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Publication
A relação entre as atitudes e práticas parentais na motivação e rendimento académicos dos alunos do 3º e 4º ano
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| 3.64 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este estudo teve como principal obejtivo compreender as relações entre as atitudes
parentais, a motivação e o desempenho académico dos alunos, bem como as práticas
parentais e a motivação dos alunos, especificamente na disciplina de matemática.
Adicionalmente, procurou-se investigar se existiam diferenças significativas nas práticas
parentais com base no género dos alunos e no género dos pais.
Participaram no estudo 1839 alunos do 3º e 4º ano de escolaridade e respetivos
encarregados de educação. Os alunos responderam a um Questionário da Motivação
(Escala Expetativa-Valor) e dois Testes de Matemática para avaliar o desempenho
académico das crianças. Os encarregados de educação repsonderam a um questionário
que incluía medidas de atitudes, e práticas educativas parentias relacionadas com a
matemática.
Os resultados obtidos revelaram que as atitudes dos pais estão significativamente
e positivamente relacionadas com o desempenho académico dos alunos. No que concerne
à motivação, as atitudes dos pais estão significativamente relacionadas com as dimensões
da motivação dos alunos, com exceção da dimensão “Valor de Realização”. Observou-se
que o mindset (fixo) dos pais está associado negativamente e significativamente com o
desempenho académico das crianças. Relativamente às práticas parentais, as práticas de
estrutura (controlo) estão negativamente e significativamente associadas com as
dimensões “Valor de Utilidade” e “Perceção de Competência” da escala de motivação. A
prática de suporte está apenas significativamente associada com a dimensão “Perceção de
Competência”. Quanto à motivação dos alunos, verificou-se que todas as dimensões estão
relacionadas significativamente com o rendimento académico dos alunos, com exceção
da dimensão “Valor de Realização”.
Adicionalmente, os resultados deste estudo mostraram que a prática de suporte
apresentou diferenças significativas no que diz respeito ao género dos alunos e dos pais,
sendo esta prática mais utilizada pelos pais e com as crianças do sexo feminino.
ABSTRACT: This study's main objective was to understand the relationships between parental attitudes, motivation and academic performance of students, as well as parental practices and student motivation, specifically in the subject of mathematics. Additionally, we sought to investigate whether there were significant differences in parental practices based on the gender of students and parents. 1839 3rd and 4th year students and their guardians participated in the study. Students responded to a Motivation Questionnaire (Expectation-Value Scale); and two Mathematics Tests to assess children's academic performance. Parents responded to a questionnaire that included measures of attitudes and parental educational practices related to mathematics. The results obtained revealed that parents' attitudes are significantly and positively related to students' academic performance. Regarding motivation, parents' attitudes are significantly related to the dimensions of student motivation, with the exception of the “Achievement Value” dimension. It was observed that parents' (fixed) mindset is negatively and significantly associated with children's academic performance. Regarding parental practices, structure (control) practices are negatively and significantly associated with the “Utility Value” and “Perception of Competence” dimensions of the motivation scale. Support practice is only significantly associated with the “Perception of Competence” dimension. Regarding student motivation, it was found that all dimensions are significantly related to students' academic performance, with the exception of the “Achievement Value” dimension. Additionally, the results of this study showed that the support practice presented significant differences with regard to the gender of students and parents, with this practice being more used by parents and with female children.
ABSTRACT: This study's main objective was to understand the relationships between parental attitudes, motivation and academic performance of students, as well as parental practices and student motivation, specifically in the subject of mathematics. Additionally, we sought to investigate whether there were significant differences in parental practices based on the gender of students and parents. 1839 3rd and 4th year students and their guardians participated in the study. Students responded to a Motivation Questionnaire (Expectation-Value Scale); and two Mathematics Tests to assess children's academic performance. Parents responded to a questionnaire that included measures of attitudes and parental educational practices related to mathematics. The results obtained revealed that parents' attitudes are significantly and positively related to students' academic performance. Regarding motivation, parents' attitudes are significantly related to the dimensions of student motivation, with the exception of the “Achievement Value” dimension. It was observed that parents' (fixed) mindset is negatively and significantly associated with children's academic performance. Regarding parental practices, structure (control) practices are negatively and significantly associated with the “Utility Value” and “Perception of Competence” dimensions of the motivation scale. Support practice is only significantly associated with the “Perception of Competence” dimension. Regarding student motivation, it was found that all dimensions are significantly related to students' academic performance, with the exception of the “Achievement Value” dimension. Additionally, the results of this study showed that the support practice presented significant differences with regard to the gender of students and parents, with this practice being more used by parents and with female children.
Description
Dissertação de Mestrado realizada sob a orientação do Professor Doutor Francisco Peixoto, apresentada no Ispa – Instituto
Universitário para obtenção do grau de Mestre na
especialidade de Psicologia da Educação.
Keywords
Atitudes parentais Mindset Práticas Parentais Motivação Rendimento Académico Estereótipos de género Parenting attitudes Mindset Parenting practices Motivation Academic performance Gender stereotypes