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If what I am is what's in me I will always be the best "me" that I can be : Relações entre o estatuto escolar e autoconceito, autoestima, orientações motivacionais e fatores protetores da autoestima em alunos dos 5º, 7º e 9º anos de escolaridade
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Advisor(s)
Abstract(s)
O presente estudo teve como objetivo analisar as relações existentes entre o estatuto
escolar e o Autoconceito, Autoestima, orientações motivacionais e fatores de proteção da
Autoestima de alunos do 5.º, 7.º e 9.º anos de escolaridade.
Participaram neste estudo 198 alunos, de ambos os sexos, com idades compreendidas
entre os 10 e os 18 anos de idade.
Os dados foram recolhidos através da aplicação da Escala de Orientações
Motivacionais de Skaalvik (Peixoto, Mata & Monteiro, 2008), da Escala de Proteção da
Autoestima de Thompson e Dinnel (Português, 2008) e da Escala de Autoconceito e
Autoestima (Peixoto & Almeida, 1999).
Os resultados evidenciam que o estatuto escolar introduz diferenças estatisticamente
significativas na dimensão académica do Autoconceito e na importância atribuída à dimensão
académica do Autoconceito. Foram ainda encontrados efeitos de interação entre o ano de
escolaridade e o estatuto escolar entre os alunos de 5.º e 9.º anos de escolaridade, com
repetência. Revelam também a existência de diferenças nas orientações motivacionais
(orientação para a tarefa e orientação para o evitamento) e no fator de proteção da Autoestima
(importância das competências).
ABSTRACT: The aim of this study is to analyse the relations between academic achievement and self-concept, self-esteem, goal orientation and self-worth protection in students of 5th, 7th and 9th grades. In this study participated 198 students, of both sexes, aged between 10 and 18 years old. Data was collected using a goal orientations scale from Skaalvik (Peixoto, Mata & Monteiro, 2008), a self-worth protection scale from Thompson and Dinnel (Português, 2008), as well as a self-concept and self-esteem scale (Peixoto & Almeida, 1999). Results have shown that academic achievement introduces differences on dimensions of academic self-concept dimension and on academic self-concept importance. Interaction effects between grades and scholar achievement on 5th and 9th students, who failed in previous years, were found. They also demonstrate some differences on goal orientations (task goal oriented and avoidance orientation) and on self-worth factor (importance of abilities).
ABSTRACT: The aim of this study is to analyse the relations between academic achievement and self-concept, self-esteem, goal orientation and self-worth protection in students of 5th, 7th and 9th grades. In this study participated 198 students, of both sexes, aged between 10 and 18 years old. Data was collected using a goal orientations scale from Skaalvik (Peixoto, Mata & Monteiro, 2008), a self-worth protection scale from Thompson and Dinnel (Português, 2008), as well as a self-concept and self-esteem scale (Peixoto & Almeida, 1999). Results have shown that academic achievement introduces differences on dimensions of academic self-concept dimension and on academic self-concept importance. Interaction effects between grades and scholar achievement on 5th and 9th students, who failed in previous years, were found. They also demonstrate some differences on goal orientations (task goal oriented and avoidance orientation) and on self-worth factor (importance of abilities).
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Autoconceito Autoestima Orientações motivacionais Fatores de protecção da Autoestima Self-concept Self-esteem Goal orientation Self worth protection