Análise dos níveis de motivação e autoeficácia acadêmica em estudantes de psicopedagogia: primeira escolha ou segunda opção

Abstract

This study aimed to analyze the levels of motivation and academic self-efficacy in students of the Psychopedagogy course, considering whether the course was chosen as their first option or not. It is based on the assumption that the way a student enters undergraduate studies can influence the quality of their motivation, engagement with academic activities, and perception of competence to handle the demands of higher education. The research is characterized as a quantitative, descriptive, and comparative study, conducted with a sample of 206 students regularly enrolled in the Psychopedagogy course at the Federal University of Paraíba. The sample was predominantly female (95.1%), with a mean age between 17 and 65 years (M = 23.8; SD = 5.85). Regarding educational background, 59.7% of the students completed their secondary education entirely in public institutions. Data collection was conducted online using an electronic form containing a Sociodemographic and Academic Questionnaire, the Motivation for Learning in University Students Scale, and the Self-Efficacy in Higher Education Scale. Data were analyzed using descriptive and inferential statistics, revealing that students who chose Psychopedagogy as their first course option demonstrated greater Motivation for Learning Goals and more Proactive Actions, a dimension of academic self-efficacy. These data indicate that the initial course choice favors both intrinsic motivation for learning and the student's perception of competence in organizing their routine, managing time, and meeting deadlines. Furthermore, it was identified that individuals more likely to drop out of their courses exhibit lower levels of Motivation for Learning Goals, as well as lower levels of Academic Self-Efficacy. It is concluded that the method of admission acts as a fundamental psychological support for learning and that the intention to drop out is linked to the perception of helplessness in organizing routines and fragility in social bonds. The data reinforce the importance of a psycho-pedagogical perspective on the undergraduate student themselves, suggesting that strengthening autonomy and self-efficacy is essential to reduce dropout rates and promote a resilient academic trajectory in undergraduate studies.