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Retenção escolar : qual o efeito no autoconceito, autoestima e na identificação com a escola de alunos do 2º e 3º ciclo
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Advisor(s)
Abstract(s)
São diversos os estudos realizados que alertam para as consequências negativas da
retenção escolar no autoconceito, na autoestima e no envolvimento dos alunos, referindo que
os alunos com experiência de retenção tendem a apresentar índices mais baixos de autoconceito,
autoestima e a sentirem-se menos envolvidos na escola.
O presente estudo tem como finalidade compreender se existem diferenças entre os
alunos com experiência e sem experiência de retenção escolar quanto ao seu autoconceito,
autoestima e identificação com a escola. Participaram 290 alunos (58 com experiência de
retenção) do 5º ano (188 alunos), 7º ano (85 alunos) e 9º anos de escolaridade (87 alunos) de
escolas públicas da região da Grande Lisboa. Foram utilizados como instrumentos para a
recolha de dados a Escala de Autoconceito e Autoestima para Pré-Adolescentes (Peixoto, Mata,
Monteiro, Sanches & Pipa, 2017), a Escada de Identificação com a Escola (adaptado de
Conboy, Carvalho, Santos, Gama, Tavares, Fonseca, Martins, Salema & Fiúza, 2015; PISA
2000; Voelkl, 1996) e o Inventário de Motivação Intrínseca (Monteiro, Mata & Peixoto, 2015).
Os resultados demonstram diferenças entre os alunos com experiência e sem experiência
de retenção, relativamente ao autoconceito e autoestima. Verificam-se diferenças entre o
autoconceito e a sua importância face às dimensões da Escada de Identificação com a
Escola. No que concerne a identificação com a escola, os resultados evidenciam diferenças no
poder preditivo do autoconceito e da importância atribuída ao autoconceito, em função das
diferentes dimensões de identificação.
Os resultados serão discutidos no âmbito das teorias abordadas neste estudo.
Several studies have called attention to the negative consequences of grade retention on student’s self-concept, self-esteem and school engagement, pointing out that students with grade retention experiences tend to report lower levels of self-concept and self-esteem, and feel less engaged at school. The present study aims to understand if there are differences between students with grade retention experiences and without retention experiences, regarding their self-concept, self-esteem and their engagement at school. Participants were 290 public school students (58 with retention experiences), from year 5 (188 students), year 7 grade (85 students) and year 9 (87 students). The instruments used for data collection were the Self-Concept and Self-Esteem Scale for Pre-Adolescents (Peixoto, Mata, Monteiro, Sanches & Pipa, 2017), the School Engagement Scale (adapted from PISA 2000; Conboy, Carvalho, Santos, Gama, Tavares, Fonseca, Martins, Salema & Fiúza, 2015; Voelkl, 1996) and the Intrinsic Motivation Inventory (Monteiro, Mata & Peixoto, 2015). Results show differences between students with and without grade retention experiences, regarding their self-concept and self-esteem. Regarding school engagement, the results show differences in the predictive power of self-concept and the importance attributed to self-concept, due to the different dimensions of identification. The results will be discussed within the theories approached in this study.
Several studies have called attention to the negative consequences of grade retention on student’s self-concept, self-esteem and school engagement, pointing out that students with grade retention experiences tend to report lower levels of self-concept and self-esteem, and feel less engaged at school. The present study aims to understand if there are differences between students with grade retention experiences and without retention experiences, regarding their self-concept, self-esteem and their engagement at school. Participants were 290 public school students (58 with retention experiences), from year 5 (188 students), year 7 grade (85 students) and year 9 (87 students). The instruments used for data collection were the Self-Concept and Self-Esteem Scale for Pre-Adolescents (Peixoto, Mata, Monteiro, Sanches & Pipa, 2017), the School Engagement Scale (adapted from PISA 2000; Conboy, Carvalho, Santos, Gama, Tavares, Fonseca, Martins, Salema & Fiúza, 2015; Voelkl, 1996) and the Intrinsic Motivation Inventory (Monteiro, Mata & Peixoto, 2015). Results show differences between students with and without grade retention experiences, regarding their self-concept and self-esteem. Regarding school engagement, the results show differences in the predictive power of self-concept and the importance attributed to self-concept, due to the different dimensions of identification. The results will be discussed within the theories approached in this study.
Description
Dissertação de Mestrado apresentada no
ISPA – Instituto Universitário para obtenção de grau de
Mestre na especialidade de Psicologia da Educação
Keywords
Retenção escolar Autoconceito Autoestima Identificação com a escola Grade retention Self-concept Self-esteem School engagement