A intenção em finalizar o curso: validação do college persistence questionnaire (CPQ) V3 no contexto brasileiro
DOI:
https://doi.org/10.20397/2177-6652/2021.v21i2.2190Palavras-chave:
Evasão, Retenção de Alunos, Ensino Superior, Instituição de Ensino Superior, College Persistence QuestionnaireResumo
O objetivo deste artigo é validar a escala de intenção de finalizar o curso de ensino superior. O instrumento utilizado foi o College Persistence Questionnaire (CPQ) versão 3, proposto por Davidson, Beck & Grisafe (2015), no contexto brasileiro. O questionário teve tradução reversa e validação semântica. O CPQ V3 foi respondido por alunos de Instituições de Ensino Superior (IES) com foco no público classe C e D no estado de São Paulo (SP) e do Rio de Janeiro (RJ), totalizando 190 alunos do RJ e 178 de SP, somando 368 respondentes. A coleta foi feita pelo Survey Monkey, a partir de e-mails e mensagens enviadas aos alunos. O instrumento tem 32 itens e considera fatores-chave que afetam a persistência do aluno em finalizar o seu curso no ensino superior. A escala foi validada tanto com análise fatorial exploratória quanto confirmatória. Os resultados apresentaram 62% de variância explicada em ambas as análises fatoriais. Esta validação propiciará sua utilização em trabalhos acadêmicos de retenção em IES do mesmo contexto no Brasil. Como limitação, apesar de ter sido testado neste contexto, outros trabalhos poderiam verificar a escala em IES de posicionamentos distintos, pois o perfil dos alunos modifica e pode alterar os resultados.
Referências
Bahr, P. R. (2008). Cooling out in the community college: What is the effect of academic advising on students’ chances of success? Research in Higher Education, 49(8), 704-732.
Barbatis, P. (2010). Underprepared, ethnically diverse community college students: Factors contributing to persistence. Journal of Developmental Education, 33(3), 14.
Bean, J. P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in higher education, 12(2), 155-187.
Bean, J., & Eaton, S. B. (2001). The psychology underlying successful retention practices. Journal of College Student Retention: Research, Theory & Practice, 3(1), 73-89.
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
Berger, J. B., & Milem, J. F. (1999). The role of student involvement and perceptions of integration in a causal model of student persistence. Research in higher Education, 40(6), 641-664.
Braunstein, A., McGrath, M., & Pescatrice, D. (2000). Measuring the impact of financial factors on college persistence. Journal of College Student Retention: Research, Theory & Practice, 2(3), 191-203.
Braxton, J. M., Jones, W. A., Hirschy, A. S., & Hartley III, H. V. (2008). The role of active learning in college student persistence. New Directions for Teaching and Learning, 2008(115), 71-83.
Braxton, J. M., Hirschy, A. S., & McClendon, S. A. (2011). Understanding and reducing college student departure: ASHE-ERIC higher education report, volume 30, number 3 (Vol. 16). John Wiley & Sons.
Davidson, W. B., Beck, H. P., & Milligan, M. (2009). The college persistence questionnaire: Development and validation of an instrument that predicts student attrition. Journal of College Student Development, 50(4), 373-390.
Davidson, W. B., Beck, H. P., & Grisaffe, D. B. (2015). Increasing the institutional commitment of college students: Enhanced measurement and test of a nomological model. Journal of College Student Retention: Research, Theory & Practice, 17(2), 162-185.
Denney, S. C., & Daviso, A. W. (2012). Self-determination: A critical component of education. American Secondary Education, 43-51.
Dodgson, R., & Bolam, H. (2002). Student retention, support and widening participation in the North East of England. Sunderland: Universities for the North East.
Fuller, A. (2010). Improving college completion in the South, one student at a time. Chronicle of Higher Education, April 14, 2010.
Handel, S. J. (2006). Community college counselor sourcebook: Strategies for advising transfer students from experienced community college counselors. College Board.
Harkness, J. (2011). Adaptation, in: Survey Research Centre (Ed.), Guidelines for best practice in cross-cultural surveys, 3rd ed. Survey Research Centre, Institute for Social Research, University of Michigan, Ann Arbor, MI, pp. VII-1-VII-19
Hawley, T. H., & Harris, T. A. (2005). Student characteristics related to persistence for first-year community college students. Journal of College Student Retention: Research, Theory & Practice, 7(1), 117-142.
Hollis, L. P. (2009). Academic advising in the wonderland of college for developmental students. College Student Journal, 43(1), 31-35.
Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students' academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332-342.
Krumrei-Mancuso, E. J., Newton, F. B., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54(3), 247-266.
Lotkowski, V. A., Robbins, S. B., & Noeth, R. J. (2004). The Role of Academic and Non-Academic Factors in Improving College Retention. ACT Policy Report. American College Testing ACT Inc.
McInnis, C., James, R., & Hartley, R. (2000). Trends in the first year experience: In Australian universities. Canberra: Department of Education, Training and Youth Affairs.
Milem, J. F., & Berger, J. B. (1997). A modified model of college student persistence: Exploring the relationship between Astin's theory of involvement and Tinto's theory of student departure. Journal of college student development, 38(4), 387.
May, R. W., & Casazza, S. P. (2012). Academic Major as a Perceived Stress Indicator: Extending Stress Management Intervention. College student journal, 46(2).
Morgan, M., Flanagan, R., & Kellaghan, T. (2001). A study of non-completion in undergraduate university courses. Dublin: Higher Education Authority.
Napoli, A. R., & Wortman, P. M. (1998). Psychosocial factors related to retention and early departure of two-year community college students. Research in higher education, 39(4), 419-455.
Nippert, K. (2000). Influences on the educational degree attainment of two-year college students. Journal of College Student Retention: Research, Theory & Practice, 2(1), 29-40.
Nunes, G. T., Lanzer, E. A., Serra, F. R., & Ferreira, M. P. (2008). Emergência do marketing nas instituições de ensino superior: um estudo exploratório. Análise, 173-198.
Oseguera, L., & Rhee, B. S. (2009). The influence of institutional retention climates on student persistence to degree completion: A multilevel approach. Research in Higher Education, 50(6), 546-569.
Ozga, J., & Sukhnandan, L. (1997). Undergraduate non-completion in higher education in England (Bristol, Higher Education Funding Council for England).
Palmer, L. K. (2013). The relationship between stress, fatigue, and cognitive functioning. College Student Journal, 47(2), 312-327
Pascarella, E. T., & Terenzini, P. T. (1979). Interaction effects in Spady and Tinto's conceptual models of college attrition. Sociology of Education, 197-210.
Pascarella, E. T., & Terenzini, P. T. (1983). Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto's model. Journal of educational psychology, 75(2), 215.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students (Vol. 1991). San Francisco: Jossey-Bass.
Pascarella, E. T., Salisbury, M. H., & Blaich, C. (2011). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Journal of College Student Development, 52(1), 4-19.
Schreiner, L. A., Noel, P., & Cantwell, L. (2011). The impact of faculty and staff on high-risk college student persistence. Journal of College Student Development, 52(3), 321-338.
Simmons, L. D. (2013). Factors of persistence for African American men in a student support organization.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of educational research, 45(1), 89-125.
Tinto, V. (1982). Limits of theory and practice in student attrition. The journal of higher education, 53(6), 687-700.
Tinto, V. (1987). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press, 5801 S. Ellis Avenue, Chicago, IL 60637.
Tinto, V. (1988). Stages of student departure: Reflections on the longitudinal character of student leaving. The Journal of Higher Education, 59(4), 438-455.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student leaving (2nd ed.) Chicago: The University of Chicago Press
Tontini, G., & Walter, S. A. (2013). Pode-se identificar a propensão e reduzir a evasão de alunos? Ações estratégicas e resultados táticos para instituições de ensino superior. Avaliação: Revista da Avaliação da Educação Superior, 19(1).
Tross, S. A., Harper, J. P., Osher, L. W., & Kneidinger, L. M. (2000). Not just the usual cast of characteristics: Using personality to predict college performance and retention. Journal of College Student Development, 41(3), 323-34.
Welle, P. D., & Graf, H. M. (2011). Effective lifestyle habits and coping strategies for stress tolerance among college students. American Journal of Health Education, 42(2), 96-105.
Woosley, S. A., & Miller, A. L. (2009). Integration and institutional commitment as predictors of college student transition: Are third week indicators significant? College Student Journal, 43(4).
Weinstein, L., & Laverghetta, A. (2009). College student stress and satisfaction with life. College Student Journal, 43(4).
Yorke, M. (1999). Student withdrawal during the first year of higher education in England. Journal of Institutional Research in Australasia, 8(1), 17-35.
Young-Jones, A. D., Burt, T. D., Dixon, S., & Hawthorne, M. J. (2013). Academic advising: does it really impact student success? Quality Assurance in Education, 21(1), 7-19.
Ziskin, M., Hossler, D., & Kim, S. (2009). The study of institutional practices related to student persistence. Journal of College Student Retention: Research, Theory & Practice, 11(1), 101-121.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2021 Revista Gestão & Tecnologia
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
Os direitos, inclusive os de tradução, são reservados. É permitido citar parte de artigos sem autorização prévia desde que seja identificada a fonte. A reprodução total de artigos é proibida. Em caso de dúvidas, consulte o Editor.
