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Use este identificador para citar o ir al link de este elemento: http://hdl.handle.net/1843/42178
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Campo DCValorIdioma
dc.contributor.advisor1Ricardo Teixeira Veigapt_BR
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/2160652000585374pt_BR
dc.creatorCláudio Lucas Vieira Batistapt_BR
dc.creator.Latteshttp://lattes.cnpq.br/5999277040508296pt_BR
dc.date.accessioned2022-06-01T20:32:34Z-
dc.date.available2022-06-01T20:32:34Z-
dc.date.issued2021-06-04-
dc.identifier.urihttp://hdl.handle.net/1843/42178-
dc.description.resumoThe methods by which higher education institutions qualify their students may be at odds with the expectations of future employers who increasingly value employees with greater professional practice or demonstrate a wide range of skills, not only a diploma degree. The study of authentic assessment on satisfaction and promotion behavior emerges from this difference between the workforce companies expectations and what universities render as content and practices. This research replicated and extended James and Casidy's (2018) study, which evaluated the effect of the authenticity of assessments on promotion behavior towards a course by undergraduate students of a business school. It was assumed that this effect is mediated by student satisfaction and that the relationship between authenticity and satisfaction is moderated by career ambition. The extension part refers to the attachment of a second moderator variable, the psychological trait of competitiveness. We carried out another conditional analysis with different data collection. We intended to enrich the prior research, challenging the hypotheses and revisiting the literature, not trying to prove it right or wrong, but increasing this study reliability. The total sample encompasses 129 respondents, 50% men, 49% women, 1% non-binary. The average age of the participants is 25 years old, of which 62% are in the age group from 17 to 25 years old; 83% of the participants comprise students from public universities; 17% are students from private schools. All of them are business undergraduates. We used the Google Forms App to apply the questionnaire. The two scenarios of more and less authentic assessment were chosen randomically. Among the 129 observations, the N non-authentic = 64, and N authentic = 65. The results validated all the hypotheses of the pivotal study, meaning that the authentic assessment is positively related to student's satisfaction and promoting behavior. Student satisfaction mediated the relationship between authentic assessments and promoting behavior. The effects of authentic assessment are stronger among students with higher levels of career ambition than those who are less ambitious. This effect was not statistically significant with the moderation of competitiveness. Based on the findings, the author recommends more replication of works such as this one, with experiments that may collaborate for the reliability criteria in human sciences' research process, particularly in Marketing.pt_BR
dc.description.sponsorshipCAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorpt_BR
dc.languageengpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentFACE - FACULDADE DE CIENCIAS ECONOMICASpt_BR
dc.publisher.programPrograma de Pós-Graduação em Administraçãopt_BR
dc.publisher.initialsUFMGpt_BR
dc.rightsAcesso Abertopt_BR
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/*
dc.subjectAuthentic assessmentpt_BR
dc.subjectHigher educationpt_BR
dc.subjectPromotion behaviorpt_BR
dc.subjectSatisfactionpt_BR
dc.subject.otherEstudantespt_BR
dc.subject.otherQualificaçãopt_BR
dc.subject.otherEnsino superiorpt_BR
dc.subject.otherAdministraçãopt_BR
dc.titleAuthentic assessment in higher education: an extended replicationpt_BR
dc.title.alternativeAvaliação autêntica no ensino superior: uma replicação estendidapt_BR
dc.typeDissertaçãopt_BR
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