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As práticas dos professores promotoras de bem-estar: o olhar do aluno
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Advisor(s)
Abstract(s)
O interesse pelo estudo do bem-estar das crianças e jovens em Portugal tem vindo a
aumentar, uma vez que a prevalência e manifestação de perturbações mentais merece uma
preocupação crescente. A escola tem vindo a ser destacada como um contexto promotor de
bem-estar, na medida em que os alunos passam grande parte do seu tempo neste meio. Em
particular, os professores têm sido apontados com agentes promotores do seu bem-estar. Assim
sendo, as práticas dos professores podem exercer um grande impacto nos alunos, sendo
importante compreender qual a sua perceção relativamente a essas práticas e à forma como
estas os afetam relativamente ao seu bem-estar académico e enquanto indivíduos, sendo este o
principal objetivo do estudo. No presente estudo, contou-se com a participação de 148 alunos
do 3º ciclo do Ensino Básico, de escolas públicas, com idades compreendidas entre os 12 e 18
anos. Os participantes responderam a um questionário, constituído por três escalas: Perceção
das Práticas dos Professores, PERMA e Student Subjective Wellbeing Questionnaire. A
metodologia incluiu técnicas de análise confirmatória dos três instrumentos, e testes de
inferência estatística para examinar as respostas dadas pelos participantes sobre a frequência
das práticas dos professores e do bem-estar. Os resultados obtidos neste estudo revelaram que
as práticas dos professores, nomeadamente o Relacionamento com os Alunos enquanto
Indivíduos e Ser Responsivo às Necessidades Académicas dos Alunos, são variáveis preditoras
do bem-estar académico e global dos alunos. Para além disto, as variáveis género e ano de
escolaridade demonstraram diferenças significativas em relação ao bem-estar global dos alunos.
Concluiu-se também que o bem-estar académico influencia o bem-estar global, bem como as
práticas dos professores influenciam o bem-estar académico.
ABSTRACT: Interest in the study of child and youth well-being and young people in Portugal has been increasing, as the prevalence and manifestation of mental of mental disorders is of growing concern. The school has been highlighted as a context that promotes well-being, as students spend a large part of their time in this environment. In particular, teachers have been identified as agents that promote their well-being. Therefore, teachers' practices can have a great impact on students, and it is important to understand their perception of these practices and how they affect them in both their individual and academic well-being, which is the main objective of the study. In the present study, 148 students from the 3rd cycle of Basic Education, from public schools, aged between 12 and 18 years, participated. The participants answered a questionnaire, consisting of three instruments: Perception of Teacher Practices, PERMA and Student Subjective Wellbeing Questionnaire. The methodology included confirmatory analysis techniques of the three instruments, and statistical inference tests to examine the answers given by the participants about the frequency of teacher practices, and well-being. The results obtained in this study revealed that teacher practices, namely Relating to Students as Individuals and Being Responsive to Students' Academic Needs, are predictors of students' academic and overall well-being. In addition, the variables gender and year of school showed significant differences regarding the overall well-being of students. It was also concluded that academic well-being influences global well-being, as well as teacher practices influence academic well-being.
ABSTRACT: Interest in the study of child and youth well-being and young people in Portugal has been increasing, as the prevalence and manifestation of mental of mental disorders is of growing concern. The school has been highlighted as a context that promotes well-being, as students spend a large part of their time in this environment. In particular, teachers have been identified as agents that promote their well-being. Therefore, teachers' practices can have a great impact on students, and it is important to understand their perception of these practices and how they affect them in both their individual and academic well-being, which is the main objective of the study. In the present study, 148 students from the 3rd cycle of Basic Education, from public schools, aged between 12 and 18 years, participated. The participants answered a questionnaire, consisting of three instruments: Perception of Teacher Practices, PERMA and Student Subjective Wellbeing Questionnaire. The methodology included confirmatory analysis techniques of the three instruments, and statistical inference tests to examine the answers given by the participants about the frequency of teacher practices, and well-being. The results obtained in this study revealed that teacher practices, namely Relating to Students as Individuals and Being Responsive to Students' Academic Needs, are predictors of students' academic and overall well-being. In addition, the variables gender and year of school showed significant differences regarding the overall well-being of students. It was also concluded that academic well-being influences global well-being, as well as teacher practices influence academic well-being.
Description
Dissertação de Mestrado realizada sob
orientação de Professor Doutor José Castro
Silva, apresentada no Ispa – Instituto
Universitário para a obtenção de grau
de Mestre na especialidade de
Psicologia da Educação.
Keywords
Saúde Mental Bem-estar Académico e Global Práticas dos Professores Alunos Mental Health Academic and Global Well-being Teacher´s Pratices Students