Expectations, according to sex, of the Spanish students of the first year of higher education after their first experiences

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Published: Sep 18, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v2.446
Keywords:
Dimensions of expectations gender academic adjustment experiences

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Ángeles Conde Rodríguez
Universidad de Vigo
Sonia Alfonso Gil
Universidad de Vigo
Mar García Señorán
Universidad de Vigo
Manuel Deaño Deaño
Universidad de Vigo
Fernando Tellado González
Universidad de Vigo

Abstract

Academic expectations reflected confidence in that which, according to previous experience, is considered to be more likely to occur. They are an interpretation and prediction about what will happen in Higher Education (ES) based on the experience. The confrontation with the first school semester leads, often, to a reevaluation and modification of initial expectations. This study was conducted to see whether a change in the scores of student expectations occurs, by sex, since they was first start in college until complete it the first semester. The sample consisted of 223 students from the University of Vigo, Ourense Campus, aged between 18 and 39 years (M = 19.8, Mdn = 19 ) . 68% were female and 32% male. Was used for initial and semiannual measure Academic Perceptions Questionnaire (CPA). The results indicated that initially, women, scored higher than men in their expectations of training employment/career, personal and social development, student mobility, political / citizenship implication and social pressure. At the end of the first semester, that pattern was reversed, the men got higher scores on these dimensions of expectations. The results are interpreted to mean that women conform to a greater extent than men based on their expectations of university experiences in that time period, assuming a better adjustment of women students to college.

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How to Cite
Conde Rodríguez, Ángeles, Alfonso Gil, S., García Señorán, M., Deaño Deaño, M., & Tellado González, F. (2014). Expectations, according to sex, of the Spanish students of the first year of higher education after their first experiences. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 315–324. https://doi.org/10.17060/ijodaep.2014.n1.v2.446
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Vol. 2 No. 1 (2014): EDUCATIONAL PSYCHOLOGIST
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Articles
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