Aplicação da Escala de Aconselhamento Profissional em estudantes universitários

No campo da Orientação Profissional, torna-se cada vez mais importante que os instrumentos utilizados na verificação dos interesses garantam avaliações confiáveis e precisas, de forma que possam auxiliar o orientador na clarificação das motivações e necessidades individuais da pessoa que almeja cons...

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Autores:
Porto-Noronha, Ana Paula
Ottati, Fernanda
Mansão, Camélia
Tipo de recurso:
Article of journal
Fecha de publicación:
2011
Institución:
Universidad Católica de Colombia
Repositorio:
RIUCaC - Repositorio U. Católica
Idioma:
por
OAI Identifier:
oai:repository.ucatolica.edu.co:10983/148
Acceso en línea:
http://hdl.handle.net/handle/001/148
Palabra clave:
EVALUACIÓN PSICOLÓGICA
INTERESES PROFESIONALES
PRUEBAS PSICOLÓGICAS
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openAccess
License
Derechos Reservados - Universidad Católica de Colombia, 2011
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network_acronym_str UCATOLICA2
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dc.title.spa.fl_str_mv Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
dc.title.translated.eng.fl_str_mv Application of the Escala de Aconselhamento Profissional in university students
Aplicación de la Escala de Consejería Profesional en estudiantes universitarios
title Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
spellingShingle Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
EVALUACIÓN PSICOLÓGICA
INTERESES PROFESIONALES
PRUEBAS PSICOLÓGICAS
title_short Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
title_full Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
title_fullStr Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
title_full_unstemmed Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
title_sort Aplicação da Escala de Aconselhamento Profissional em estudantes universitários
dc.creator.fl_str_mv Porto-Noronha, Ana Paula
Ottati, Fernanda
Mansão, Camélia
dc.contributor.author.spa.fl_str_mv Porto-Noronha, Ana Paula
Ottati, Fernanda
Mansão, Camélia
dc.subject.spa.fl_str_mv EVALUACIÓN PSICOLÓGICA
INTERESES PROFESIONALES
PRUEBAS PSICOLÓGICAS
topic EVALUACIÓN PSICOLÓGICA
INTERESES PROFESIONALES
PRUEBAS PSICOLÓGICAS
description No campo da Orientação Profissional, torna-se cada vez mais importante que os instrumentos utilizados na verificação dos interesses garantam avaliações confiáveis e precisas, de forma que possam auxiliar o orientador na clarificação das motivações e necessidades individuais da pessoa que almeja construir um projeto de carreira. Assim, esse estudo investigou os interesses profissionais avaliado pela Escala de Aconselhamento Profissional (EAP) em 455 estudantes de diferentes cursos de graduação de instituições de ensino superior privadas do interior do estado de São Paulo. Foi possível verificar que o maior interesse de estudantes de mecatrônica e das engenharias foram Ciências Exatas e Ciências Agrárias e Ambientais., Os estudantes de economia tiveram resultados mais altos em Artes e Comunicação e Atividades Burocráticas. Arquitetura se destacou pelas maiores médias nas dimensões Artes e Comunicação. De maneira geral, houve coerência entre os cursos e as dimensões preferidas.
publishDate 2011
dc.date.accessioned.spa.fl_str_mv 2011-11-10T17:08:36Z
dc.date.available.spa.fl_str_mv 2011-11-10T17:08:36Z
dc.date.issued.spa.fl_str_mv 2011-06
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.citation.spa.fl_str_mv Porto-Noronha, A., Ottati, F., Mansão, C., & Cezar, E. (2011). Aplicação da escala de aconselhamento profissional em estudantes universitários. Acta Colombiana De PsicologíA, 14(1), 155-164. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/365
dc.identifier.issn.spa.fl_str_mv 0123-9155
dc.identifier.uri.spa.fl_str_mv http://hdl.handle.net/handle/001/148
identifier_str_mv Porto-Noronha, A., Ottati, F., Mansão, C., & Cezar, E. (2011). Aplicação da escala de aconselhamento profissional em estudantes universitários. Acta Colombiana De PsicologíA, 14(1), 155-164. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/365
0123-9155
url http://hdl.handle.net/handle/001/148
dc.language.iso.spa.fl_str_mv por
language por
dc.relation.ispartof.spa.fl_str_mv Acta Colombiana de Psicología, Vol. 14, no. 1 (ene.-jun. 2011); p. 155-164
dc.relation.references.spa.fl_str_mv Anastasi, A. e Urbina, S. (2000). Testagem Psicológica. (7ª ed.). Porto Alegre: Artes Médicas.
Ackerman, P. L. e Beier, M. E. (2003). Intelligence, Personality, and Interests in the Career Choice Process. Journal of Career Assessment, 11(2), 205-218.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bohoslavsky, R. (1987). Orientação Vocacional: A estratégia clínica. São Paulo: Martins Fontes.
Conselho Federal de Psicologia - CFP (2010). Sistema de Avaliação de Testes Psicológicos. Disponível em: http://www2.pol.org.br/satepsi/sistema/admin.cfm. Acesso em: 30/09/2010.
Conselho Regional de Economia. CORECON (2010). São Paulo. Disponível em: http://www.coreconsp.org.br. Acesso em: 27/11/2010.
Holland, J. L. (1963). Explorations of a theory of vocational choice and achievement: A four-year prediction study. Psychological Reports, 12, 547-594.
Holland, J. O. (1997). Making Vocational Choices: A theory of vocational personalities and work environments. Odessa: PAR.
Krawulski, E. (1998). A orientação profissional e o significado do trabalho. Revista da ABOP, 2(1), 5-19.
Lent, R., Brown, S. D., e Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice and performance. Journal of Vocational Behavior, 45, 79-122.
Levenfus, R. S. (1997). Algumas Teorias da Psicologia Vocacional In: R. S. Levenfus (org.) Psicodinâmica da escolha profissional (Capítulo 2, pp. 31- 46). Porto Alegre: Artes Médicas.
Levenfus, R. S. (2005). Interesses e profissões: suporte informativo ao orientador vocacional. São Paulo: Vetor.
Magalhães, M. O., e Gomes, W. B. (2007). Personalidades vocacionais e processos de carreira na vida adulta. Psicologia em Estudo, 12(1), 95-103.
Melo-Silva, L. L. (2000). Intervenção em Orientação Vocacional/Profissional: avaliando resultados e processos. Tese de Doutorado não publicada. Faculdade de Filosofia, Ciências e Letras, Universidade de São Paulo, Ribeirão Preto.
Melo-Silva, L. L., Noce, M. A., e Andrade, P. P. (2003). Interesses em adolescentes que procuram orientação profissional. Psic: Revista da Vetor Editora, 4(2), 6-17.
Noronha, A. P. P. e Ottati, F. (2010). Interesses profissionais de jovens e escolaridade dos pais. Revista Brasileira de Orientação Profissional 11 (1), 37-47.
Noronha, A. P. P., Martins, D. F., Gurgel, M. G. A., e Ambiel, R. A. M. (2009). Estudo correlacional entre interesses profissionais e vivências acadêmicas no ensino superior. Psicologia Escolar e Educacional, 13(1), 143-154.
Noronha, A. P. P., Sisto, F. F., e Santos, A. A. A. (2007). Escala de Aconselhamento Profissional &- EAP Manual de Aplicação. São Paulo: Vetor.
Nunes, M. F. O., e Noronha, A. P. P. (2009). Auto-eficácia para atividades ocupacionais e interesses profissionais em estudantes do ensino médio. Psicologia: ciência e profissão, 29(1), 102-115.
Nunes, M. F. O., Okino, E. T. K., Noce, M. A., e Jardim-Maran, M. L. C. (2008). Interesses profissionais: perspectivas teóricas e instrumentos de avaliação. Avaliação Psicológica, 7(3), 403-414.
Ottati, F. (2009). Escala de Aconselhamento Profissional (EAP) e BBT-Br: Estudo de evidências de validade. Dissertação de mestrado, Programa de Pós-Graduação Stricto Senso em Psicologia, Universidade São Francisco, Itatiba.
Pasquali, L. (Org.) (2001). Técnicas de exame psicológico (TEP) - manual, volume I: Fundamentos das técnicas psicológicas. São Paulo: Casa do Psicólogo, Conselho Federal de Psicologia.
Primi, R., Bighetti, C. A., Munhoz, A. H., Noronha, A. P. P., Polydoro, S. A. J., Nucci, E. P., e Pelegrini, M. C. K. (2002). Personalidade, interesses e habilidades: um estudo correlacional da BPR-5, LIP e do 16PF. Avaliação Psicológica, 1(1), 61-72.
Saavedra, L.; Taveira, M. C. e Silva, A. D. (2010). A subrepresentatividade das mulheres em áreas tipicamente masculinas: Factores explicativos e pistas para a intervenção. Revista Brasileira de Orientação Profissional, 11 (1), 49-59.
Sarriera, J. C. (1999). Uma perspectiva da orientação profissional para o novo milênio. Revista da ABOP, 3(1), 85-96.
Sartori, F. A., Noronha, A. P. P., e Nunes, M. F. O. (2009). Comparações entre EAP e SDS: Interesses profissionais em alunos do ensino médio. Boletim de psicologia, 59(1), 17-29.
Savickas, M. L. (1995). Examining the Personal Meaning of Inventoried Interests During Career Counseling. Journal of Career Assessment, 3(2), 188-201.
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spelling Porto-Noronha, Ana Paula6d423547-a559-40d6-9f57-5f5c2c575b97-1Ottati, Fernandad8361776-71b8-4c83-a664-1569718b1364-1Mansão, Camélia03bf4224-a1ba-4aae-8df1-d0574e0ca691-12011-11-10T17:08:36Z2011-11-10T17:08:36Z2011-06No campo da Orientação Profissional, torna-se cada vez mais importante que os instrumentos utilizados na verificação dos interesses garantam avaliações confiáveis e precisas, de forma que possam auxiliar o orientador na clarificação das motivações e necessidades individuais da pessoa que almeja construir um projeto de carreira. Assim, esse estudo investigou os interesses profissionais avaliado pela Escala de Aconselhamento Profissional (EAP) em 455 estudantes de diferentes cursos de graduação de instituições de ensino superior privadas do interior do estado de São Paulo. Foi possível verificar que o maior interesse de estudantes de mecatrônica e das engenharias foram Ciências Exatas e Ciências Agrárias e Ambientais., Os estudantes de economia tiveram resultados mais altos em Artes e Comunicação e Atividades Burocráticas. Arquitetura se destacou pelas maiores médias nas dimensões Artes e Comunicação. De maneira geral, houve coerência entre os cursos e as dimensões preferidas.application/pdfPorto-Noronha, A., Ottati, F., Mansão, C., & Cezar, E. (2011). Aplicação da escala de aconselhamento profissional em estudantes universitários. Acta Colombiana De PsicologíA, 14(1), 155-164. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/3650123-9155http://hdl.handle.net/handle/001/148porUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 14, no. 1 (ene.-jun. 2011); p. 155-164Anastasi, A. e Urbina, S. (2000). Testagem Psicológica. (7ª ed.). Porto Alegre: Artes Médicas.Ackerman, P. L. e Beier, M. E. (2003). Intelligence, Personality, and Interests in the Career Choice Process. Journal of Career Assessment, 11(2), 205-218.Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.Bohoslavsky, R. (1987). Orientação Vocacional: A estratégia clínica. São Paulo: Martins Fontes.Conselho Federal de Psicologia - CFP (2010). Sistema de Avaliação de Testes Psicológicos. Disponível em: http://www2.pol.org.br/satepsi/sistema/admin.cfm. Acesso em: 30/09/2010.Conselho Regional de Economia. CORECON (2010). São Paulo. Disponível em: http://www.coreconsp.org.br. Acesso em: 27/11/2010.Holland, J. L. (1963). Explorations of a theory of vocational choice and achievement: A four-year prediction study. Psychological Reports, 12, 547-594.Holland, J. O. (1997). Making Vocational Choices: A theory of vocational personalities and work environments. Odessa: PAR.Krawulski, E. (1998). A orientação profissional e o significado do trabalho. Revista da ABOP, 2(1), 5-19.Lent, R., Brown, S. D., e Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice and performance. Journal of Vocational Behavior, 45, 79-122.Levenfus, R. S. (1997). Algumas Teorias da Psicologia Vocacional In: R. S. Levenfus (org.) Psicodinâmica da escolha profissional (Capítulo 2, pp. 31- 46). Porto Alegre: Artes Médicas.Levenfus, R. S. (2005). Interesses e profissões: suporte informativo ao orientador vocacional. São Paulo: Vetor.Magalhães, M. O., e Gomes, W. B. (2007). Personalidades vocacionais e processos de carreira na vida adulta. Psicologia em Estudo, 12(1), 95-103.Melo-Silva, L. L. (2000). Intervenção em Orientação Vocacional/Profissional: avaliando resultados e processos. Tese de Doutorado não publicada. Faculdade de Filosofia, Ciências e Letras, Universidade de São Paulo, Ribeirão Preto.Melo-Silva, L. L., Noce, M. A., e Andrade, P. P. (2003). Interesses em adolescentes que procuram orientação profissional. Psic: Revista da Vetor Editora, 4(2), 6-17.Noronha, A. P. P. e Ottati, F. (2010). Interesses profissionais de jovens e escolaridade dos pais. Revista Brasileira de Orientação Profissional 11 (1), 37-47.Noronha, A. P. P., Martins, D. F., Gurgel, M. G. A., e Ambiel, R. A. M. (2009). Estudo correlacional entre interesses profissionais e vivências acadêmicas no ensino superior. Psicologia Escolar e Educacional, 13(1), 143-154.Noronha, A. P. P., Sisto, F. F., e Santos, A. A. A. (2007). Escala de Aconselhamento Profissional &- EAP Manual de Aplicação. São Paulo: Vetor.Nunes, M. F. O., e Noronha, A. P. P. (2009). Auto-eficácia para atividades ocupacionais e interesses profissionais em estudantes do ensino médio. Psicologia: ciência e profissão, 29(1), 102-115.Nunes, M. F. O., Okino, E. T. K., Noce, M. A., e Jardim-Maran, M. L. C. (2008). Interesses profissionais: perspectivas teóricas e instrumentos de avaliação. Avaliação Psicológica, 7(3), 403-414.Ottati, F. (2009). Escala de Aconselhamento Profissional (EAP) e BBT-Br: Estudo de evidências de validade. Dissertação de mestrado, Programa de Pós-Graduação Stricto Senso em Psicologia, Universidade São Francisco, Itatiba.Pasquali, L. (Org.) (2001). Técnicas de exame psicológico (TEP) - manual, volume I: Fundamentos das técnicas psicológicas. São Paulo: Casa do Psicólogo, Conselho Federal de Psicologia.Primi, R., Bighetti, C. A., Munhoz, A. H., Noronha, A. P. P., Polydoro, S. A. J., Nucci, E. P., e Pelegrini, M. C. K. (2002). Personalidade, interesses e habilidades: um estudo correlacional da BPR-5, LIP e do 16PF. Avaliação Psicológica, 1(1), 61-72.Saavedra, L.; Taveira, M. C. e Silva, A. D. (2010). A subrepresentatividade das mulheres em áreas tipicamente masculinas: Factores explicativos e pistas para a intervenção. Revista Brasileira de Orientação Profissional, 11 (1), 49-59.Sarriera, J. C. (1999). Uma perspectiva da orientação profissional para o novo milênio. Revista da ABOP, 3(1), 85-96.Sartori, F. A., Noronha, A. P. P., e Nunes, M. F. O. (2009). Comparações entre EAP e SDS: Interesses profissionais em alunos do ensino médio. Boletim de psicologia, 59(1), 17-29.Savickas, M. L. (1995). Examining the Personal Meaning of Inventoried Interests During Career Counseling. Journal of Career Assessment, 3(2), 188-201.Derechos Reservados - Universidad Católica de Colombia, 2011info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)https://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2EVALUACIÓN PSICOLÓGICAINTERESES PROFESIONALESPRUEBAS PSICOLÓGICASAplicação da Escala de Aconselhamento Profissional em estudantes universitáriosApplication of the Escala de Aconselhamento Profissional in university studentsAplicación de la Escala de Consejería Profesional en estudiantes universitariosArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALv14n1a14.pdfv14n1a14.pdfArtículo 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