A relação entre o desempenho no vestibular e o rendimento acadêmico no ensino superior: um estudo em uma universidade pública paulista

Abstract

À minha querida amiga Cristiana Di Primio Gonçalves, seu marido, Leandro, e filho, João Lucas, por me acolherem em sua casa em minha estada em Ribeirão Preto.Ao meu amigo-irmão, Prof. Dr. Fabiano Palhares Galão, por me incentivar e me fazer acreditar no meu potencial.Aos funcionários e professores da FEA-RP, por me propiciarem as condições necessárias para o meu desenvolvimento profissional.Aos professores da Universidade Estadual de Londrina, que passaram seus conhecimentos durante minha graduação e com quem agora posso compartilhar, fazendo parte dessa equipe.A mente que se abre a uma nova ideia jamais voltará ao seu tamanho original. Brazil has experienced, in the past decades, an exponential growth in higher education, with increasing number of institutions, courses, vacancies and enrollment. However, even with such an expansion, college access is still restricted to a few, especially in public universities. Universities use selection processes for entrance in order to choose the most suitable candidates, so thus the chances of success in higher education increase. In this sense, this work was to examine the relationship between performance in the university entrance exam and academic achievement of students of a public university; the performance in the entrance exam was measured by the final score of the student for entrance into the university and academic achievement, the overall average of students who finish the course in their selected careers. This goal was achieved by means of a quantitative study using data from 6055 entering students in 2005, 2006 and 2007, in 12 career areas of Exact and Technological Sciences, Biological Sciences and Humanities. Initial data showed that the average age of entering students is 20 years, most of which were men (64.3%), single (96.5%), with family income up to $ 3,000.00 (59.3%), whose parents, mostly, went to higher education, and elementary and secondary education attended in private schools. From the total students entering the period of analysis, 4237 had university course until the time of data analysis; so, using the data of the graduating students, 4 regression models, one general model and one for each career area were prepared, that is, Exact and Technological Sciences, Biological Sciences and Humanities. It was concluded that the performance in the entrance exam is positively related to academic performance, regardless of career field, that is, better performance in the entrance exam is associated with better academic performance in college. In addition, gender, color, quantity of goods, the type of middle and high school attended by the student, the amount of entrance exams and the cutoff for entrance into careers help explain the academic performance of the graduates from the searched university. Albert

Narcissism: are accounting students using their personality traits to perform better?

“…Less ranked students when access the university entrance exam tend to be associated with better performance. This corroborates the idea that students' past performance influences their future performance, a fact already observed in previous studies (Kalbers & Weinstein, 1999;Byrne & Flood, 2008;Aldin et al, 2011;Ferreira et al, 2014;Baccaro, 2014). Although there are divergences regarding the proxies for past performance used in these studies, there are evidences that "[...] students who present satisfactory performance in the initial steps of their education will continue having satisfactory performance during the rest of their academic trajectory" (Ferreira et al, 2014, p. 2).…”

“…The later found a better performance of students from private schools. However, Baccaro (2014) found similar results for the same University of São Paulo, for students enrolled in 12 majors (mathematics, gerontology, education, IT, nursing, philosophy, food engineering, nutrition, history, engineering, psychology, and business administration).…”

“…Individuals better ranked in the selection process were more likely to consider their academic performance to be superior. Previous studies (Kalbers & Weinstein, 1999;Byrne & Flood, 2008;Aldin et al, 2011;Ferreira et al, 2014;Baccaro, 2014) have found that the prior performance of students exerts an influence on their future performance. Our results indicate the same pattern.…”

“…According to Baccaro (2014) some characteristics supporting better entrance exam results might have a negative impact on subsequent school performance, for instance, the high school one attended. The author pointed out that students from private high schools performed better in the entrance exam (Fuvest exam), but such effect is reversed for the performance during the undergraduate career.…”

Olhando-se no espelho: uma investigação sobre o narcisismo no ambiente acadêmico

“…Em relação ao desempenho real, estudos anteriores (Kalbers & Weinstein, 1999;Byrne & Flood, 2008;Aldin, Nayebzadeh & Heirany, 2011;Ferreira, Santos, Miranda & Leal, 2014;Baccaro, 2014) já haviam constatado que o desempenho anterior do discente exerce influência em seu desempenho futuro. Nota-se, diante dos resultados encontrados neste estudo, que essa prerrogativa pode ser estendida para a autoavaliação do desempenho, apesar de tal inferência se limitar à amostra analisada na pesquisa em questão.…”