Abstract
The objective was to investigate the validity evidence of the relationship between the Questionnaire for Adaptation to Remote Higher Education (QAES-R) and other variables. The study analyzed the relationships between the QAES-R with the reasons for academic dropout and motivation. A total of 319 Brazilian university students participated (Mage = 26.25; SD = 9.5). Statistically significant correlations were identified between the QAES-R and most factors of the other instruments. In the first model tested, the QAES-R factors predicted academic dropout : Social (32%), Academic (24%), Institutional (15%), and Teacher (10%) (χ2 /gl = 1.87; RMSEA = .05; CFI = .87; TLI = .87). In the second model, the QAES-R predicted learning goals (45%), performance-avoidance (39%), and performance-approach (30%) (χ2 /gl = 1.42; RMSEA = .04; CFI = .90; TLI = .90). These results extend the psychometric properties of the QAES-R to assess the academic adaptation of students during emergency remote teaching.
Keywords:
Higher Education; Evasion; Motivation; Pandemic
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Legenda. INSa = Fator Institucional; SOCa = Fator Social; EST = Fator Estudo; PE = Fator Pessoal-emocional; PC = Fator Planejamento de Carreira; INSe = Fator Insititucional; ACA = Fator Acadêmico; PRO = Fator Professor; SOCe = Fator Social.Índices de verificação da adequação do modelo. χ2 /gl = 1,87; RMSEA = 0,05; CFI = 0,87; TLI = 0,87.Nível de significância β e R 2 . *p < 0,05; ** p < 0,01; ***p < 0,001.
Legenda. INS = Fator Institucional; SOC = Fator Social; EST = Fator Estudo; PE = Fator Pessoal-emocional; PC = Fator Planejamento de Carreira; MA = Fator Meta Aprender; MPA = Fator Meta Performance-Aproximação; MPE = Fator Meta Performance-Evitação.Índices de verificação da adequação do modelo. χ2 /gl = 1,42; RMSEA = 0,04; CFI = 0,90; TLI = 0,90.Nota. Nível de significância estatística β e R 2 . * p < 0,05; ** p < 0,01; *** p < 0,001.