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Processos de aprendizagem e realização escolar dos alunos no Ensino Básico e Secundário
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Resumo(s)
A presente investigação teve como objectivo geral analisar os processos de aprendizagem dos alunos do 7º, 9º e 11ºano de escolaridade e a sua relação com a realização escolar e, ainda, com factores específicos, quer escolares quer familiares. O objectivo do estudo conduziu ao desdobramento do problema geral nos seguintes temas de estudo: 1- Distribuição dos alunos por aspectos específicos dos processos de aprendizagem; 2- Relação entre factores pessoais específicos (idade e ano de estudo desejado) e Dimensões dos Processos de Aprendizagem (DPA); 3- Relação entre factores escolares específicos (apoio emocional e a monitorização do professor) e DPA; 4- Relação entre factores familiares específicos (apoio emocional e o cuidar dos pais) e DPA; 5- Relação entre DPA e rendimento escolar dos alunos a disciplinas fundamentais; 6- Relação entre DPA e comportamento dos alunos na indisciplina e na violência; 7- Diferenciação dos alunos nas DPA em função do ano de escolaridade; 8- Diferenciação dos alunos nas DPA em função do género; 9- Factores escolares que mais contribuem para a explicação da abordagem profunda motivação profunda; 10-Factores familiares que mais contribuem para a explicação da abordagem profunda motivação profunda. A amostra foi constituída por 378 alunos e os instrumentos aplicados foram a Versão Revista do Questionário de Processos Aprendizagem e o Inventário das Percepções do Aluno acerca do Apoio dos Pais e dos Professores. A análise dos resultados permitiu encontrar relações significativas entre as abordagens de aprendizagem dos alunos nos processos de aprendizagem e as variáveis: idade, ano de estudo desejado, rendimento escolar, género, apoio emocional dos pais, apoio emocional dos professores, e comportamentos de indisciplina e de violência. Foram apresentados elementos interpretativos destes mesmos resultados, tendo, também, havido a preocupação de os comparar com estudos revistos. Conclui-se o estudo com sugestões de continuação e recomendações no âmbito da supervisão e orientação pedagógica.
This thesis aimed to analyse student learning processes, the relationship between these processes and school achievement, and specific factors (school and family) involved in student learning processes, in 7th, 9th and 11th grade students. The general objective was broken down into specific objectives which question: Q1-How are students distributed according to specific aspects of learning processes? Q2-What relationship exists between specific personal factors (such as age and desired grade) and the dimensions of learning processes dimensions? Q3-What relationship exists between specific school factors (related to the teacher, such as emotional support and monitoring) and the dimensions of learning processes? Q4-What relationship exists between specific family factors (related to parents, such as emotional support and care) and the dimensions of learning processes? Q5-What relationship exists between dimensions of learning processes and student school achievement in core subjects? Q6-What relationship exists between the dimensions of learning processes and student misbehaviour (indiscipline and violence)? Q7-How to differentiate the dimensions of student learning processes with regards to their grade? Q8- How to differentiate the dimensions of student learning processes with regards to their gender? Q9-Which school factors most contribute to the explanation of the deep approach, deep motivation? Q10-Which family factors most contribute to the explanation of the deep approach, deep motivation? The sample consisted of 378 students and the instruments used were the Revised Version of Learning Process Questionnaire and The Inventory of Students' Perceptions of Class Management and Parental Monitoring and Care. The results demonstrated significant relationships between student learning approaches in study/learning processes and the variables studied: age, desired grade, school achievement, gender, emotional support by parents, emotional support by teachers, misbehaviour and school violence. The results were then interpreted and compared to previous investigations. The thesis concludes with suggestions for continuing study, and recommendations for teachers on supervision and tutoring.
This thesis aimed to analyse student learning processes, the relationship between these processes and school achievement, and specific factors (school and family) involved in student learning processes, in 7th, 9th and 11th grade students. The general objective was broken down into specific objectives which question: Q1-How are students distributed according to specific aspects of learning processes? Q2-What relationship exists between specific personal factors (such as age and desired grade) and the dimensions of learning processes dimensions? Q3-What relationship exists between specific school factors (related to the teacher, such as emotional support and monitoring) and the dimensions of learning processes? Q4-What relationship exists between specific family factors (related to parents, such as emotional support and care) and the dimensions of learning processes? Q5-What relationship exists between dimensions of learning processes and student school achievement in core subjects? Q6-What relationship exists between the dimensions of learning processes and student misbehaviour (indiscipline and violence)? Q7-How to differentiate the dimensions of student learning processes with regards to their grade? Q8- How to differentiate the dimensions of student learning processes with regards to their gender? Q9-Which school factors most contribute to the explanation of the deep approach, deep motivation? Q10-Which family factors most contribute to the explanation of the deep approach, deep motivation? The sample consisted of 378 students and the instruments used were the Revised Version of Learning Process Questionnaire and The Inventory of Students' Perceptions of Class Management and Parental Monitoring and Care. The results demonstrated significant relationships between student learning approaches in study/learning processes and the variables studied: age, desired grade, school achievement, gender, emotional support by parents, emotional support by teachers, misbehaviour and school violence. The results were then interpreted and compared to previous investigations. The thesis concludes with suggestions for continuing study, and recommendations for teachers on supervision and tutoring.
Descrição
Tese de mestrado em Educação (Supervisão e Orientação Pedagógica), apresentada à Universidade de Lisboa, através da Faculdade de Ciências, 2008
Palavras-chave
Educação Supervisão pedagógica Orientação pedagógica Teses de mestrado