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O modelo person-environment-correspondence-pec: as aptidões e o ajustamento em contexto educational
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Resumo(s)
No presente estudo, é feita uma revisão sumária das
principais teorias psicológicas que, de algum modo,
contribuíram ou influenciaram o avanço da psicologia das
carreiras, e uma descrição, mais pormenorizada, do modelo
Person-Environment-Correspondence (PEC) , uma vez que,
visando o incremento de estratégias de orientação e
desenvolvimento de carreira, o principal objectivo deste
trabalho consiste em examinar as possíveis relações entre
as aptidões (medidas e auto-avaliadas) e o ajustamento dos
estudantes, na transição do Ensino Básico para o Ensino
Secundário.
Para esse efeito, procedeu-se à análise das avaliações
e das auto-avaliações das aptidões, bem como das
classificações escolares obtidas pelos 161 sujeitos, que
constituíram a amostra total, no final do 9º ano e no
início do 10°.
Até certo ponto, os resultados das diversas análises
efectuadas confirmam e, em alguns aspectos, clarificam o
significado psicológico das diferenças examinadas, bem como
as suas implicações para o processo de orientação, em
particular no que concerne à abordagem das aptidões. No domínio das aptidões (objectivamente avaliadas),
verifica-se que as aptidões que constituem o grupo
Simbólico (Verbal, especialmente; Numérica/cálculo e
Numérica/raciocínio), são as que mais acentuadamente
concorrem para o desempenho geral dos estudantes, nos dois
anos escolares (9º e 10° anos).
No que concerne aos resultados das auto-avaliações,
chega-se à conclusão de que, em ambos os ciclos de estudos,
as auto-estimativas dos estudantes, face às aptidões que
constituem a sub-escala Numérica, (aptidão Numérica/cálculo
e aptidão Numérica/raciocínio) são as que mais contribuem
para a discriminação dos estudantes com diferentes níveis
de desempenho.
In the present study, it is done a brief revision of the principal psychological theories that, by some way, contributed or influenced the advancement of career psychology, and a more detailed description of the Person - Environment - Correspondence model (PEC), once that, with a view to the development of guidance and career development strategies, the main purpose of this work consists in examining the possible relations between the aptitudes (measured and self-evaluated) and the students' adjustment, in the transition from the Basic School to the Secondary School. For that effect, we have proceeded to.the analysis of the aptitudes evaluations and self-evaluations, as well as of the schooling classifications obtained by the 161 subjects, which constituted the total sample, at the end of the 9th grade and the beginning of the 10th grade. To a certain point, the results of the several effectuated analysis confirm, and in some aspects, clarify the psychological meaning of the examined differences, as well as their implications to the guidance process, particularly concerning to the approach of the aptitudes. On the aptitudes realm, (evaluated objectively), we verify that aptitudes, which constitute the Symbolic group (Verbal, especially: Numerical/calculation and Numerical /reasoning), are the ones that concur more strongly to the general performance of the students on both study cycles (9th and 10th grades). Concerning the results of the self-evaluations, we reach the conclusion that, on both study cycles, the students' self valuation in view of the aptitudes that constitute the Numerical under-scale,(Numerical/calculation aptitude and Numerical/reasoning aptitude) are the ones which contribute the most to the students' discrimination with different performance levels.
In the present study, it is done a brief revision of the principal psychological theories that, by some way, contributed or influenced the advancement of career psychology, and a more detailed description of the Person - Environment - Correspondence model (PEC), once that, with a view to the development of guidance and career development strategies, the main purpose of this work consists in examining the possible relations between the aptitudes (measured and self-evaluated) and the students' adjustment, in the transition from the Basic School to the Secondary School. For that effect, we have proceeded to.the analysis of the aptitudes evaluations and self-evaluations, as well as of the schooling classifications obtained by the 161 subjects, which constituted the total sample, at the end of the 9th grade and the beginning of the 10th grade. To a certain point, the results of the several effectuated analysis confirm, and in some aspects, clarify the psychological meaning of the examined differences, as well as their implications to the guidance process, particularly concerning to the approach of the aptitudes. On the aptitudes realm, (evaluated objectively), we verify that aptitudes, which constitute the Symbolic group (Verbal, especially: Numerical/calculation and Numerical /reasoning), are the ones that concur more strongly to the general performance of the students on both study cycles (9th and 10th grades). Concerning the results of the self-evaluations, we reach the conclusion that, on both study cycles, the students' self valuation in view of the aptitudes that constitute the Numerical under-scale,(Numerical/calculation aptitude and Numerical/reasoning aptitude) are the ones which contribute the most to the students' discrimination with different performance levels.
Descrição
Tese de Mestrado em Psicologia (Área de especialização em Orientação e Desenvolvimento da Carreira) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2003
Palavras-chave
Teses de mestrado - 2003 Orientação profissional Teorias psicológicas Qualificações profissionais Aptidão do aluno