretical gaps regarding some the study’s findings which subsequent studies should address. In addition, grounded theory also helped to present a theoretical discussion of the two studied phenomena. Factors found to be associated with school dropout predisposition in the rural school included over-age and alcohol and drug abuse (in boys), long walking distances to school and teenage pregnancy (in girls), poor academic performance, curriculum, poverty, peer pressure and lack of parental involvement and support in the education of children( in both sexes). Factors that were found to be associated with school dropout resilience at the school included availability of role models, good academic performance, parental involvement and support in education and the teaching of the Life Skills subject. Factors found to be associated with school dropout predisposition in the urban school included curriculum, poor academic performance, over-age, poverty and peer pressure (in both sexes), alcohol and drug abuse, bullying and lack of hostel accommodation (in boys), teenage pregnancy and early marriages or involvement in sexual activities (in girls). Factors that were found to be associated with school dropout resilience at the school included good academic performance, learning from siblings and friends’ dropout experiences, self-determination and self-motivation, and valuing education and motivation from parents and relatives, counselling, praising learners and inviting renowned individuals to speak to children. Factors which were found to be linked to existing dropout predisposition theories were curriculum, poor academic performance and poverty, whilst teenage pregnancy was found not to be linked to existing theories. A factor which was found to be linked to existing dropout resilience theories was good academic performance whilst no factor was found not to be linked to existing theories. Recommendations in this study include calls for exploration by further studies in generating new theories to better explain findings in this study. The recommendations to schools and the Regional Education Directorate to help in enhancing dropout resilience include counselling and academic performance enhancing strategies.

Athletes involved in competitive sport are often required to neglect certain aspects of their life to pursue their sport. One of these aspects is participating in valued activities outside of sport. However, an imbalance between sports, in this case hockey, and other valued activities can lead to living a less than optimal leisure lifestyle with a negative impact on well-being. The purpose of this study is to explore how amateur Junior hockey players leisure lifestyle and casual leisure participation influence athletic identity, performance and perception of hockey. Results indicate that most participants perceived over-identified to hockey, which led to living a less than optimal leisure lifestyle and a negative impact on perception of hockey, identity and performance. However, after dropping out participants perceived their leisure lifestyle as optimal and returned to playing recreational hockey with renewed joy for hockey and a multi-dimensional identity.