Loading...
Publication
Perceções de justiça, reputação em contexto escolar e comportamentos de desvio na adolescência
Authors
Advisor(s)
Abstract(s)
Este trabalho teve como objetivo verificar se existe relação entre as perceções de justiça dos adolescentes relativamente aos seus professores, a perceção que os adolescentes têm da sua reputação junto dos seus professores, bem como a importância atribuída a essa e o envolvimento dos adolescentes em comportamentos desviantes.
Para a realização deste trabalho foram considerados os seguintes argumentos de:
1) Três modelos relacionais de justiça (Lind & Tyler, 1988; Tyler & Lind, 1992; Tyler & Blader, 2003).
2) A teoria da delinquência juvenil (Emler & Reicher, 1995).
3) Teoria de gestão de reputação (Emler e Reicher, 1995; Carroll et. al., 2004).
É um estudo correlacional, que utiliza uma metodologia quantitativa e os dados foram recolhidos em cinco escolas da cidade da Covilhã. Participaram 314 adolescentes, com idades compreendidas entre os 13 e os 18 anos.
Os resultados obtidos vão de encontro às hipóteses colocadas, sendo todas corroboradas, verificando-se assim que quanto mais os adolescentes percecionam os seus professores como justos ao nível dos aspetos procedimentais e relacionais mais consideram que a sua reputação junto dos professores positiva. Então menor o seu envolvimento em comportamentos de desvio. E quanto mais os adolescentes se sentem tratados com justiça pelos professores, maior a importância que atribuem em manter uma reputação positiva com os professores. Por sua vez, quanto maior a importância atribuída a ter uma reputação positiva, menor o envolvimento em comportamentos desviantes.
This study aimed to verify if there is a relationship between adolescents’ perception of justice regarding their teachers, adolescents’ perception of their reputation regarding their teachers, the importance attributed to the adolescents’ reputation with their teachers and the adolescents’ involvement in deviant behaviors. For the accomplishment of this work were considered: 1) Three relational models of justice (Lind & Tyler, 1988; Tyler & Lind, 1992; Tyler & Blader, 2003); 2) The theory of juvenile delinquency (Emler & Reicher, 1995); 3) Reputation management theory (Emler & Reicher, 1995; Carroll et. al., 2004) It is a correlational study that uses a quantitative methodology and data were collected in five schools in the city of Covilhã. Participants were 314 adolescents, aged 13 to 18 years. The results are obtained agree with the hypothesis, all of wich are corroborated, thus verifying that the more adolescents perceive their teachers as fair in terms of procedural and relational aspects they more consider their reputation with teachers’ to be positive and then lower their involvement in deviance behaviours. And the more teenagers feel fairly treated by teachers’ the more importance they attach to mantaining a positive reputation with teachers. In turn, the greater the importance attached to having a positive reputation the less involved in deviant behaviour.
This study aimed to verify if there is a relationship between adolescents’ perception of justice regarding their teachers, adolescents’ perception of their reputation regarding their teachers, the importance attributed to the adolescents’ reputation with their teachers and the adolescents’ involvement in deviant behaviors. For the accomplishment of this work were considered: 1) Three relational models of justice (Lind & Tyler, 1988; Tyler & Lind, 1992; Tyler & Blader, 2003); 2) The theory of juvenile delinquency (Emler & Reicher, 1995); 3) Reputation management theory (Emler & Reicher, 1995; Carroll et. al., 2004) It is a correlational study that uses a quantitative methodology and data were collected in five schools in the city of Covilhã. Participants were 314 adolescents, aged 13 to 18 years. The results are obtained agree with the hypothesis, all of wich are corroborated, thus verifying that the more adolescents perceive their teachers as fair in terms of procedural and relational aspects they more consider their reputation with teachers’ to be positive and then lower their involvement in deviance behaviours. And the more teenagers feel fairly treated by teachers’ the more importance they attach to mantaining a positive reputation with teachers. In turn, the greater the importance attached to having a positive reputation the less involved in deviant behaviour.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia educacional
Keywords
Justica Identidade Reputação Comportamentos de desvio Adolescência Reputation Justice Identity Deviat behaviors Adolescence