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Military Engagement, self-concept and on-base living
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Orientador(es)
Resumo(s)
Conceptual Framework: The study of trainee engagement, albeit a recent concept,
has been getting a special attention due to de assumption that the promotion of
engagement in training can shape the effects of organizational resources over
performance, well-being and quality of life in general, thus benefitting not only the
individuals, but organizations as well. Objectives: The present study aims to analyze
the differences in engagement regarding self-concept and context factors of trainees
attending the Training Courses for Petty Officers 1st Class (CFS). Methodology: The
methodology made use of the Utrecht Work Engagement Scale (Schaufeli, Salanova,
González-Romá & Bakker, 2002), the Assessment Scale for Trainee Engagement in
the Portuguese Navy (Frade & Veiga, 2014), as well as the Assessment Scale for
Trainee Self-concept in the Portuguese Navy (Frade & Veiga, in press; Frade, 2015).
The sample was comprised of 149 trainees from the CFS of the Portuguese Navy.
The data collected were analyzed using SPSS software. Results: Trainees living offbase
and with more self-concept have reached higher levels of engagement than
those presenting low self-concept. In cases of low self-concept, trainees living onbase
reached higher levels of engagement when compared to those living off-base.Conclusion: The result analysis allowed the finding of relationships between trainee
engagement, self-concept and on-base living. There was an intention of getting
directions to support the action of the Portuguese Navy with the engagement of its
human resources in learning situations and work realization.
Descrição
Palavras-chave
Engagement Self-concept On-base living Adult training Military context
Contexto Educativo
Citação
Frade, A., & Veiga, F. H. (2016). Military engagement, self-concept and on-base living. In F. H. Veiga (Coord.), Envolvimento dos alunos na escola: Perspetivas da psicologia e educação - Motivação para o desempenho académico / Students' engagement in school: Perspectives of psychology and education - Motivation for academic performance (pp. 236-248). Lisboa: Universidade de Lisboa, Instituto de Educação.
Editora
Universidade de Lisboa, Instituto de Educação