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Suporte parental e envolvimento escolar e vocacional
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Fundamentada na perspetiva bioecológica e nos contributos das teorias de L. Gottfredson e dos modelos sociocognitivos da carreira de Lent, Brown e Hackett, esta investigação analisa a perceção de suporte familiar, o envolvimento escolar e vocacional (aspirações e objetivos de futuro) e o desempenho escolar, em alunos do quarto ano de escolaridade (N= 147), de escolas públicas da área metropolitana de Lisboa. É objetivo principal analisar o efeito das variáveis associadas à família (perceção de suporte parental e nível de escolaridade) nas dimensões do envolvimento e no desempenho escolar em português e matemática. Foram usadas as Escalas Os meus Pais e a Escola, Envolvimento Emocional e Comportamental e de Envolvimento Vocacional. Usou-se ainda um questionário de dados pessoais, académicos e vocacionais. Nos resultados dos modelos de regressão múltipla linear, salientam-se os indicadores que apontam para a influência da perceção de suporte emocional no envolvimento escolar, e para o efeito do nível de escolaridade do encarregado de educação nos resultados escolares. Destaca-se ainda o efeito da perceção de suporte familiar (emocional e apoio às tarefas escolares) na perspetiva de futuro da criança (envolvimento vocacional). As implicações dos dados são discutidas quer do ponto vista teórico quer para intervenções multinível com alunos e educadores, de modo, a potenciar o papel familiar na vida escolar e o desenvolvimento dos alunos na exploração e construção da sua identidade e do autoconceito vocacional como parte essencial da educação para a carreira.
Based on the bioecological perspective and on the contributions of L. Gottfredson's theories and the socio-cognitive career models of Lent, Brown and Hackett, this research analyzes the perception of family support, school, and vocational engagement (aspirations and goals for the future) and school performance. Participants are 147 children in the 4th grade of public school located in the metropolitan area of Lisbon. The main objective is to analyze the effect of variables associated with the family (perception of parental support and level of education) on the dimensions of engagement and school performance in portuguese and mathematics. The My Parents and School, Emotional and Behavioral Engagement and Vocational Engagement Scales were used. A questionnaire of personal, academic, and vocational data was also used. In the results of the multiple linear regression models, the indicators that point to the influence of the perception of emotional support on school engagement stand out and for the effect of the parent's education level on school results. The effect of the perception of family support (emotional support and support for school tasks) on the child's future perspective (vocational involvement) is also highlighted. The implications of the data are discussed both from a theoretical point of view and for multilevel interventions with students and educators, in order to enhance the family role in school life, and the development of students in exploring and building their identity and vocational self-concept as an essential part of career education.
Based on the bioecological perspective and on the contributions of L. Gottfredson's theories and the socio-cognitive career models of Lent, Brown and Hackett, this research analyzes the perception of family support, school, and vocational engagement (aspirations and goals for the future) and school performance. Participants are 147 children in the 4th grade of public school located in the metropolitan area of Lisbon. The main objective is to analyze the effect of variables associated with the family (perception of parental support and level of education) on the dimensions of engagement and school performance in portuguese and mathematics. The My Parents and School, Emotional and Behavioral Engagement and Vocational Engagement Scales were used. A questionnaire of personal, academic, and vocational data was also used. In the results of the multiple linear regression models, the indicators that point to the influence of the perception of emotional support on school engagement stand out and for the effect of the parent's education level on school results. The effect of the perception of family support (emotional support and support for school tasks) on the child's future perspective (vocational involvement) is also highlighted. The implications of the data are discussed both from a theoretical point of view and for multilevel interventions with students and educators, in order to enhance the family role in school life, and the development of students in exploring and building their identity and vocational self-concept as an essential part of career education.
Descrição
Dissertação de mestrado, Psicologia da Educação e Aconselhamento, 2022, Universidade de Lisboa, Faculdade de Psicologia
Palavras-chave
Aspirações profissionais Infância Envolvimento escolar Envolvimento vocacional Dissertações de mestrado - 2022