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This study intends to contribute to the understanding of certain psychological aspects, which involve the transition to higher education. We used a ques tionnaire of academic expectations (Academic Involvement Questionnaire – expectations version) and another of academic experiences (Academic Experiences Questionnaire ‑ reduced version) as instruments for data collection, with a sample of 1121 students of the University of Coimbra (from the 1st and 2nd years). A sub‑sample of 117 students, that had at least one academic year’s failure, called “potential school leavers”, was withdrawn from that sample. These students presented lower results in the Academic Experiences sub‑dimensions of Career and Study than the students that had never failed. Their results in Institutional Involvement, Vocational Involvement and Curriculum Involvement sub‑scales are also significantly lower (p < .05) in comparison with the other students. The data suggest that institutions must take into account the academic expectations and experiences in dropout prevention.

Avaliação das Expetativas e das Vivências Académicas na Transição para o Ensino Superior