<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-5051</journal-id>
<journal-title><![CDATA[Innovar]]></journal-title>
<abbrev-journal-title><![CDATA[Innovar]]></abbrev-journal-title>
<issn>0121-5051</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Económicas. Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-50512020000200131</article-id>
<article-id pub-id-type="doi">10.15446/innovar.v30n76.85218</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Adaptação ao ensino superior militar: preditores do sucesso académico]]></article-title>
<article-title xml:lang="en"><![CDATA[ADAPTATION TO MILITARY HIGHER EDUCATION: ACADEMIC SUCCESS PREDICTORS]]></article-title>
<article-title xml:lang="es"><![CDATA[ADAPTACIÓN A LA EDUCACIÓN MILITAR SUPERIOR: PREDICTORES DEL ÉXITO ACADÉMICO]]></article-title>
<article-title xml:lang="fr"><![CDATA[ADAPTACIÓN A LA EDUCACIÓN MILITAR SUPERIOR: PREDICTORES DEL ÉXITO ACADÉMICO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palma Rosinha]]></surname>
<given-names><![CDATA[Antônio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Andrade Júnior]]></surname>
<given-names><![CDATA[Hermes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitário Militar  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica Braga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>30</volume>
<numero>76</numero>
<fpage>131</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-50512020000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-50512020000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-50512020000200131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A cultura militar apresenta características que exigem elevados níveis de adaptação, ao nível psicológico, físico e emocional. Os estudantes do ensino superior militar constituem uma população sujeita a elevados níveis de stress, particularmente durante o primeiro ano da Academia Militar de Portugal. Os cadetes enfrentam diversos desafios para se formarem como oficiais do quadro permanente do Exército Português e da Guarda Nacional Republicana. O estudo pretende identificar e caraterizar os stressores presentes no esforço adaptativo ao ensino superior militar, analisando a forma como evoluem ao longo dos anos e se constituem como possíveis preditores do sucesso académico. A amostra é constituída por 601 candidatos e futuros alunos à Academia Militar. Nesse sentido, foram realizados dois estudos, um de natureza transversal e outro longitudinal, que mostraram que o bem-estar físico e psicológico e a gestão do tempo são os fatores que mais contribuem para a perceção da autoeficácia académica e explicam parcialmente o sucesso académico a médio prazo (segundo ano). O caráter longitudinal do estudo acentua os resultados obtidos e remete para que, em estudos posteriores, se estabeleçam correlações com medidas da autoestima e de desempenho já como oficiais em contexto operacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Military culture requires high levels of adaptation at the psychological, physical and emotional levels. Students in military higher education are subject to high stress levels, particularly during the first year at the Military Academy of Portugal. Cadets face several challenges to graduate as permanent officers of the Portuguese Army and the Republican National Guard. This study aims to identify and describe the stressors during the adaptive effort to military higher education, analyzing how they evolve over the years and constitute possible predictors of academic success. The sample gathers 601 candidates and future students at the Military Academy. On this topic, two cross-sectional and longitudinal studies have shown that physical and psychological well-being and time management are the factors that most contribute to the perception of academic self-efficacy and partially explain academic success over the medium term (second year). The longitudinal nature of this research emphasizes the results obtained and suggests that future studies should establish correlations with self-esteem and performance measures as official in an operational context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La cultura militar tiene características que requieren altos niveles de adaptación a nivel psicológico, físico y emocional. Los estudiantes de educación superior militar son una población sujeta a altos niveles de estrés, particularmente durante el primer año de la Academia Militar de Portugal. Los cadetes enfrentan varios retos para graduarse como oficiales permanentes del ejército portugués y la Guardia Nacional Republicana. El estudio tiene como propósito identificar y caracterizar los factores estresantes presentes en el esfuerzo de adaptación a la educación superior militar, analizando cómo evolucionan a lo largo de los años y constituyen posibles predictores del éxito académico. La muestra consta de 601 candidatos y futuros estudiantes de la Academia Militar. En este sentido, dos estudios transversales y longitudinales han demostrado que el bienestar físico y psicológico y el manejo del tiempo son los factores que más contribuyen a la percepción de autoeficacia académica y explican parcialmente el éxito académico a medio plazo (segundo año). El carácter longitudinal del estudio acentúa los resultados obtenidos y sugiere que, en estudios posteriores, se establezcan correlaciones con medidas de autoestima rendimiento ya como oficiales en un contexto operativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ: La culture militaire a des particularités qui exigent des niveaux élevés d'adaptation aux niveaux psychologique, physique et émotionnel. Les étudiants de l'enseignement supérieur militaire sont une population soumise à des niveaux de stress élevés, en particulier pendant la première année de l'Académie militaire portugaise. Les cadets sont confrontés à plusieurs défis pour obtenir leur diplôme d'officiers permanents de l'armée portugaise et de la Garde Nationale Républicaine. L'étude vise à identifier et caractériser les facteurs de stress présents dans l'effort d'adaptation à l'enseignement supérieur militaire, en analysant comment ils évoluent au fil des ans et constituent des prédicteurs possibles de la réussite académique. L'échantillon est composé de 601 candidats et futurs étudiants de l'Académie militaire. En ce sens, deux études transversales et longitudinales ont montré que le bien-être physique et psychologique et la gestion du temps sont les facteurs qui contribuent le plus à la perception de l'auto-efficacité scolaire et expliquent en partie la réussite scolaire à moyen terme (deuxième année). La nature longitudinale de l'étude accentue les résultats obtenus et suggère que, pour des études ultérieures, on établisse des corrélations avec des mesures de l'estime de soi et de la performance en tant que cadres déjà dans un contexte opérationnel.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[cultura militar]]></kwd>
<kwd lng="pt"><![CDATA[ensino militar]]></kwd>
<kwd lng="pt"><![CDATA[stressores militares]]></kwd>
<kwd lng="pt"><![CDATA[sucesso académico]]></kwd>
<kwd lng="en"><![CDATA[Academic success]]></kwd>
<kwd lng="en"><![CDATA[military culture]]></kwd>
<kwd lng="en"><![CDATA[military education]]></kwd>
<kwd lng="en"><![CDATA[military stressors]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[cultura militar]]></kwd>
<kwd lng="es"><![CDATA[educación militar]]></kwd>
<kwd lng="es"><![CDATA[estre-sores militares]]></kwd>
<kwd lng="es"><![CDATA[éxito académico]]></kwd>
<kwd lng="fr"><![CDATA[auto-efficacité]]></kwd>
<kwd lng="fr"><![CDATA[culture militaire]]></kwd>
<kwd lng="fr"><![CDATA[éducation militaire]]></kwd>
<kwd lng="fr"><![CDATA[stresseurs militaires]]></kwd>
<kwd lng="fr"><![CDATA[réussite scolaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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