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Publication
O envolvimento parental no desenvolvimento de competências socio-emocionais e no desempenho académico em crianças
| Name: | Description: | Size: | Format: | |
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| 5.29 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O envolvimento parental na vida das crianças é essencial para promover competências
positivas ao nível do desenvolvimento socioemocional, bem como para o desempenho
académico atual e futuro. Neste contexto, este estudo teve como principal objetivo, investigar
as relações entre o envolvimento parental as competências socio emocionais e o desempenho
académico de crianças. Participaram neste estudo 831 alunos e respetivos pais, que
responderam, respetivamente, ao “Study on Social and Emotional Skills (SSES) (Student
Questionnaire, Younger Cohort) e ao “Study on Social and Emotional Skills (SSES) (Parent
Questionnaire). Os resultados sugerem que, o envolvimento parental está associado de forma
positiva às competências socioemocionais percebidas pelas crianças. A associação é positiva
no caso das dimensões de proximidade e relacionamento entre pais e filhos (comunicação) e
negativa para as dimensões dificuldades no relacionamento entre pais e filhos e relacionamento
entre pais e filhos (autoridade). Além disso, revela que a hétero perceção dos pais sobre as
competências sociais e emocionais das crianças está relacionada de forma positiva com o
autorrelato das crianças sobre essas competências. O envolvimento parental também
apresentou uma relação positiva com o desempenho académico percebido pelas crianças,
especialmente através da dimensão relacionamento entre pais e filhos (comunicação) e
proximidade entre pais e filhos e uma relação negativa com a pressão parental e dificuldades
no relacionamento entre pais e filhos. Por fim, os resultados sugerem que as competências
sociais e emocionais das crianças estão positivamente relacionadas com o seu desempenho
académico, de acordo com as perceções tanto das crianças quanto dos seus pais.
ABSTRACT: Parental involvement in children's lives is essential for promoting positive skills in terms of socio-emotional development, as well as current and future academic performance. In this context, the main aim of this study was to investigate the relationship between parental involvement, socio-emotional skills and children's academic performance. A total of 831 students and their parents took part in this study. They answered the Study on Social and Emotional Skills (SSES) (Student Questionnaire, Younger Cohort) and the Study on Social and Emotional Skills (SSES) (Parent Questionnaire) respectively. The results suggest that parental involvement is positively associated with the socio-emotional competences perceived by the children. The association is positive in the case of the dimensions of closeness and relationship between parents and children (communication) and negative for the dimensions of difficulties in the relationship between parents and children and relationship between parents and children (authority). It also shows that parents' hetero-perception of children's social and emotional skills is positively related to children's self-report of these skills. Parental involvement also showed a positive relationship with children's perceived academic performance, especially through the parent-child relationship dimension (communication) and closeness between parents and children, and a negative relationship with parental pressure and difficulties in the relationship between parents and children. Finally, the results suggest that children's social and emotional skills are positively related to their academic performance, according to the perceptions of both children and their parents.
ABSTRACT: Parental involvement in children's lives is essential for promoting positive skills in terms of socio-emotional development, as well as current and future academic performance. In this context, the main aim of this study was to investigate the relationship between parental involvement, socio-emotional skills and children's academic performance. A total of 831 students and their parents took part in this study. They answered the Study on Social and Emotional Skills (SSES) (Student Questionnaire, Younger Cohort) and the Study on Social and Emotional Skills (SSES) (Parent Questionnaire) respectively. The results suggest that parental involvement is positively associated with the socio-emotional competences perceived by the children. The association is positive in the case of the dimensions of closeness and relationship between parents and children (communication) and negative for the dimensions of difficulties in the relationship between parents and children and relationship between parents and children (authority). It also shows that parents' hetero-perception of children's social and emotional skills is positively related to children's self-report of these skills. Parental involvement also showed a positive relationship with children's perceived academic performance, especially through the parent-child relationship dimension (communication) and closeness between parents and children, and a negative relationship with parental pressure and difficulties in the relationship between parents and children. Finally, the results suggest that children's social and emotional skills are positively related to their academic performance, according to the perceptions of both children and their parents.
Description
Dissertação de Mestrado realizada sob a
orientação de Prof. Doutor Francisco
Peixoto, apresentada no Ispa – Instituto
Universitário para obtenção de grau de
Mestre na especialidade de Psicologia da Educação.
Keywords
Competências socioemocionais Envolvimento parental Desempenho académico Hétero e auto perceções Socio-emotional skills Parental involvement Academic performance Hetero and self-perceptions