<?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>S1981-81062020000100210</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s14692</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PAPEL DA ADAPTAÇÃO AO ENSINO SUPERIOR NA MOTIVAÇÃO PARA APRENDIZAGEM]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ROLE OF ACADEMIC ADAPTATION ON LEARNING MOTIVATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EL ROL DE LA ADAPTACIÓN ACADÉMICA EN LA MOTIVACIÓN DE APRENDIZAJE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraz]]></surname>
<given-names><![CDATA[Adriana Satico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Thatiana Helena de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Acácia Aparecida Angeli dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<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=S1981-81062020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi investigar as relações entre a adaptação acadêmica e a motivação para aprendizagem (metas de realização), bem como as diferenças desses construtos quanto ao sexo, ao momento do curso e ao tipo de instituição de ensino. Participaram desta pesquisa 236 estudantes de universidades públicas e particulares (Midade = 23,61; desvio padrão [DP] = 5,499), sendo a maioria do sexo feminino (n = 176). Os estudantes responderam, por meio dos Formulários Google, ao Questionário de Adaptação Acadêmica ao Ensino Superior e à Escala de Motivação para Aprendizagem de Universitários. Os resultados indicaram relações em nível correlacional e preditivo entre a adaptação pessoal-emocional e o estudo com as metas de realização. Não houve diferenciação na adaptação acadêmica entre os sexos. Os estudantes das instituições privadas e os ingressantes eram mais adaptados ao estudo. As mulheres, os estudantes de universidades públicas e aqueles que estavam no meio do curso apresentaram um perfil motivacional pela meta performance-aproximação. Esses resultados podem ser utilizados na fundamentação de programas de intervenção para a promoção da adaptação acadêmica e para elevar a qualidade motivacional dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to investigate the relationship between academic adaptation and learning motivation (achievement goals) and the differences of these constructs regarding gender, the momentum of the course, and type of educational institution. A total of 236 students from public and private universities participated in this research (Mage = 23.61; standard deviation [SD] = 5.499), most of them female (n = 176). The students answered the Academic Adaptation to Higher Education Questionnaire and the Learning Motivation Rating Scale through Google Forms. The results indicated correlational and predictive relationships between personal-emotional adaptation and study with achievement goals. There was no differentiation in academic adaptation between the genders. Students from private institutions and first-year students were better suited to the study. Women, students from public universities, and those in the middle of the course presented a motivational profile for the performance-approach goal. These results can be used in the foundation of intervention programs to promote academic adaptation and to raise students' motivational quality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue investigar la relación entre la adaptación académica y la motivación para el aprendizaje (metas de logro), así como las diferencias en estos constructos en cuanto al sexo, al tiempo del curso y al tipo de institución educativa. En esta investigación participaron 236 estudiantes de universidades públicas y privadas (Medad = 23.61; desviación típica [DT] = 5.499), la mayoría mujeres (n = 176). Los estudiantes respondieron, a través de Google Forms, al Cuestionario de Adaptación Académica para la Educación Superior y a la Escala de Motivación del Aprendizaje de Universitarios. Los resultados indicaron relaciones en nivel correlacional y predictivo entre la adaptación personal-emocional y el estudio con las metas de logro. No hubo diferencia en la adaptación académica entre los sexos. Los estudiantes de instituciones privadas y los estudiantes nuevos se adaptaron más al estudio. Las mujeres, estudiantes de universidades públicas y aquellos que se encontraban en la mitad del curso presentaron un perfil motivacional por la meta desempeño-aproximación. Estos resultados pueden utilizarse en apoyo a programas de intervención para promover la adaptación académica y mejorar la calidad motivacional de los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Adaptação Acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Metas de Realização]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Psicoeducacional]]></kwd>
<kwd lng="en"><![CDATA[Academic Adaptation]]></kwd>
<kwd lng="en"><![CDATA[Achievement Goals]]></kwd>
<kwd lng="en"><![CDATA[Psychoeducational Assessment]]></kwd>
<kwd lng="es"><![CDATA[Adaptación Académica]]></kwd>
<kwd lng="es"><![CDATA[Metas de Logro]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Psicoeducativa]]></kwd>
</kwd-group>
</article-meta>
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