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Publication
A influência de fatores pessoais e contextuais no risco de abandono escolar de alunos no ensino secundário
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Advisor(s)
Abstract(s)
A presente dissertação de mestrado teve como objetivo analisar os fatores pessoais
e contextuais de alunos em risco de abandono escolar de modo a prevenir esta ocorrência,
contribuir para a contextualização dos casos e da criação de processos de intervenção
adequados. Este estudo contou com a participação de 7 alunos do ensino secundário, que
frequentavam duas escolas públicas da Área Metropolitana de Lisboa, identificados pela
escola como alunos em risco de abandono escolar com base nas suas retenções,
absentismo e problemas comportamentais.
Para o efeitos dos objetivos indicados foi adotada uma abordagem qualitativa. Foi
realizada uma entrevista semiestruturada a cada aluno com o objetivo de compreender e
analisar os contextos dos mesmos. Com base nestas entrevistas foram identificadas 14
variáveis (8 variáveis pessoais e 6 variáveis contextuais) no qual se basearam os
resultados. Foram realizados testes de qui-quadrado com o intuito de analisar as
associações entre as variáveis. Foi também realizada uma análise descritiva de cada uma
das variáveis com base nas transcrições das entrevistas.
Os resultados dos testes de qui-quadrado para a associação de variáveis
independentes demonstraram uma associação significativa entre a variável “Escolha do
curso” e a variável “Interesses do aluno”, isto é, o facto de o aluno não se encontrar a
frequentar o curso pretendido tinha uma associação com os alunos que adotavam estilos
de vida mais ativos. Na análise descritiva, foi possível verificar que variáveis como a
importância atribuída pelos pais à escola, a escolha do curso, a perceção da escola por
parte do aluno, a motivação do aluno para a escola e em especial a relação com os
professores têm impacto no risco de abandono escolar do aluno. Por fim, relativamente à
predominância de fatores pessoais ou contextuais não foi possível identificar uma
predominância clara, devido ao caráter pessoal do contexto de cada aluno.
ABSTRACT: This dissertation aimed to analyze the personal and contextual factors of students at risk of dropping out of school in order to prevent this outcome, contribute to the contextualization of these cases and the creation of appropriate intervention processes. This study involved the participation of 7 secondary school students, who attended two different public schools in the Lisbon Metropolitan Area, identified by the school as students at risk of dropping out based on their retention, absenteeism, and behavioral problems. For the purposes of the indicated objectives, a qualitative approach was adopted. A semi-structured interview was carried out with each student with the purpose of understanding and analyzing their contexts. Based on these interviews, 14 variables were identified (8 personal variables and 6 contextual variables) on which the results were based. Chi-square tests were performed in order to analyze the associations between these variables. A descriptive analysis of each of the variables was also carried out based on the interview transcriptions. The results of the chi-square tests for the association of independent variables demonstrated a significant association between the variable “Course choice” and the variable “Student interests”, in this case meaning, the fact that the student is not in the course intended had an association with students that adopted a more active lifestyle. In the descriptive analysis, it was possible to verify that variables such as the importance attributed by parents to school, the choice of the course, the student's perception of the school, the student's motivation for school and in particular the relationship with teachers had an impact on the risk of student dropping out of school. Finally, regarding the predominance of personal or contextual factors, it was not possible to identify a clear predominance, due to the personal nature of each student's context.
ABSTRACT: This dissertation aimed to analyze the personal and contextual factors of students at risk of dropping out of school in order to prevent this outcome, contribute to the contextualization of these cases and the creation of appropriate intervention processes. This study involved the participation of 7 secondary school students, who attended two different public schools in the Lisbon Metropolitan Area, identified by the school as students at risk of dropping out based on their retention, absenteeism, and behavioral problems. For the purposes of the indicated objectives, a qualitative approach was adopted. A semi-structured interview was carried out with each student with the purpose of understanding and analyzing their contexts. Based on these interviews, 14 variables were identified (8 personal variables and 6 contextual variables) on which the results were based. Chi-square tests were performed in order to analyze the associations between these variables. A descriptive analysis of each of the variables was also carried out based on the interview transcriptions. The results of the chi-square tests for the association of independent variables demonstrated a significant association between the variable “Course choice” and the variable “Student interests”, in this case meaning, the fact that the student is not in the course intended had an association with students that adopted a more active lifestyle. In the descriptive analysis, it was possible to verify that variables such as the importance attributed by parents to school, the choice of the course, the student's perception of the school, the student's motivation for school and in particular the relationship with teachers had an impact on the risk of student dropping out of school. Finally, regarding the predominance of personal or contextual factors, it was not possible to identify a clear predominance, due to the personal nature of each student's context.
Description
Dissertação de Mestrado realizada sob a orientação do Professor Doutor José Castro Silva, apresentada no Ispa - Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação.
Keywords
Abandono escolar Risco de abandono escolar Fatores Pessoais Fatores Contextuais School dropout Risk of school dropout Personal Factors Contextual Factores