Avaliação Da Satisfação Acadêmica, Expectativa De Futuro E Motivação Acadêmica Em Estudantes De Graduação Do Instituto Federal De Rondônia Campus Ariquemes

Abstract

No sistema de ensino os profissionais buscam a identificação de fatores que contribuem para a obtenção do sucesso escolar e profissional. Neste sentido, o estudo teve como objetivo avaliar a satisfação acadêmica, expectativa de futuro e a motivação acadêmica dos alunos dos cursos de graduação do Instituto Federal de Rondônia - Campus Ariquemes. Participaram da pesquisa 79 estudantes, com média de idade de 26,06 anos (s = 9,316), variando de 17 a 58 anos. Na distribuição por sexos, 36,7% dos respondentes (29 alunos) são do sexo masculino e 63,3% são do sexo feminino (50 alunos). O questionário de investigação continha questões sociodemográficas (sexo e idade) e variáveis acadêmicas (período e curso). Fora utilizada para avaliação da motivação acadêmica, a Escala de Motivação Acadêmica. Já a avaliação da satisfação acadêmica foi trabalhada na Escala de Satisfação Acadêmica Universitária e por fim, para a mensuração da expectativa de futuro utilizou-se a Escala de Expectativa de Futuro. Todas as escalas supracitadas foram validadas para amostras brasileiras. Dentre os resultados, não se observou diferenças significativas nos fatores das escalas em função do sexo. Na análise da correlação da idade e o período com os fatores da escalas, somente fora observada correlação negativa do período com a percepção do ambiente pedagógico. Por outro lado, correlações positivas entre os fatores da satisfação acadêmica e os fatores da motivação acadêmica foram percebidas. Sugere-se a construção de modelos de equações estruturais para mensurar a relação entre as variáveis.

Measuring the Degree of Academic Satisfaction: The Case of a Brazilian National Institute

“…Based on what was previously presented, it can be concluded that research hypothesis 1 was fully validated, since the IMS value obtained was 3.91 (0.71), allowing us to infer that students are slightly satisfied with the institution. The results that confirm the research hypothesis 1 are in accordance with the results of other authors [20,25,26] who, despite finding statistical evidence that students are slightly satisfied with the institution, point out that the perception of the lack of infrastructure resources (physical environment, e.g., library and laboratories) and gaps in the teaching infrastructure (faculty, e.g., stimulating and challenging classes) have a negative impact on student satisfaction, which is also true for the present investigation.…”

“…The results obtained in the present investigation provide an important practical contribution to the monitoring and management of student satisfaction by educational institutions since it presents an indicator that reflects how satisfaction is presented, serving as a parameter for fault corrections and the implementation of potential improvements that increase the satisfaction and achievement of students, thereby increasing their chances of staying and their success in the institution. As theoretical contributions, we emphasize the fact that the results obtained in the present investigation confirm the findings of other authors [20,25,26] who specifically studied the Federal Education Network, making it clear that although students are satisfied with the institution, factors such as access to adequate infrastructure, stimulating faculty, and educational environment are of paramount importance for increasing student satisfaction. In addition, the results found in the present investigation are in line with other investigations carried out in other countries, such as the United Kingdom, Romania, and Portugal [7][8][9][10].…”

“…In this context, for institutions to attract and retain students, it is necessary to increase their satisfaction while reducing their dissatisfaction with the institution, offering educational services that, in fact, contribute to academic life, and regularly assess the students' satisfaction in order to identify strengths and weaknesses that can support the adaptation of the services provided, in order to increase student satisfaction [23,24], which in some manner has been done by Federal Institutes of Education, Science, and Technology, where there is evidence that students, in general, are satisfied with this kind of institutions [25,26].…”

“…The framework of the research hypothesis 1 is based on [25,26] who, when conducting research on student satisfaction at Federal Institutes of Education, Science and Technology, found statistical evidence that students, in general, are satisfied with the institution, which can also be valid for the present investigation, considering that all Federal Institutes of Education, Science and Technology have similar organizational and pedagogical structures, whose purpose is the development of professional and technological education as an educational and investigative process for the generation and adaptation of technical and technological solutions to social demand and regional peculiarities [1]. The conceptual framework of research hypothesis 2 is based on [16][17][18][19] for postulating that satisfaction can be considered an attitude of judgment, an affective response and/or a general assessment centered on a comparison between the expected and real results of a given product or service, which, in the case in question, is understood as the result of a comparison between an idealized image of the institution by different educational profiles, based on cognitive and affective components, with the real performance of the institution in its entirety.…”