Academic Expectations, Gender and Working Status: Comparing Two Cohorts of University Students / Expectativas Acadêmicas, Gênero e Situação Profissional: Comparando Duas Coortes de Estudantes Universitários

ABSTRACT The expansion of higher education is associated with the progressive diversification of student's profiles, such as the increasing number of older, working and female students. The transition to higher education poses challenges for students entering it, generating expectations that can impact academic adaptation. This study compared academic expectations by gender and work situation in two cohorts of first-year students from a Brazilian public university, involving 13,336 participants. The Brazilian Scale of Academic Expectations for First-Year University Students was administered. Non-working and female students had higher academic expectations in both cohorts. The findings provide subsidies to higher education institutions to develop support programs and policies targeting first-year students.

RESUMO A expansão da educação superior está associada à progressiva diversificação dos perfis discentes, tais como aumento do número de estudantes mais velhos, trabalhadores e mulheres. A transição para o ensino superior comporta desafios para os estudantes que nele ingressam, gerando expectativas que podem impactar a adaptação acadêmica. Este estudo comparou as expectativas acadêmicas por gênero e situação de trabalho em dois coortes de estudantes ingressantes em uma universidade pública brasileira, envolvendo 13.336 participantes. Utilizou-se a Escala Brasileira de Expectativas Acadêmicas para Estudantes Ingressantes na Educação Superior. Estudantes mulheres e não trabalhadores apresentaram maiores expectativas acadêmicas em ambas as coortes. Os resultados fornecem subsídios às instituições de ensino superior para desenvolvimento de programas de apoio e políticas voltadas aos estudantes ingressantes.

The relationship between gender and coping mechanisms with burnout events in first-year medical students / 한국의학교육

PURPOSE: First-year students are susceptible to experiencing burnout if the coping mechanism being used is inadequate; therefore, employing effective coping mechanisms could help students to minimize burnout. Coping mechanisms are divided into five groups: problem-focused, emotion-focused, dysfunctional coping, adaptive, and maladaptive coping. The burnout dimension includes emotional exhaustion, cynicism, and decreased academic performance that may be influenced by gender. This study aims to elaborate on the relationship between gender and coping mechanisms with burnout events in first-year medical students. METHODS: This is a cross-sectional study using a total sample of first-year students from a medical school. RESULTS: A total of 167 respondents (response rate 98.9%) completed a Brief Coping Orientation to Problems Experienced Questionnaire and Maslach Burnout Inventory-Student Survey. The results showed that there was no significant relationship between gender and burnout (p>0.05). On the contrary, maladaptive/dysfunctional coping had a significant positive correlation with emotional exhaustion (r=0.403, p<0.001) and cynicism (r=0.372, p<0.001). Adaptive coping had a significant negative correlation with cynicism (r=-0.165, p=0.033) and a significant positive correlation with perception of personal accomplishment (r=0.417, p<0.001). CONCLUSION: In conclusion, there was no significant relationship between gender and burnout. However, maladaptive/dysfunctional coping had a positive correlation with emotional exhaustion and cynicism. On the other hand, adaptive coping had a negative correlation with cynicism and a positive correlation with perception of personal accomplishment.

Construção de um questionário transcultural de motivos de abandono do ensino superior / Development of a transcultural questionnaire of motives for higher education dropout / Construcción de un cuestionario transcultural de motivos de abandono de la enseñanza superior

O abandono no Ensino Superior é um tema relevante pela sua incidência e consequências negativas no estudante, família, instituição e sociedade em geral. Procurando conhecer os motivos da intenção de abandono, investigadores do Brasil, Espanha e Portugal convergiram na construção de um questionário de avaliação transcultural. Atendendo à multidimensionalidade das causas de abandono, o questionário abarca seis dimensões: Social, Acadêmica, Professores, Saúde e Bem-estar, Institucional e Financeira. A análise fatorial, com amostras autônomas de estudantes do 1º ano do Brasil, Espanha e Portugal, mostrou uma distribuição adequada dos itens nas seis dimensões, com alguma discrepância na dimensão Professores na amostra do Brasil. Os índices de consistência interna atingiram níveis adequados nas seis dimensões (valores entre 0,74 e 0,91). Futuros desenvolvimentos devem testar a dimensionalidade do questionário e a sua invariância nos três países, incluindo já variáveis psicológicas e académicas para análise da validade de critério. (AU)

The dropout in higher education assumes relevant percentages, with negative consequences for the students, family, institution and society in general. In order to know the reasons for the dropout intention, researchers from Brazil, Spain and Portugal converged on the construction of a transcultural questionnaire. Face the multidimensional nature of dropout causes, the questionnaire assesses six dimensions: Social, Academic, Faculty, Health and Wellbeing, Institutional, and Financial. The factorial analysis, with autonomous samples of first-year students from Brazil, Spain and Portugal, showed an adequate distribution of the items by the six dimensions, with some difficulties in Faculty dimension in Brazilian sample. The internal consistency of items reached adequate levels in those six dimensions (values range from .74 to .91). Future developments should test the dimensionality of the questionnaire and its invariance in all three countries, including other psychological and academic variables for criterion validity analysis. (AU)

El abandono en la enseñanza superior es un tema relevante por su incidencia y por sus consecuencias negativas a nivel personal, familiar, institucional y social. En búsqueda de conocer las razones de intención de abandono, investigadores de Brasil, España y Portugal participaron en la construcción de un cuestionario de evaluación transcultural. Dicho instrumento, de naturaleza multidimensional, se organiza en seis dimensiones: Social, Académica, Profesorado, Salud y Bienestar, Institucional y Financiera. El análisis factorial, con muestras independientes de los estudiantes del primer año de Brasil, España y Portugal, mostró una distribución adecuada de los ítems en las seis dimensiones, con alguna discrepancia en la dimensión Profesorado en la muestra brasileña. Los índices de consistencia interna alcanzaron niveles adecuados (valores entre .74 y .91), si bien que se debe realizar nuevos estudios para probar la dimensionalidad del cuestionario y su invariancia en los tres países, incluyendo las variables psicológicas y académicas para analizar la validez de criterio. (AU)

Willingness to Forgive among Colombian Adults / Los determinantes del perdón entre colombianos adultos

Abstract We examined Colombian people's determinants of willingness to forgive. A sample of 104 adults was presented with 24 scenarios depicting a situation in which a medical error resulted in severe consequences for a patient. Four factors were manipulated in the scenarios: (a) the severity of consequences of the error (e.g., extremely severe, including the risk of death), (b) the degree of negligence associated with the physician's act, (c) apologies or contrition for the act from the physician (e.g., direct apologies at the bed of the patient), and (d) the patient's current health status (e.g., consequences fully canceled). Through cluster analysis, four qualitatively different positions were found: (a) never forgive, irrespective of circumstances (15% of the sample), (b) depends on the circumstances of the offense (55%), (c) almost always forgive (24%), and (d) undetermined (5%). As regards forgiveness, therefore, Colombians' views and practices were similar to people from other cultures' ones. If most participants in previous studies on Colombians' willingness to forgive expressed extreme positions -- either never forgive or always forgive, irrespective of circumstances, it was because they deliberately wished to express strong opinions regarding the proper treatment that, in their view, the violent people depicted in the scenarios - paramilitary, guerillas, and members of drug cartels - deserved.

Resumen Hemos examinado los determinantes del perdón en una muestra de 104 adultos colombianos, utilizando una técnica de escenarios. Cada escenario describía una situación de error médico que tuvo consecuencias graves para el paciente. Los factores manipulados en los escenarios eran: (a) la gravedad de las consecuencias (e.g., muy grave incluyendo el riesgo de muerte), (b) el nivel de negligencia por parte del médico, (c) la presencia de excusas o contrición por parte del médico (e.g., excusas personales frente al paciente en su cama del hospital), y (d) el estado de salud presente (e.g., el paciente ha vuelto a casa y las consecuencias han desaparecidas). A través de un análisis en clústeres, cuatro posiciones, cualitativamente distintas, fueron encontradas: (a) jamás perdonar, independientemente de las circunstancias (15% de la muestra), (b) depende de las circunstancias del daño ocurrido (55%), (c) casi siempre perdonar (24%), y (d) no sé (5%). En relación con el perdón entonces, los colombianos no difieren de las otras personas que pertenecen a otras culturas. Si en los estudios previos, la voluntad de los colombianos a personar ha sido tan escasa, esto se debe al contexto de posconflicto de estos estudios.

Equivalencia factorial de las versiones en español y portugués de un cuestionario de expectativas académicas / Factorial equivalence of the Spanish and Portuguese versions of a questionnaire of academic expectations

Resumen Este estudio presenta los resultados de una investigación sobre expectativas académicas de estudiantes universitarios de primer año de Enseñanza Superior (ES) pertenecientes al norte de Portugal y noroeste de España. Su objetivo es replicar las propiedades psicométricas del instrumento utilizado obtenidas con una versión anterior del mismo. La muestra está integrada por 1.268 estudiantes de primer año de ES con edades comprendidas entre los 17 y 52 años (Mdn = 18, siendo de más de 23 años el 7.4%). Proceden de la región noroeste de España 413 estudiantes (Galicia, Universidad de Vigo) y 855 de la región norte de Portugal (Minho, Universidade do Minho). El 58.1% del total de la muestra son mujeres. Por ámbito de estudio, el 58.4% cursa titulaciones del ámbito científico-tecnológico y los demás del ámbito jurídico-social. Se aplicó el Cuestionario de Percepciones Académicas-Expectativas (CPA-E), estructurado en siete dimensiones: Formación para el empleo/carrera, Desarrollo personal y social, Movilidad estudiantil, Implicación político/ciudadana, Presión social, Calidad de formación e Interacción social. La invarianza del modelo factorial oblicuo del CPA-E fue testada con el LISREL 8.80 mediante el método bivariado latente normal y la estimación de máxima verosimilitud, con la corrección de Satorra y Bentler (1994). Todos los ítems representaron bien a sus respectivos factores y los factores mostraron una buena validez y fiabilidad para los países y el género. Se obtuvo, por tanto, invarianza factorial del modelo para los países y el género. Se asume una versión final del cuestionario común para España y Portugal, así como para mujeres y hombres.

Abstract We present the results of a study conducted with first-year students from the Euro-region of Galicia-North Portugal, with the aim of replicating the psychometric properties of the instrument as obtained from a prior version. Participants included 1268 first-year students with ages ranging from 17 to 52 years (Mdn = 18; 7.4% with ages above 23 years). Four-hundred and thirteen students are from the North Spanish region (Galicia, University of Minho) and 855 are from the North Portuguese region (Minho, University of Minho), and 58.1% of the students are women. Students are enrolled in scientific-technological courses (58.4%) and juridical-social studies. We administered the Academic Perceptions Questionnaire- Expectations (APQ-E), which is structured in seven dimensions: Training for career development, Personal and social development, Student mobility, Political engagement and citizenship, Social pressure, Training quality, and Social interaction. The invariance of the factorial model of the APQ-E was tested with LISREL 8.80, based on a bivariate latent model and maximum likelihood estimation, with Satorra and Bentler correction (1994). All items contributed to the representation of the factors, and the factors showed good validity and reliability for country and gender. Therefore, we obtained factorial invariance of the measurement model for country and gender. We present the final version of the common questionnaire for Portugal and Spain, and for women and men.

How Study Time Outside of Class Affects Students' Motivation to Learn and Sense of Accomplishment: A Successful "Human Biology" Course Reform / 医学教育

Purpose: Does longer study time motivate students to learn and make them feel a sense of accomplishment? Whilst “Human Biology,” one of the required courses in the first year of the medical school, was in need of a total course design reformation to make a shift from teaching to learning, it was necessary to examine whether longer study time is effective for better learning outcomes.　Methods: To get students to learn outside of class, we flipped the course. Since the scores from weekly quizzes, which are held at the beginning of every class, and mid-term and final exams were returned to the students, fully calculated and strictly applied to their grades, students became motivated to study before class. During class time, lessons were taught in the active learning style. We used covariance structure analysis to examine the relationship between the out of class learning design, the syllabus reformation, students’ learning attitudes in the class, and their sense of accomplishment.　Results: Study time outside of class increased from 4 hours per week in 2013 to 10 hours per week in 2016, and the students became more satisfied with the course. Our analysis shows that this well-structured syllabus and designing of lessons made the students study more both inside and outside of class, and allowed students to achieve the higher goals of the course.　Conclusion: Designing out of class learning and incorporating it well with assessment resulted in longer study time and a stronger sense of accomplishment.