Análise dos impactos da disciplina Projeto de Vida: um estudo com universitários

Abstract

This dissertation set out to analyze the subject of Life Project by consulting university students, verifying the difference between those who took and those who did not take the subject in public high school. It used two variables through descriptive statistical analysis, in terms of purpose (Malin et al., 2017) and in terms of determination and perseverance (Duckworth; Quinn, 2009). The sample consisted of 151 students from the Federal University of Sergipe, 89 of whom had taken part in the course in question, while 62 participants in this study did not know about the course. The data was collected via Google Forms and analyzed using SPSS software . The “purpose” variable followed the same model used by (Malin et al., 2017) in their analysis. As for the “determination and perseverance” variable, prior exploratory factor analysis was required in order to proceed with the selected statistical tests. The results showed that the students who took the course had slightly higher averages in both variables compared to those who did not, but these differences were not statistically significant. Specifically, the averages were 3.90% for purpose, 3.50% for Consistent Perseverance and 3.25% for Inconstant Perseverance in the course participants, compared to 3.68%, 3.49% and 3.04% respectively in the non-participants. The Mann-Whitney test revealed p-values greater than 0.05, indicating that the differences observed cannot be attributed to participation in the course. The research concluded that although the course had a tendency to positively influence students, there was no statistical evidence to affirm that this influence was significant. The findings highlight the need for future research with larger samples and varied methodologies to explore in greater depth the implications of this type of educational intervention on students' personal and academic development.