A relevância do programa hábitos de estudos (PHE) no processo formativo de estudantes da UFRN

Abstract

The research examined the importance of the Study Habits Program (PHE) for the academic performance of UFRN students, a relevant topic considering the democratization of access to higher education and the high rates of retention and dropout. The objective was to map students' psycho-emotional issues, identify their study habits, analyze the motivations for seeking PHE, and evaluate the relationship between the program and academic performance. A mixed-method approach was used, with the collection of quantitative and qualitative data through online questionnaires over three consecutive semesters. The results showed that most students face difficulties due to the lack of effective study habits, which negatively affects their academic performance and highlights the need for additional support. The study also reveals that factors such as emotional state, workload, and environment have a significant impact on academic performance. Bandura's (2005) theory of triadic reciprocity helps to understand this dynamic, suggesting that environment, behavior, and personal factors interact mutually. The research concluded that the development of self-regulation skills is crucial to improving academic performance. The PHE has proven to be fundamental in this context, helping students develop effective study habits and better cope with emotional issues, thereby promoting students' emotional well-being and contributing to their retention at the university. This study also contributes to the understanding of the factors that affect academic success and can guide more effective student support policies.