A carregar...
Publicação
Stress, coping e adaptação na transição para o segundo ciclo de escolaridade
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 4.68 MB | Adobe PDF |
Orientador(es)
Resumo(s)
A transição escolar pode ser entendida como um período de crise normativa na
vida das crianças e adolescentes, que envolve a mobilização de recursos por parte destes
no sentido de se adaptarem às novas exigências, constituindo assim, uma oportunidade
de crescimento e desenvolvimento.
A presente investigação contempla dois estudos. No primeiro, pretende-se analisar
a relação entre os factores de stress relevantes na transição de ciclo escolar, as
estratégias de coping utilizadas, e dois índices de adaptação, nomeadamente, as notas
escolares e a satisfação com o apoio social, em 228 crianças e adolescentes, que
frequentam pela primeira vez o 5" ano de escolaridade.
No segundo estudo são analisadas as diferenças nas variáveis acima referidas entre
três grupos de estudantes: um grupo que participou num programa com sessões acerca
da Transição (n=83) no quarto ano de escolaridade, um grupo que, para além deste
programa, participou num treino de Competências Sociais (n=22), e um grupo de
controlo (n=104).
A recolha de dados foi realizada através de questionários de auto-relato acerca do
stress escolar {School Stress Inventory, de Siperstein & Wenz-Gross, 1997), e das
estratégias de coping {Schoolagers'Coping Strategies Inventory, de Ryan-Wenger,
1990).
Os resultados sugerem que os acontecimentos stressantes identificados por mais
alunos, na transição para o segundo ciclo, pertencem ao domínio académico, enquanto
que os acontecimentos que os preocupam mais pertencem ao domínio da relação com o
professor e com as regras escolares.
As estratégias de coping de distracção cognitiva e comportamental são as mais
utilizadas e percebidas como eficazes pelo total da amostra, seguidas das estratégias
activas ou de diálogo interno. Estas últimas surgem como mediadores parciais da
relação entre stress escolar e as notas escolares, associadas a melhores resultados
académicos.
O grupo que beneficiou de treino de Competências Sociais e sessões relacionadas
com a Transição, revelou utilizar com maior frequência estratégias de coping,
particularmente, as de distracção cognitiva e comportamental, do que os outros dois
grupos. Não se verificaram diferenças nos níveis de stress escolar e nos dois índices de
adaptação, entre os três grupos considerados.
Os resultados alertam para a importância de delinear intervenções que promovam
a adaptação à transição para o segundo ciclo escolar, que integrem não só aspectos
relacionados com os procedimentos no novo contexto, mas que promovam nas crianças
e adolescentes estratégias de coping activas e de resolução de problemas.
School transition can be understood as a period of normative crisis in children and adolescents life, demanding the mobilization of resources so they can adapt to the new exigencies, establishing a development and growth opportunity. This investigation contemplates two studies. The first study analyzes the relation between stress factors that are relevant in school transition, coping strategies used and two adaptation indexes, namely, school marks and satisfaction with social care, in a sample of 228 children and adolescents attending the 5th year for the first time. The second study analyses the differences, using the above-mentioned variables, between three groups of students: a group that took part in a program with sessions about Transition (n=83) in the fourth year, a group that, in addition to this program, took part in Social Skills training (n=22) and a control group (n=104). Auto questionnaires about school stress (School Stress Inventory, de Siperstein & Wenz-Gross, 1997) and coping strategies (Schoolagers 'Coping Strategies Inventory, de Ryan-Wenger, 1990) were used to gather data. The results suggest that the stressful events identified by the majority of students, in the transition to middle school, belong to the academic domain, whereas they are most worried about their relation with teachers and school rules. Cognitive-behavioral distraction coping strategies are the most used and considered efficient by the entire sample, followed by active strategies also known as internal dialogue. These last strategies appear as partial mediators of the relation between school stress and school marks, associated to better academic results. Comparing the three groups, the one that profited with the Social Skills training and other sessions related with the Transition, made use of coping strategies more frequently, especially, the cognitive-behavioral distraction ones. There was no difference between school stress levels and both the adaptation indexes in the three groups. . The results reveal how important is to delineate interventions that can promote the adaptation to the middle school, incorporating not only.aspects related to.the new procedures in the new context, but also that can promote active coping and problem solving strategies in children and adolescents.
School transition can be understood as a period of normative crisis in children and adolescents life, demanding the mobilization of resources so they can adapt to the new exigencies, establishing a development and growth opportunity. This investigation contemplates two studies. The first study analyzes the relation between stress factors that are relevant in school transition, coping strategies used and two adaptation indexes, namely, school marks and satisfaction with social care, in a sample of 228 children and adolescents attending the 5th year for the first time. The second study analyses the differences, using the above-mentioned variables, between three groups of students: a group that took part in a program with sessions about Transition (n=83) in the fourth year, a group that, in addition to this program, took part in Social Skills training (n=22) and a control group (n=104). Auto questionnaires about school stress (School Stress Inventory, de Siperstein & Wenz-Gross, 1997) and coping strategies (Schoolagers 'Coping Strategies Inventory, de Ryan-Wenger, 1990) were used to gather data. The results suggest that the stressful events identified by the majority of students, in the transition to middle school, belong to the academic domain, whereas they are most worried about their relation with teachers and school rules. Cognitive-behavioral distraction coping strategies are the most used and considered efficient by the entire sample, followed by active strategies also known as internal dialogue. These last strategies appear as partial mediators of the relation between school stress and school marks, associated to better academic results. Comparing the three groups, the one that profited with the Social Skills training and other sessions related with the Transition, made use of coping strategies more frequently, especially, the cognitive-behavioral distraction ones. There was no difference between school stress levels and both the adaptation indexes in the three groups. . The results reveal how important is to delineate interventions that can promote the adaptation to the middle school, incorporating not only.aspects related to.the new procedures in the new context, but also that can promote active coping and problem solving strategies in children and adolescents.
Descrição
Tese de mestrado em Psicologia (Área de especialização em Stress e Bem Estar - Intervenção na Escola, na Família e no Trabalho), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Stress Coping Adaptação Ensino básico (2º ciclo) - Portugal Psicologia educacional