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Auto-estima, resultados escolares e indisciplina. Estudo exploratório numa amostra de adolescentes.
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Abstract(s)
A proliferação de comportamentos de indisciplina
na escola tem sido fonte de crescente preocupação e
investimento dos diferentes intervenientes da acção
educativa. Estudos realizados em tomo das estratégias
de protecção da auto-estima, perante a ameaça potencial
constituída por resultados escolares negativos, têm
vindo a sugerir que a indisciplina poderá constituir um
recurso para os alunos com insucesso académico se
furtarem ao efeito daquela ameaça potencial. O presente
estudo revisita esta questão motivada pela inconsistência
de alguns resultados reportados pela literatura,
com uma amostra de sujeitos do 9." ano de escolaridade.
Os resultados obtidos sugerem três conclusões
fundamentais: a) a auto-estima correlaciona-se
com o auto-conceito académico, mas não com os resultados
escolares; b) os alunos com baixos resultados
escolares exibem valores idênticos aos alunos com melhores
resultados escolares, relativamente ao auto-
-conceito e a auto-estima; c) os alunos mais indisciplinados,
para além de piores resultados escolares, mostram
igualmente valores mais baixos para o auto-conceito
e a auto-estima. Estes resultados são discutidos a
partir dos modelos teóricos da identidade social e do
quadro de referência, sendo adiantada a hipótese da
existência de cenários de indisciplina diferenciados e
com significações psicológicas e educativas diferentes,
para explicar diferentes resultados reportados pela literatura.
ABSTRACT: The increasing problem related with disruptive behaviour in school settings is a growing source of concerning and time consuming to teachers and other educational personnel. Research developed on selfesteem proctetive strategies in face of school failure have suggested that disruptive behaviour is associated 2 75 with this self-esteem protective need experienced by subjects with heavy school failure. The present research revisit this issue motivated by some incongruency reported by some literature, with a sample of 9th grade portuguese pupils. From the results we obtained we may draw the following main conclusions: a) self-esteem is correlated with academic selfconcept but not with school achievement; b) subjects with poor school achievement show identical academic self-concept and self-esteem to those with high schooi achievement; c) subjects with sever disruptive behaviour also show poorer school achievement, lower academic self-concept and lower self-esteem. This results are discussed within the theoretical models of social identity and frame of reference. Further research is needcd to clarify different scenarios of disruptive behaviour with different psychological meanings in order to explain the contradictory data reported by independent research.
ABSTRACT: The increasing problem related with disruptive behaviour in school settings is a growing source of concerning and time consuming to teachers and other educational personnel. Research developed on selfesteem proctetive strategies in face of school failure have suggested that disruptive behaviour is associated 2 75 with this self-esteem protective need experienced by subjects with heavy school failure. The present research revisit this issue motivated by some incongruency reported by some literature, with a sample of 9th grade portuguese pupils. From the results we obtained we may draw the following main conclusions: a) self-esteem is correlated with academic selfconcept but not with school achievement; b) subjects with poor school achievement show identical academic self-concept and self-esteem to those with high schooi achievement; c) subjects with sever disruptive behaviour also show poorer school achievement, lower academic self-concept and lower self-esteem. This results are discussed within the theoretical models of social identity and frame of reference. Further research is needcd to clarify different scenarios of disruptive behaviour with different psychological meanings in order to explain the contradictory data reported by independent research.
Description
Keywords
Indisciplina Auto-conceito Autoestima Identidade social Disruptive behaviour Self-concept Self-esteem social identity
Citation
Analise Psicológica, XVI(2), 267-276
Publisher
Instituto Superior de Psicologia Aplicada