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Abstract(s)
A Mentoria é uma forma de intervenção utilizada para dar resposta aos desafios que resultam da transição e adaptação ao Ensino Superior. O presente estudo tem como objetivos mapear e caracterizar programas de Mentoria por pares e analisar as perceções dos estudantes que os integram, nível da sua adaptação e sucesso académico no contexto de Ensino Superior. Partindo deste objetivo, e adotando uma metodologia qualitativa, desenvolveu-se este estudo em duas fases. A primeira, de análise documental, de um conjunto de programas de mentoria em curso em Instituições de Ensino Superior em Portugal, com o principal objetivo a caraterização de Programas de Mentoria. Numa segunda fase, realizou-se um Focus Group, constituído por nove alunos-mentores de uma das Instituições Ensino Superior, incidindo sobre o seguinte ponto: i) Caraterização da Perspetiva dos Mentores sobre a experiência de participação em Programas de Mentoria por pares. Após a validação da transcrição das respostas pelos participantes, foi realizada uma análise temática, considerando os blocos de questionamento do guião de Focus Group, recorrendo ao software MAXQDA 2022. Os resultados analisados permitiram compreender quais as principais características dos programas de mentoria em curso nas Instituições de Ensino Superior selecionadas, nomeadamente quanto a: Objetivos; Funcionamento; Papel do Mentor; Papel do Mentorando; Direitos do Mentor e Direitos do Mentorando. Por sua vez, as perceções dos mentores dão conta da relevância das experiências enquanto mentores nas seguintes dimensões: Interação social; Atividades de Acolhimento; Apoio ao Estudo e Presencial/Online. Deste estudo, decorrem implicações relevantes para a prática, nomeadamente para relevância de iniciativa de apoio entre pares, como é exemplo, a das mentorias, como estratégia institucional impactante na promoção de uma transição para o Ensino Superior mais bem-sucedida, capaz de gerar efeitos ao nível do Apoio académico, Curso/Carreira, Interpessoal e Pessoal/Competências.
Mentoring is a form of intervention used to respond to the challenges that result from the transition and adaptation to Higher Education. The present study aims to map and characterize peer mentoring programs and analyze the perceptions of the students who participate in them, their level of adaptation and academic success in the context of Higher Education. Based on this objective, and adopting a qualitative methodology, this study was developed in two phases. The first, documental analysis, of a set of mentoring programs underway in Higher Education Institutions in Portugal, with the main objective of characterizing Mentoring Programs. In a second phase, a Focus Group was held, made up of nine student-mentors from one of the Higher Education Institutions, focusing on the following point: i) Characterization of the Mentors' Perspective on the experience of participating in Peer Mentoring Programs. After validating the transcription of the participants' responses, a thematic analysis was carried out, considering the questioning blocks of the Focus Group script, using the MAXQDA 2022 software. The results analyzed allowed us to understand the main characteristics of the mentoring programs underway in the selected Higher Education Institutions, particularly regarding: Objectives; Operation; Role of the Mentor; Role of the Mentee; Mentor's Rights and Mentee's Rights. In turn, mentors' perceptions reflect the relevance of their experiences as mentors in the following dimensions: Social interaction; Reception Activities; Study Support and In-person/Online. From this study, relevant implications for practice arise, namely for the relevance of peer support initiatives, such as mentoring, as an impactful institutional strategy in promoting a more successful transition to Higher Education, capable of generating effects at the level of academic support, Course/Career, Interpersonal and Personal/Skills.
Mentoring is a form of intervention used to respond to the challenges that result from the transition and adaptation to Higher Education. The present study aims to map and characterize peer mentoring programs and analyze the perceptions of the students who participate in them, their level of adaptation and academic success in the context of Higher Education. Based on this objective, and adopting a qualitative methodology, this study was developed in two phases. The first, documental analysis, of a set of mentoring programs underway in Higher Education Institutions in Portugal, with the main objective of characterizing Mentoring Programs. In a second phase, a Focus Group was held, made up of nine student-mentors from one of the Higher Education Institutions, focusing on the following point: i) Characterization of the Mentors' Perspective on the experience of participating in Peer Mentoring Programs. After validating the transcription of the participants' responses, a thematic analysis was carried out, considering the questioning blocks of the Focus Group script, using the MAXQDA 2022 software. The results analyzed allowed us to understand the main characteristics of the mentoring programs underway in the selected Higher Education Institutions, particularly regarding: Objectives; Operation; Role of the Mentor; Role of the Mentee; Mentor's Rights and Mentee's Rights. In turn, mentors' perceptions reflect the relevance of their experiences as mentors in the following dimensions: Social interaction; Reception Activities; Study Support and In-person/Online. From this study, relevant implications for practice arise, namely for the relevance of peer support initiatives, such as mentoring, as an impactful institutional strategy in promoting a more successful transition to Higher Education, capable of generating effects at the level of academic support, Course/Career, Interpersonal and Personal/Skills.
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Keywords
Mentoria por pares Ensino superior Transição e adptação ao ensino superior Sucesso académico Peer mentoring Higher education Transition and adaptation to higher education Academic success