Qualidade da Aprendizagem no Ensino Superior – Validação do Approaches to Study Inventory (ASIr) para a População Estudantil Angolana
Qualidade da Aprendizagem no Ensino Superior – Validação do Approaches to Study Inventory (ASIr) para a População Estudantil Angolana
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O presente estudo pretende validar o constructo de abordagens à aprendizagem com estudantes de ensino superior angolano recorrendo ao ASIr – Approaches to Study Inventory – revisto (Chaleta & Entwistle, 2011). Para o efeito recorremos a uma amostra constituída por 542 estudantes do 1º e do 3º ano de cursos de Licenciatura da Universidade Metodista de Angola. De acordo com os resultados obtidos encontramos uma estrutura factorial idêntica à obtida com estudantes portugueses no que se refere às abordagens à aprendizagem (superficial, profunda e estratégica). Para além da permanência do constructo, muito similar ao obtido para os estudantes do ensino superior português, os resultados indicaram não existirem diferenças estatisticamente significativas em relação ao ano de frequência (1º e 3º) e ao
Elisa Chaleta has received a Ph.D. from University of Évora – Portugal in 2003. Is now an Assistant Professor at the Psychology Department of the University of Évora – Portugal and a Researcher of CIEPUE. Her research interests are in the area of Learning and Teaching in Higher Education.
Luis Sebastião has received a Ph.D. from University of Évora – Portugal in 2001. Is now an Assistant Professor at the Pedagogy and Education Department of the University of Évora – Portugal and a Researcher of CIEP-UE.Research interests in the area of Philosophy of Education and Bioethics.
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Abordagem Profunda, Abordagem Superficial,
Abordagem Estratégica, Qualidade do Ensino Superior
