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Em busca de um efeito indireto : do impacto nos alunos de um programa de mindfulness aplicado a professores
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Resumo(s)
O professor desempenha um papel importante no processo de aprendizagem e no desenvolvimento integral dos alunos. Intervenções junto dos professores dirigidas à promoção de competências socioemocionais com base no mindfulness (Mindfulness Based Interventions - MBIs) têm-se revelado promissoras na melhoria do bem-estar dos professores, uma vez que estas competências constituem um fator de proteção face ao stress e ao burnout. Para além desse efeito protetor, o modelo da sala de aula prossocial de Jennings e Greenberg (2009) defende que as competências socioemocionais e o bem-estar dos professores têm um impacto positivo na relação professor-aluno, na gestão e no clima da sala de aula e nos resultados dos alunos em termos sociais, emocionais e académicos. Considerando a escassa investigação sobre os efeitos nos alunos de intervenções promotoras de competências socioemocionais e do bem-estar dos professores, o presente estudo avaliou o impacto indireto, em alunos do 1.º Ciclo do Ensino Básico (2.º e 3.º ano), da aplicação de um MBI dirigido a professores (“Atentamente”). Observou-se uma melhoria significativa na perceção dos alunos quanto ao envolvimento do professor na relação com o aluno, uma redução significativa das emoções negativas dos alunos e uma melhoria significativa das competências sociais dos alunos percebidas pelos pais. Adicionalmente, observou-se um efeito de mediação: o impacto da intervenção junto dos professores na redução dos afetos negativos é mediado pelo impacto da intervenção na qualidade da relação professor-aluno. No geral, estes resultados conferem apoio ao modelo da sala de aula prossocial proposto por Jennings e Greenberg.
The teacher plays an important role in the learning process and in the holistic development of the students. Mindfulness Based Interventions (MBIs) aimed at promoting socioemotional competences are a promising way of boosting the wellbeing of teachers, taken into consideration that such competences are a protection factor regarding stress and burnout. Besides the protective aspect, the Jennings and Greenberg (2009) prosocial classroom model considers that the socioemotional competences and the wellbeing of teachers have a positive impact in teacher-student relation, on management and climate of the classroom and in the social, emotional and academic outcomes of the students. Given the scarce investigation on the effects on students of an intervention aimed at promoting teacher’s wellbeing and socioemotional competences, the present study evaluated the indirect impact, in primary school students (2nd and 3rd grade), of a program aimed at promoting socioemotional competences of teachers through mindfulness practices (“Atentamente”). Results show a significant improvement on students’ perception of teachers’ involvement in the relationship with the students, a significant reduction of students’ negative emotions and a significant improvement of students’ social competences perceived by their parents. Additionally, a mediation effect was observed: the impact of the teachers’ MBI on the decrease of the students’ negative emotions was mediated by the MBI’s impact on the quality of the teacher-student relation. In general, these results support the prosocial classroom model brought forth by Jennings and Greenberg.
The teacher plays an important role in the learning process and in the holistic development of the students. Mindfulness Based Interventions (MBIs) aimed at promoting socioemotional competences are a promising way of boosting the wellbeing of teachers, taken into consideration that such competences are a protection factor regarding stress and burnout. Besides the protective aspect, the Jennings and Greenberg (2009) prosocial classroom model considers that the socioemotional competences and the wellbeing of teachers have a positive impact in teacher-student relation, on management and climate of the classroom and in the social, emotional and academic outcomes of the students. Given the scarce investigation on the effects on students of an intervention aimed at promoting teacher’s wellbeing and socioemotional competences, the present study evaluated the indirect impact, in primary school students (2nd and 3rd grade), of a program aimed at promoting socioemotional competences of teachers through mindfulness practices (“Atentamente”). Results show a significant improvement on students’ perception of teachers’ involvement in the relationship with the students, a significant reduction of students’ negative emotions and a significant improvement of students’ social competences perceived by their parents. Additionally, a mediation effect was observed: the impact of the teachers’ MBI on the decrease of the students’ negative emotions was mediated by the MBI’s impact on the quality of the teacher-student relation. In general, these results support the prosocial classroom model brought forth by Jennings and Greenberg.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2018
Palavras-chave
Mindfulness Professores Alunos Teses de mestrado - 2018