Eficácia e motivação numa intervenção de carreira: comparação entre as modalidades blended e a distância
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O presente estudo avalia a eficácia de um programa de intervenção nos recursos de carreira nas modalidades blended e a distância, e explora a relação entre as mudanças nos recursos de carreira e a motivação autodeterminada. Para tal, dois grupos de 68 e 72 estudantes do Ensino superior participaram em intervenções blended e a distância, respetivamente. O programa blended teve lugar num contexto de infusão curricular e foi sujeito a avaliação, enquanto o programa a distância foi totalmente voluntário. Os estudantes foram avaliados em dois momentos, pré- e pós-teste, em relação a quatro dimensões de recursos de carreira. A motivação da experiência no programa foi avaliada após a intervenção. Os resultados indicam que, apesar de algumas diferenças entre as duas modalidades, ambas as intervenções de carreira foram eficazes, com ganhos em três das quatro dimensões de recursos de carreira. A perceção de conexão foi mais elevada na versão blended do programa, enquanto os participantes no formato a distância reportaram níveis mais elevados de autonomia durante o programa. Apesar disso, as variáveis motivacionais não apresentaram um poder preditivo relevante em relação aos ganhos nos recursos de carreira obtidos pela participação no programa. Em termos de implicações para a prática, os resultados sugerem a possibilidade de integrar intervenções nos currículos dos cursos superiores como forma de aumentar a permanência e de atingir diferentes públicos, sublinhando-se a importância de utilizar múltiplas abordagens para alargar o seu alcance.
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