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Desenvolvimento vocacional e envolvimento dos alunos na escola : da investigação à intervenção
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A presente investigação situa-se no âmbito da Psicologia da Educação e da “Orientação” e procura analisar a relação das variáveis, maturidade vocacional, perspetiva temporal, envolvimento dos alunos, a indecisividade e a tomada de decisão. Estes temas têm sido investigados, revelando importância na atualidade particularmente no desenvolvimento de programas de intervenção vocacional para jovens. No entanto, existe ainda escassez de estudos que atendam às dimensões de cada uma das variáveis e as aprofundem de forma articulada, com vista à sua aplicação na prática. O objetivo é, pois, análise das relações maturidade vocacional, envolvimento dos alunos na escola, perspetiva temporal e indecisividade em alunos de 9.º ano e 11.º ano de escolaridade em quatro escolas públicas do concelho de Câmara de Lobos e Ribeira Brava, na Madeira. Por outro lado, avalia-se um programa de desenvolvimento vocacional, composto por 6 sessões, dirigidas a jovens do 9.º ano de escolaridade, que trabalhou a exploração do autoconceito e das oportunidades escolares e profissionais para facilitar a construção de planos de carreira. Participaram 398 alunos, com idades compreendidas entre 13 e 19 anos de idade, 65 no grupo experimental e 33 no grupo controlo.
O programa foi avaliado nos momentos de pré e pós-teste, com um intervalo de três meses, após o pré-teste. Na recolha dos dados foram utilizados instrumentos validados para a população portuguesa e que revelam boas qualidades psicométricas: Inventário de Maturidade na Carreira (CMI) – Versão Adaptabilidade e o Inventário da Perspetiva Temporal (IPT), Inventário do Envolvimento dos alunos na escola e a Escala de Indecisividade. Os resultados sugerem que quanto maior a preocupação, a confiança e a curiosidade (dimensões do CMI), maior a orientação para o futuro e menor a visão negativa do futuro (Dimensões do IPT). A preocupação e a curiosidade revelam ainda uma relação negativa com a orientação para o presente. Os resultados confirmam, assim, a existência de uma relação entre a adaptabilidade e a perspetiva temporal de futuro, corroborando a literatura . Após o programa de intervenção, concluiu-se que existem diferenças significativas entre o grupo experimental e o grupo de controlo. Os alunos que participaram no programa evoluíram do pré-teste para o pós-teste nas dimensões, maturidade vocacional e na perspetiva temporal de futuro, segundo a literatura, os programas de intervenção revestem-se da maior importância para os jovens. Por último, apresenta-se a discussão dos resultados e as conclusões.
The current investigation is within the scope of Educational and Orientational Psychology and seeks to analyze the influence of the variables of vocational maturity, temporal perspective, student involvement and indecisiveness in career choice. These themes have been investigated, revealing importance and relevance particularly in the development of vocational intervention programs for young people. However, there is a scarcity of studies that address the specific dimensions of each of the variables and deepen them in an articulated way, with a view to their practical application. The objective is, therefore, to analyze the dimensions of vocational maturity, involvement of students in school, temporal perspective and indecisiveness in students of the 9th and 11th years of schooling in four public schools in the municipality of Câmara de Lobos and Ribeira Brava, in Madeira. On the other hand, a vocational development program aimed at young people in the 9th year of schooling, which explored the self-concept and school and professional opportunities to facilitate the construction of career plans, is evaluated. 398 students participated, aged between 13 and 19 years old. 65 in the experimental group and 33 in the control group. The program was evaluated in the pre- and post-test moments as well as three months after the end of the intervention. To describe the state of the art of the present study, we used the updated literature review and as a methodology we used statistical software, (SPSS), to analyze the quantitative data. In the collection of data, instruments validated for the Portuguese population were used and which reveal good psychometric qualities: Career Maturity Inventory (CMI) - Adaptable Version and the Temporal Perspective Inventory (IPT), and Indecisiveness. The results show that the greater the concern, confidence and curiosity (dimensions of the IMC), the greater the orientation towards the future and the less the negative vision of the future (Dimensions of the IPT). Concern and curiosity also reveals a negative relationship with the orientation towards the present. The results thus confirm the existence of a relationship between adaptability and the temporal perspective of the future. The implications for intervention in the context of career choice are discussed. The results confirm the existence of a relationship between adaptability and the temporal perspective of the future, corroborating the literature. After the intervention program, it was concluded that there are significant differences between the experimental and control groups. The students who participated in the program evolved from the pre-test to the post-test in terms of vocational maturity and the temporal perspective of the future. Intervention programs are of utmost importance for young people. Finally, a discussion of the results and conclusions is presented.
The current investigation is within the scope of Educational and Orientational Psychology and seeks to analyze the influence of the variables of vocational maturity, temporal perspective, student involvement and indecisiveness in career choice. These themes have been investigated, revealing importance and relevance particularly in the development of vocational intervention programs for young people. However, there is a scarcity of studies that address the specific dimensions of each of the variables and deepen them in an articulated way, with a view to their practical application. The objective is, therefore, to analyze the dimensions of vocational maturity, involvement of students in school, temporal perspective and indecisiveness in students of the 9th and 11th years of schooling in four public schools in the municipality of Câmara de Lobos and Ribeira Brava, in Madeira. On the other hand, a vocational development program aimed at young people in the 9th year of schooling, which explored the self-concept and school and professional opportunities to facilitate the construction of career plans, is evaluated. 398 students participated, aged between 13 and 19 years old. 65 in the experimental group and 33 in the control group. The program was evaluated in the pre- and post-test moments as well as three months after the end of the intervention. To describe the state of the art of the present study, we used the updated literature review and as a methodology we used statistical software, (SPSS), to analyze the quantitative data. In the collection of data, instruments validated for the Portuguese population were used and which reveal good psychometric qualities: Career Maturity Inventory (CMI) - Adaptable Version and the Temporal Perspective Inventory (IPT), and Indecisiveness. The results show that the greater the concern, confidence and curiosity (dimensions of the IMC), the greater the orientation towards the future and the less the negative vision of the future (Dimensions of the IPT). Concern and curiosity also reveals a negative relationship with the orientation towards the present. The results thus confirm the existence of a relationship between adaptability and the temporal perspective of the future. The implications for intervention in the context of career choice are discussed. The results confirm the existence of a relationship between adaptability and the temporal perspective of the future, corroborating the literature. After the intervention program, it was concluded that there are significant differences between the experimental and control groups. The students who participated in the program evolved from the pre-test to the post-test in terms of vocational maturity and the temporal perspective of the future. Intervention programs are of utmost importance for young people. Finally, a discussion of the results and conclusions is presented.
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Palavras-chave
maturidade vocacional envolvimento escolar perspetiva temporal indecisividade e intervenção vocacional vocational maturity school involvement temporal perspective indecisiveness and vocational intervention