<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000301275</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao14</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Expectativas e vivências acadêmicas posteriores de estudantes ingressantes no ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[The academic expectations and later experience of incoming students in Higher Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Expectativas y experiencias académicas posteriores de los estudiantes que ingresan a la educación superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eisenberg]]></surname>
<given-names><![CDATA[Zena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Leandro S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1275</fpage>
<lpage>1288</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301275&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo trata de um estudo longitudinal em que foram acompanhados 106 estudantes ingressantes no ensino superior por um período de seis meses. O objetivo foi verificar uma relação entre as expectativas com que estudantes ingressam e seu posterior bem-estar acadêmico, uma vez já cientes de seu desempenho acadêmico no primeiro período de curso. Para avaliar as expectativas dos estudantes, usou-se a Escala Brasileira de Expectativas Acadêmicas para Ingressantes no Ensino Superior e, para avaliar o bem-estar, foi utilizado o Questionário de Vivências Acadêmicas na versão reduzida. Os resultados apontam para uma vivência de curso e carreira mais positiva entre aqueles estudantes com maiores expectativas de qualidade do desenvolvimento acadêmico. Além disso, as vivências pessoais foram mais positivas entre estudantes que tinham altas expectativas para estudar fora do país por algum tempo. Outro resultado que se destacou foi a diferença entre estudantes que pretendiam continuar no curso e aqueles que não pretendiam ao final do primeiro período de curso: os que desejavam permanecer tiveram vivências mais positivas nos quesitos institucional, curso e carreira e interpessoal. Concluímos que as expectativas iniciais dos estudantes no momento do ingresso impactam nas suas vivências acadêmicas e adaptação ao ensino superior, cabendo às instituições de ensino superior investir no apoio institucional, incluindo orientação de curso e carreira, e na promoção de redes de apoio aos ingressantes. Estudantes com menos recursos pessoais e com mais frágil formação prévia se beneficiam destes apoios, aumentando-se as suas possibilidades de permanecerem nos cursos e concluírem a sua formação, fazendo jus ao investimento familiar e da sociedade na formação superior dos mais jovens. Faz-se necessário, para consolidar esses achados, repetir esse estudo com uma amostra mais ampla e representativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article deals with a longitudinal study in which 106 students entering higher education were monitored for a period of six months. The objective was to verify the relationship between the expectations with which students enter, and their subsequent academic well-being, once they are aware of their academic performance for the first semester of coursework. To assess students&#8217; expectations, the Brazilian Scale of Academic Expectations for First-year Students in Higher Education was used and, to assess well-being, the Academic Experiences Questionnaire was used in its reduced version. The results point to a more positive course and career experience among those students with higher expectations for the quality of their academic development. Furthermore, personal experiences were more positive among students who had high expectations to study abroad for some time. Another result that stood out was the difference between students who declared that they intended to continue with the course and those who did not (at the end of their first semester): those who wanted to remain had a more positive experience in terms of the institution, their course and career and on interpersonal aspects. We conclude that the initial expectations of students at the time of entry impact their academic experiences and adaptation to higher education, and it is important that higher education institutions invest in institutional support (including course and career guidance), and in the promotion of support networks for incoming students. Students with fewer personal resources and weaker previous training benefit from this institutional support, increasing their chances of persisting in courses and completing their coursework, doing justice to family and society's investment in the higher education of their young ones. To consolidate these findings, it is necessary to repeat this study with a broader and more representative sample.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo aborda un estudio longitudinal en el que se realizó un seguimiento de 106 estudiantes que ingresaran a la educación superior durante un período de seis meses. El objetivo fue verificar una relación entre las expectativas con las que ingresan los estudiantes y su posterior bienestar académico, una vez que son conscientes de su desempeño académico en el primer periodo del curso. Para evaluar las expectativas de los estudiantes se utilizó la Escala Brasileña de Expectativas Académicas para Ingresantes a la Educación Superior y, para evaluar el bienestar, se utilizó el Cuestionario de Experiencias Académicas en su versión reducida. Los resultados apuntan a una experiencia de curso y carrera más positiva entre aquellos estudiantes con mayores expectativas de calidad del desarrollo académico. Además, las experiencias personales fueron más positivas entre los estudiantes que tenían altas expectativas de estudiar en el extranjero durante algún período de tiempo. Otro resultado que destacó fue la diferencia entre los estudiantes que declararon que tenían intención de continuar en el curso y los que no (al final del primer período del curso): los que querían permanecer tuvieron una experiencia más positiva en términos de los aspectos institucionales, de carrera y de carrera e interpersonales. Concluimos que las expectativas iniciales de los estudiantes al momento de su ingreso impactan sus experiencias académicas y su adaptación a la educación superior, y las instituciones de educación superior deberían invertir en apoyo institucional (incluida la orientación académica y profesional) y en la promoción de redes de apoyo para los estudiantes entrantes. Los estudiantes con menos recursos personales y menor formación previa se benefician de este apoyo institucional, aumentando sus posibilidades de permanecer en los estudios y completar su formación, a la altura de la inversión realizada por la familia y la sociedad en la educación superior de sus jóvenes. Para consolidar estos hallazgos es necesario repetir este estudio con una muestra más amplia y representativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes do 1º]]></kwd>
<kwd lng="pt"><![CDATA[ano]]></kwd>
<kwd lng="pt"><![CDATA[Expectativas]]></kwd>
<kwd lng="pt"><![CDATA[Adaptação acadêmica.]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[First-year students]]></kwd>
<kwd lng="en"><![CDATA[Expectations]]></kwd>
<kwd lng="en"><![CDATA[Academic adaptation.]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de 1er año]]></kwd>
<kwd lng="es"><![CDATA[Expectativas]]></kwd>
<kwd lng="es"><![CDATA[Adaptación académica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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