<?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>2446-9424</journal-id>
<journal-title><![CDATA[Revista Internacional de Educação Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Int. Educ. Super.]]></abbrev-journal-title>
<issn>2446-9424</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas Faculdade de Educação Grupo de Estudos e Pesquisas em Educação Superior]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2446-94242023000100103</article-id>
<article-id pub-id-type="doi">10.20396/riesup.v9i0.866403</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desafios ao Engajamento Acadêmico no Ensino Superior: Uma Análise a Partir da Avaliação Discente]]></article-title>
<article-title xml:lang="es"><![CDATA[Desafíos para el Compromiso Académico en la Educación Superior: Un análisis basado en la evaluación de los estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges to Academic Engagement in Higher Education: An Analysis Based on Student Assessment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Leandro da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Severo]]></surname>
<given-names><![CDATA[Leonardo Rolim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Lindinalva de Alcântara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2446-94242023000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2446-94242023000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2446-94242023000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo do texto consiste em discutir, a partir de uma pesquisa com estudantes da Educação Superior, a satisfação acadêmica como fator para a promoção do engajamento acadêmico. Além disso, examinou fatores sociodemográficos capazes de afetar a satisfação acadêmica dos alunos. A pesquisa foi realizada com a utilização de um questionário virtual que contou com 320 respostas válidas de estudantes de instituições públicas e privadas. Na análise dos dados, foram utilizados três tipos de exames estatísticos: estatística descritiva, análise de variância multivariada (MANOVA - MultivariateAnalysisofVariance) e análise de variância (ANOVA). Os resultados evidenciaram que, de modo geral, os/as estudantes sentem-se satisfeitos(a) academicamente com as oportunidades formativas no ensino superior e que as variáveis sociodemográficas conclusão do ensino médio, exercício de atividade laboral e exercício de atividade de pesquisa na instituição de ensino afetam, de maneira significativa, a satisfação acadêmica. Estes resultados são importantes, pois com base nas informações sobre fatores sociodemográficos de seus alunos, as Instituições de Ensino Superior podem promover ações eficientes para a promoção da satisfação acadêmica e o consequente engajamento do/a estudante, por meio de da geração de um ambiente educacional capaz de gerar sentido e vínculo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del texto es discutir, a partir de una encuesta a estudiantes de Educación Superior, la satisfacción académica como factor de promoción del compromiso académico. Además, examinó factores sociodemográficos capaces de afectar la satisfacción académica de los estudiantes. La encuesta se realizó mediante un cuestionario virtual que contó con 320 respuestas válidas de estudiantes de instituciones públicas y privadas. En el análisis de los datos obtenidos se utilizaron tres tipos de pruebas estadísticas: estadística descriptiva, análisis de varianza multivariado (MANOVA - Análisis de varianza multivariante) y análisis de varianza (ANOVA). Los resultados mostraron que, en general, los estudiantes se sienten satisfechos académicamente con las oportunidades de formación en la Educación Superior y que las variables sociodemográficas, finalización del bachillerato, ejercicio de la actividad laboral y ejercicio de la actividad investigadora en la Institución Educativa inciden, de manera significativa, en la satisfacción académica. Estos resultados son importantes, porque a partir de la información sobre los factores sociodemográficos de sus estudiantes, las Instituciones de Educación Superior pueden promover acciones eficientes para promover la satisfacción académica y el consiguiente compromiso del estudiante, a través de la generación de un ambiente educativo capaz de generar sentido y vínculo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of the text is to discuss, based on a survey of Higher Education students, academic satisfaction as a factor for promoting academic engagement. In addition, it examined sociodemographic factors capable of affecting students' academic satisfaction. The survey was conducted using a virtual questionnaire that had 320 valid responses of students from public and private institutions. In the analysis of the data obtained, three types of statistical tests were used: descriptive statistics, multivariate analysis of variance (MANOVA - Multivariate Analysis of Variance) and analysis of variance (ANOVA). The results showed that, in general, students feel academically satisfied with the training opportunities in Higher Education and that the sociodemographic variables, completion of high school, exercise of labor activity and exercise of research activity in the Education Institution affect, significantly, academic satisfaction. These results are important, because based on information about sociodemographic factors of their students, Higher Education Institutions can promote efficient actions to promote academic satisfaction and the consequent engagement of the student, through the generation of an educational environment capable of generate meaning and bond.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Engajamento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Estudante universitário]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Compromiso académico]]></kwd>
<kwd lng="es"><![CDATA[Estudiante Universtário]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Academic engagement]]></kwd>
<kwd lng="en"><![CDATA[Universitary student]]></kwd>
</kwd-group>
</article-meta>
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