<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062020000100208</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s14681</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTILOS INTELECTUAIS, DESEMPENHO E ADAPTAÇÃO AO PLANEJAMENTO DE CARREIRA NO ENSINO SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[INTELLECTUAL STYLES, PERFORMANCE AND ADAPTATION TO CAREER PLANNING IN HIGHER EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[ESTILOS INTELECTUALES, DESEMPEÑO Y ADAPTACIÓN A LA PLANIFICACIÓN DE CARRERA EN LA ENSEÑANZA SUPERIOR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Katya Luciane de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inácio]]></surname>
<given-names><![CDATA[Amanda Lays Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062020000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente pesquisa objetivou analisar os estilos intelectuais, o desempenho acadêmico e a adaptação ao planejamento de carreira de estudantes do ensino superior e averiguar se os estilos intelectuais podem prever essas variáveis. Participaram 316 universitários de três estados do Brasil (média de idade [MIdade] = 22,2; desvio padrão [DP] = 4,7) que responderam coletivamente ao Inventário de Estilos Intelectuais e à subescala Adaptação ao Planejamento de Carreira do Questionário de Adaptação Acadêmica do Ensino Superior. As médias de desempenho foram obtidas nas secretarias de graduação das universidades, somente dos alunos que consentiram informá-las. Os resultados indicaram a existência de correlações positivas e significativas entre as variáveis, bem como alguns dos estilos intelectuais da amostra pesquisada puderam prever a adaptação ao planejamento de carreira e o desempenho acadêmico. Também foi observado que a adaptação ao planejamento da carreira pode prever, em certa medida, o desempenho dos estudantes do ensino superior. Os resultados são discutidos em vias de suas implicações psicoeducacionais com base na literatura científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present research aimed to analyze the intellectual styles, academic performance and career planning adaptation of higher education students and to evaluate if the intellectual styles can predict these variations. A group of 316 university students from three states of Brazil (AGE = 22.2; SD = 4.7) participated; they collectively responded to the Intellectual Styles Inventory and to the Career Planning subscale of the Higher Education Academic Adaptation Questionnaire. Performance averages were ontained from the universities undergraduate departments, only from students who consented to report. The results indicated the existence of positive and considerable correlations between variables, and some of the intellectual styles of the researched samplecould also predict the adaptation to career planning and academic performance. It was also observed that adaptation to career planning can predict, to some extent, the performance of higher education students. Results are discussed in terms of their psychoeducational implications based on the scientific literature.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación tuvo como objetivo analizar los estilos intelectuales, el rendimiento académico y la adaptación de la planificación profesional de los estudiantes de educación superior y evaluar si los estilos intelectuales pueden exhibir estas variaciones. Participaron 316 estudiantes universitarios de tres estados de Brasil (edad media = 22,2; desvisción estándar = 4,7) que respondieron colectivamente al Inventario de Estilos Intelectuales y a una subescala de Planificación de Carrera del Cuestionario de Adaptación Académica de Educación Superior. Los promedios de desempeño se obtuvieron de los departamentos de pregrado de la universidad solo de los estudiantes que consintieron en informarlas. Los resultados indicaron la existencia de correlaciones positivas e significativas entre las variables, así como algunos de los estilos intelectuales de la muestra investigada, para verificar la adaptación a la planificación profesional y el rendimiento académico. También se observó que la adaptación a la planificación profesional puede predecir, en cierta medida, el rendimiento de los estudiantes de educación superior. Los resultados se discuten a lo largo del camino de sus implicaciones psicoeducativas basadas en la literatura científica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação Psicoeducacional]]></kwd>
<kwd lng="pt"><![CDATA[Adaptação Acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Estilos Intelectuais]]></kwd>
<kwd lng="en"><![CDATA[Psychoeducational Assessment]]></kwd>
<kwd lng="en"><![CDATA[Academic Adaptation]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Styles]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Psicoeducativa]]></kwd>
<kwd lng="es"><![CDATA[daptación Académica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Estilos Intelectuales]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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