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Concepções pessoais de inteligência e auto-estima: Que diferenças entre estudantes portugueses e italianos?
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Advisor(s)
Abstract(s)
Neste artigo apresentam-se alguns dos resultados de
um estudo intercultural sobre as concepções pessoais
de inteligência e a auto-estima global, comparando alunos
de dois níveis de ensino (secundário e superior) de
Portugal e de Itália.
A amostra total compreende 1540 alunos, 811 italianos
e 729 portugueses, de ambos os sexos e de diferentes
níveis sócio-económicos, frequentando os 10.º e
o 12.º anos do ensino secundário e o 1.º ano de vários
cursos universitários em ambos os países.
Os instrumentos utilizados foram a Escala de Con-
763
cepções Pessoais de Inteligência (Faria, 2003), com 26
itens, e a Escala de Auto-Estima Global (Rosenberg, 1965),
com 10 itens, traduzidas e adaptadas para as versões
portuguesa e italiana.
Os principais resultados salientam a existência de
interacções significativas entre o nível de ensino frequentado
e o contexto cultural, em ambos os construtos,
evidenciando ainda que os alunos italianos do ensino
secundário têm concepções menos estáticas de inteligência,
enquanto que os alunos universitários portugueses
apresentam a maior auto-estima global de todos
os grupos. Outras interacções significativas observadas
para a auto-estima global identificam os alunos
portugueses de classe alta e os do sexo masculino e de
classes média e alta como sendo os que apresentam maior
auto-estima global.
ABSTRACT: This article presents some results of an intercultural study on personal conceptions of intelligence and global self-esteem, comparing students from two levels of education (secondary and university) from Portugal and Italy. The total sample includes 1540 students, 811 Italians and 729 Portuguese, from both sexes and from different socio-economic statuses (SES), of the 10th and 12th secondary grades and of the first grade of several university courses in both countries. The instruments used included The Personal Conceptions of Intelligence Scale (Faria, 2003), with 26 items, and The Rosenberg’s Self-Esteem Scale (Rosenberg, 1965), with 10 items, both translated and adapted to Portuguese and Italian versions. The main results evidenced the existence of significant interaction effects between the level of education and the cultural context for both constructs, showing also that Italian secondary students had less static conceptions of intelligence, while the Portuguese university students presented the highest levels of global self-esteem of all. Other significant interactions for global self-esteem evidenced that both higher SES Portuguese students, and higher and middle SES males presented higher levels of global self-esteem.
ABSTRACT: This article presents some results of an intercultural study on personal conceptions of intelligence and global self-esteem, comparing students from two levels of education (secondary and university) from Portugal and Italy. The total sample includes 1540 students, 811 Italians and 729 Portuguese, from both sexes and from different socio-economic statuses (SES), of the 10th and 12th secondary grades and of the first grade of several university courses in both countries. The instruments used included The Personal Conceptions of Intelligence Scale (Faria, 2003), with 26 items, and The Rosenberg’s Self-Esteem Scale (Rosenberg, 1965), with 10 items, both translated and adapted to Portuguese and Italian versions. The main results evidenced the existence of significant interaction effects between the level of education and the cultural context for both constructs, showing also that Italian secondary students had less static conceptions of intelligence, while the Portuguese university students presented the highest levels of global self-esteem of all. Other significant interactions for global self-esteem evidenced that both higher SES Portuguese students, and higher and middle SES males presented higher levels of global self-esteem.
Description
Keywords
Contexto cultural Concepções pessoais de inteligência Auto-estima global Cultural context Personal conceptions of intelligence Global self-esteem.
Citation
Análise Psicológica, 22(4), 747-764
Publisher
Instituto Superior de Psicologia Aplicada