ADAPTAÇÃO AO ENSINO SUPERIOR E RENDIMENTO ACADÊMICO EM ESTUDANTES MOÇAMBICANOS

Abstract

The transition to higher education presents challenges and demands to the student in view of the characteristics and lack of knowledge of the new context, pointing out evidences that the quality of adaptation and academic success result from the interaction of a wide range of factors, including cognitive performance, autonomy and self-regulation skills, among others. This article analyzes the relationship between Academic Experiences and School Achievement of first-year students. In this sense 539 students participated, of which only 173 (32.1%) were male. For this purpose, the Mozambican version of the Questionnaire on Adaptation to Higher Education (QAES) was applied. The results indicate that the students’ academic performance has a statistically significant correlation with academic experiences in the Institutional Adaptation, Career Project and Study Adaptation dimensions, in the first semester, while at the end of the second semester, the Personal Adaptation and Emotional also appears. These data can suggest some support measures by the institutions when welcoming new students.

Keyword: Higher Education, first-year students, academic adaptation, academic achievement, Mozambique