<?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>S1981-81062020000100205</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s14704</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SATISFAÇÃO ACADÊMICA DE ESTUDANTES UNIVERSITÁRIOS: CONSTRUÇÃO DE UMA ESCALA DE AVALIAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[ACADEMIC SATISFACTION OF UNIVERSITY STUDENTS: CONSTRUCTION OF AN EVALUATION SCALE]]></article-title>
<article-title xml:lang="es"><![CDATA[SATISFACCIÓN ACADÉMICA DE ESTUDIANTES UNIVERSITARIOS: CONSTRUCCIÓN DE UNA ESCALA DE EVALUACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Osti]]></surname>
<given-names><![CDATA[Andreia]]></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 contrib-type="author">
<name>
<surname><![CDATA[Chico]]></surname>
<given-names><![CDATA[Beatriz Marsili]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Vinicius de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro 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=S1981-81062020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo descreve a construção de uma escala de satisfação acadêmica. Participaram 267 estudantes universitários, repartidos por Brasil e Portugal, com idades entre 18 e 45 anos. O Questionário de Satisfação Acadêmica, em processo de construção e validação pelos autores, integra seis dimensões de satisfação: Recursos Econômicos, Carreira e Emprego Futuro, Qualidade do Ensino e Relacionamento com os Professores, Relacionamento Interpessoal com Colegas, Aprendizagem e Rendimento acadêmico e Qualidade dos Equipamentos e Serviços da Instituição de Ensino. Os resultados indicam que alguns itens convergem nos dois países, principalmente em relação a satisfação e insatisfação acadêmica, o que indica resultados satisfatórios, passíveis de serem partilhados com a comunidade de investigadores e de aplicabilidade da escala nos dois países. Pretende-se, com esse instrumento, contribuir para o desenvolvimento de pesquisas, tendo em vista identificar os fatores que afetam o sucesso acadêmico e a permanência dos estudantes, e, desse modo, apoiar a implementação de práticas institucionais que promovam a implicação e a satisfação acadêmicas dos estudantes na sua formação superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article describes the construction of a scale of academic satisfaction. A total of 267 university students from Brazil and Portugal, aged between 18 and 45, participated. The Academic Satisfaction Questionnaire, in the process of construction and validation by the authors, integrates six dimensions of satisfaction: Economic resources, Career and future employment, Quality of teaching and relationship with teachers, Interpersonal relationship with colleagues, Learning and academic performance, and Quality of equipment and services of the educational institution. The results indicate convergent items converge in the two countries, specially concerning academic satisfaction and dissatisfaction, indicating satisfactory results, that can be shared with the research and scale applicability community in both countries. The aim of this instrument is to contribute to the development of researches in order to identify the factors that affect students' academic success and permanence, and, thereby, to support the implementation of institutional practices that promote the academic involvement and satisfaction of the students in their higher education training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo describe la construcción de una escala de satisfacción académica. Participaron 267 estudiantes universitarios de Brasil y Portugal, con edades comprendidas entre los 18 y los 45 años. El Cuestionario de Satisfacción Académica, en proceso de construcción y validación por los autores, integra seis dimensiones: Recursos Económicos, Carrera y Empleo Futuro, Calidad de la Enseñanza y Relación con los Profesores, Relación Interpersonal con Colegas, Aprendizaje y Rendimiento Académico y Calidad de los Equipos y Servicios de la Institución de Enseñanza. Los resultados indican que algunos elementos convergen en los dos países, lo que muestra resultados satisfactorios, que se pueden compartir con la comunidad de investigadores. Se pretende, con ese instrumento, contribuir al desarrollo de investigaciones para identificar los factores que afectan el éxito académico, la permanencia de los estudiantes y apoyar la implementación de prácticas que promuevan la satisfacción académica de los estudiantes en su formación superior.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Satisfação]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho Acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Bem-estar Psicológico]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Satisfaction]]></kwd>
<kwd lng="en"><![CDATA[Academic Performance]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Psychological Well-being]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[Satisfacción]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento Académico]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Bienestar Psicológico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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