Fatores determinantes do sucesso escolar no ensino superior: Escola Superior de Gestão - IPCA

Abstract

Higher education has been monitored due to its importance for professional, social and cultural qualification of the individuals to society. In turn, socio-economic and technological development requires a continuous adaptation in the field of knowledge and technical-scientific skills. In this context, higher education institutions are challenged to keep up with this growth by training qualified and well-prepared professionals to face the challenges and adversities, in order to respond to the increasing requirements of the labor market. Higher education is responsible for high level qualification and the diffusion of technological and scientific knowledge to its students, so that after the academic path, these meet the professional expectations The aim of this research was to identify the determinants of school success, through which an empirical study was carried out to identify variables that influence the academic performance of students in Accounting, Taxation and Finances courses from Management School of IPCA. In order to answer the research question, we used data from the academics, sociodemographic, behavioral and psychological information, as well as information related to the institution of higher education. The data used were based on the application of a survey questionnaire in 2017 (n =188) to the students concerned and secondary data provided by the academic services from IPCA (N = 435).Through the application of methodologies of statistical analysis of hypothesis tests, multiple linear regression and path analysis, the results allowed to verify that the academic performance is directly explained in a positive way by: grade of entrance in the higher education; student's age; attendance at class; ease that the student possesses in mathematical calculations, in text interpretation and in logical reasoning; hours of sleep preceding the tests; number of hours of study and level of academic formation of the teacher. In addition, academic performance is also explained indirectly by: self-efficacy, optimism and self-esteem. It was also found that students who smoke have a worse academic performance compared to non-smoking . However, no influence was detected in the academic performance due to the family economic-financial level, and the level of academic formation of the students' parents. The results of this research intend to contribute proactively with academic management, helping in the design of strategies aimed at improving educational processes and consequently greater school success.