CARDOSO, Lucila Moraes; GARCIA, Christiane Souza    SCHROEDER, Fernanda Tedeschi. Academic Experience of freshman students in psychology course. []. , 6, 2, pp.5-17. ISSN 2177-2061.

The admission in higher education has been understood as a potentiating crisis moment on youth development process. In this perspective, this study aimed to gather information on the academic integration of new first-year Psychology students. We have used a database with 94 protocols - reduced version - of Questionário de Vivências Acadêmicas / Questionnaire of Academic Experiences (QVA - r ) from two higher education institutions in São Paulo State. Comparisons were made among groups considering the five dimensions and the total score of QVA - r. There was differences for: a) the dimensions “study” and “interpersonal” for academics who work and do not work; b) the dimensions “institutional” and “study” among those who have a full-time job, a part-time and alternate period job. After nine months, 85% of the students who answered the questionnaire continued the course; then, when compared to the protocols of those who abandon the course, the results have shown that dropouts students use to have lower averages in the dimension career.

: higher education; College students - psychology; academic experience.

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