Estilos psicoatribucionais na evasão desportiva e acadêmica no ensino superior tecnológico
Palavras-chave:
Estilos psicoatribucionais, evasão estudantil, atletas, Educação Superior TecnológicaResumo
Compreender como os estudantes explicam seus fracassos ou sucessos acadêmicos e esportivos, influenciando diretamente sua motivação, perseverança e decisões de abandono, é uma das linhas de pesquisa fundamentadas na otimização educacional. Por isso, o objetivo da pesquisa foi determinar a relação entre os estilos atribucionais e a evasão em estudantes que praticam esportes sistematicamente na Educação Superior Tecnológica, Sullana 2024. A pesquisa utilizou um desenho não experimental, de abordagem quantitativa e análise transversal, empregando regressão logística ordinal. A amostra foi composta por 299 estudantes atletas selecionados aleatoriamente. Foram avaliados aspectos atributivos (internos, externos, estáveis, instáveis, positivos e negativos) por meio de uma escala ordinal. A análise estatística revelou uma relação significativa entre estilos atribucionais e evasão estudantil (p < 0,05), com R² de Nagelkerke de 0,124, indicando uma explicação moderada do fenômeno. A regressão logística por dimensões mostrou associações significativas com fatores pessoais (R²=0,046), acadêmicos (R²=0,112), sociais (R²=0,113), econômicos (R²=0,085) e institucionais (R²=0,086). Evidenciou-se que maiores escores em estilos atribucionais funcionais estão associados a menor probabilidade de evasão. Os dados não apresentaram
normalidade, justificando o uso de modelos não paramétricos. A dimensão social foi a mais influente. Confirma-se a hipótese alternativa. A pesquisa confirma que os estilos atribucionais influenciam significativamente a evasão dos estudantes. Crenças sobre as causas do sucesso ou fracasso estão vinculadas a fatores sociais, acadêmicos e institucionais. Estes achados são fundamentais para o desenho de políticas e estratégias psicoeducativas.
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