<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832021000300005</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v6i2.4913</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Academic satisfaction: a qualitative study with university students from Mozambique]]></article-title>
<article-title xml:lang="pt"><![CDATA[Satisfação acadêmica: um estudo qualitativo com estudantes universitários de Moçambique]]></article-title>
<article-title xml:lang="es"><![CDATA[Satisfacción académica: un estudio cualitativo con estudiantes universitarios de Mozambique]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campira]]></surname>
<given-names><![CDATA[Farissai Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Leandro Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Alexandra M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Licungo  ]]></institution>
<addr-line><![CDATA[Beira ]]></addr-line>
<country>Mozambique</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Minho Institute of Education ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Portucalense University  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>6</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832021000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832021000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832021000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The expansion of higher education in Mozambique has been associated with greater socio-cultural diversification of students, allowing the entry of students from the most disadvantaged social classes. However, these are also the students who experience the most difficulties in their adaptation, success and permanence. In view of this observation, this paper analyses the satisfaction of Mozambican college students in relation to different aspects of their academic experience. A group of 30 students from different courses, in their 1st or 2nd years, participated in the study. Students responded individually to a semi-structured interview about the experience of satisfaction regarding their academic experience. The results indicate that the most valued dimensions are related to the infrastructures of the institution, interpersonal relationships, and conditions for learning. The development of autonomy and preparation for the future job also emerged. Learning conditions and the institution&#8217;s infrastructures were the aspects with higher students´ dissatisfaction. The results of this study can be used to identify items for the construction of an instrument of collective application to assess students' academic satisfaction and, on the other hand, suggest where institutions can introduce changes to support students&#8217; learning and engagement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A expansão do ensino superior em Moçambique tem associado uma maior diversificação sociocultural dos estudantes, permitindo o ingresso de alunos das classes sociais mais desfavorecidas. No entanto, são também estes os discentes que mais dificuldades experienciam na sua adaptação, sucesso e permanência. Em face desta constatação, o presente artigo analisa a satisfação acadêmica de estudantes universitários moçambicanos em relação à sua vivência acadêmica. Participaram do estudo 30 alunos de diferentes cursos, frequentando o 1º ou 2º ano dos cursos. Os educandos realizaram individualmente uma entrevista semiestruturada sobre a satisfação com as suas experiências acadêmicas. Os resultados reportam que os aspetos mais referenciados pelos estudantes dizem respeito às infraestruturas, relações interpessoais e condições de aprendizagem. O desenvolvimento da autonomia e a preocupação com a futura profissão também emergiram como áreas importantes. As condições de aprendizagem e das infraestruturas são dimensões que apontam maior insatisfação junto dos alunos universitários. Os resultados permitem identificar itens importantes a considerar na construção de um questionário de avaliação da satisfação dos universitários com as suas experiências acadêmicas, sugerindo também áreas de intervenção institucional para promoção do envolvimento e do sucesso acadêmico desses discentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La expansión de la educación superior en Mozambique se encuentra asociada con una mayor diversificación sociocultural de los estudiantes, lo que permite la entrada de discentes de las clases sociales más desfavorecidas. Sin embargo, estos son los educandos también que más dificultades experimentan en su adaptación, éxito y permanencia. En vista de esta observación, este artículo analiza la satisfacción académica de los estudiantes universitarios mozambiqueños en relación con su experiencia académica. Participaron del estudio 30 estudiantes de diferentes titulaciones, frecuentando el 1º o 2º año de los cursos. Los estudiantes realizaron individualmente una entrevista semiestructurada sobre su satisfacción con sus experiencias académicas. Los resultados señalan que los aspectos más mencionados por los aprendices están relacionados con las infraestructuras, las relaciones interpersonales y las condiciones de aprendizaje. El desarrollo de la autonomía y la preocupación por el futuro profesional también surgieron como áreas importantes. Las condiciones de aprendizaje y las infraestructuras son dimensiones que sugieren un mayor descontento entre los estudiantes universitarios. Los resultados permiten identificar ítems importantes a considerar en la construcción de un cuestionario para evaluar la satisfacción de los universitarios con sus experiencias académicas, sugiriendo, además, áreas de intervención institucional para promover la participación y el éxito académico de estos estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Academic satisfaction]]></kwd>
<kwd lng="en"><![CDATA[Academic experience]]></kwd>
<kwd lng="en"><![CDATA[Mozambique]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Satisfação acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Experiência acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[Moçambique]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Satisfacción académica]]></kwd>
<kwd lng="es"><![CDATA[Experiencia académica]]></kwd>
<kwd lng="es"><![CDATA[Mozambique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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