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Emoções dos alunos em momentos de envolvimento parental: Um estudo realizado numa escola do MEM
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Abstract(s)
A investigação tem vindo a demonstrar que o envolvimento parental e as emoções positivas são preditores positivos do desempenho académico. Todavia, os estudos sobre as emoções têm vindo a ser desenvolvidos em contextos educativos com estudantes universitários e com o foco na relação entre emoções e orientações motivacionais. Assim, na presente investigação procurámos compreender a relação entre as emoções e duas dimensões do envolvimento parental, concretamente o suporte às tarefas escolares e a comunicação sobre a escolaridade, e analisar o papel do ciclo de escolaridade. Participaram neste estudo 97 alunos do 3º, 4º, 5º e 6º ano de escolaridade de uma IPSS da região de Lisboa. Foi utilizada uma escala de envolvimento parental e uma de emoções de realização, e realizadas sessões de focus group. Constatámos que nas emoções positivas o sexo feminino apresenta valores superiores comparativamente ao sexo masculino; que o número de reprovações estabelece uma associação positiva com a ocorrência de emoções negativas e uma associação negativa com as práticas de comunicação iniciada pelos filhos e suporte; que as práticas estabelecem uma associação positiva com as emoções positivas, contudo apenas a comunicação iniciada pelos pais e o suporte demonstraram ser preditores significativos das emoções positivas, sendo o suporte a prática com maior efeito sobre as emoções positivas; e que não existem diferenças estatisticamente significativas entre as práticas e emoções e o ciclo de estudo. O focus group revelou-se fundamental para compreender a gestão das emoções na situação específica de apoio parental aos trabalhos de casa.
ABSTRACT: Previous research has demonstrated that parental involvement and positive emotions can influence academic performance in a positive way. However, research that has been conducted about emotions in an educational context has used university students in which the focus has been on the relationship between emotions with a motivational orientation. Therefore, in this investigation we are trying to understand the relationship between emotions and two dimensions of parental involvement, more specifically the support received with schoolwork and communication about school and analyze the role of the education cycle. This research has 97 students from school years 3, 4, 5 & 6 from an IPSS of the Lisbon region. We used a scale for parental involvement, a scale for achievement emotional and conducted focus group sessions. We found that females show a greater number of positive emotions in comparison to males; that the number of children who failed established a positive association with the occurrence of negative emotions and a negative association with communication practices iniciated by children and support received; the practices of communication and support establish a positive association with positive emotions, however only communication and support iniciated by parents demonstrated being significant predictors of positive emotions. Support was the practice with greater influence over positive emotions; and there are no statistically significant differences between practices and emotions and education cycle. The focus group showed to be fundamental to understand the management of emotions in the specific situation of parental support with schoolwork.
ABSTRACT: Previous research has demonstrated that parental involvement and positive emotions can influence academic performance in a positive way. However, research that has been conducted about emotions in an educational context has used university students in which the focus has been on the relationship between emotions with a motivational orientation. Therefore, in this investigation we are trying to understand the relationship between emotions and two dimensions of parental involvement, more specifically the support received with schoolwork and communication about school and analyze the role of the education cycle. This research has 97 students from school years 3, 4, 5 & 6 from an IPSS of the Lisbon region. We used a scale for parental involvement, a scale for achievement emotional and conducted focus group sessions. We found that females show a greater number of positive emotions in comparison to males; that the number of children who failed established a positive association with the occurrence of negative emotions and a negative association with communication practices iniciated by children and support received; the practices of communication and support establish a positive association with positive emotions, however only communication and support iniciated by parents demonstrated being significant predictors of positive emotions. Support was the practice with greater influence over positive emotions; and there are no statistically significant differences between practices and emotions and education cycle. The focus group showed to be fundamental to understand the management of emotions in the specific situation of parental support with schoolwork.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Envolvimento parental Emoções de realização Ciclo de escolaridade Focus group