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Aspirações e auto-eficácia académica : influência das expectativas de pais e professores e da coesão entre pares
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Com fundamentação nos pressupostos sociocognitivos, esta investigação teve como objetivo analisar a influência das expetativas dos pais e dos professores, assim como da coesão entre colegas na turma nas crenças de auto-eficácia académica dos alunos e das aspirações. A título exploratório, analisaram-se estas variáveis no rendimento académico dos estudantes, considerando a média dos resultados do 9º ano. O estudo contou com uma amostra de 103 alunos e respetivos encarregados de educação e professores das disciplinas de Língua Portuguesa e Ciências Naturais. Na análise dos dados salientam-se os modelos de regressão linear, em que se observou que a coesão de turma e o estabelecimento de objetivos são preditores significativos da auto-eficácia académica dos alunos, e que as expetativas parentais e o rendimento académico predizem as aspirações. Também se verificou que as expetativas de pais e professores são bons preditores do rendimento académico. Em suma, constatou-se que os três sistemas – pais, professores e pares – têm impacto em diferentes níveis do desenvolvimento de carreira dos alunos. São discutidas as implicações para a investigação e para a prática, tais como a necessidade de desenvolver intervenções que envolvam pais e professores, e que promovam o desenvolvimento de crenças de auto-eficácia académicas positivas, níveis elevados de aspirações e sucesso académico.
Based on sociocognitive assumptions, this research aimed to examine to what extent the expectations of parents and teachers, as well as cohesion among colleagues in the classroom affect the beliefs of academic self-efficacy of students and their aspirations. As an exploratory perspective, these variables are analyzed in the academic performance of students, taking the average of the results of the 9th year. The study included a sample of 103 students and their respective parents and Portuguese and Sciences teachers. From data analysis the results of three linear regression models are emphasized, where was found that cohesion and goal setting are significant predictors of academic self-efficacy, and parental expectations and academic achievement predict the aspirations. Parent and teacher expectations predict the academic performance of students. In summary, it was found that the three systems - parents, teachers and peers - have an impact on the development of students' career, however this impact takes place at different levels. Future implications for research and practice are discussed, such as the need to develop interventions with parents and teachers that promote the development of positive academic self-efficacy beliefs, higher aspirations and academic attainment.
Based on sociocognitive assumptions, this research aimed to examine to what extent the expectations of parents and teachers, as well as cohesion among colleagues in the classroom affect the beliefs of academic self-efficacy of students and their aspirations. As an exploratory perspective, these variables are analyzed in the academic performance of students, taking the average of the results of the 9th year. The study included a sample of 103 students and their respective parents and Portuguese and Sciences teachers. From data analysis the results of three linear regression models are emphasized, where was found that cohesion and goal setting are significant predictors of academic self-efficacy, and parental expectations and academic achievement predict the aspirations. Parent and teacher expectations predict the academic performance of students. In summary, it was found that the three systems - parents, teachers and peers - have an impact on the development of students' career, however this impact takes place at different levels. Future implications for research and practice are discussed, such as the need to develop interventions with parents and teachers that promote the development of positive academic self-efficacy beliefs, higher aspirations and academic attainment.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2015
Palavras-chave
Auto-eficácia académica Aspirações Coesão Pais Professores Rendimento dos alunos Teses de mestrado - 2015