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Publication
O capital psicológico positivo na organização escola
Authors
Abstract(s)
RESUMO: Esta investigação foi importante para compreender a influência do modelo do
Capital Psicológico Positivo, que é composto pelas forças psicológicas: esperança,
auto-eficácia, resiliência e optimismo em contexto escolar, mais concretamente sob o
desempenho escolar de alunos, do 8º ano (Ensino-Básico) e 11º ano (Ensino-
Secundário). Quanto ao objectivo do estudo, procurou-se relacionar as dimensões
psicológicas (esperança, auto-eficácia, resiliência e optimismo) do Capital
Psicológico Positivo e o desempenho escolar, de forma a concluirmos sobre o
impacto das forças psicológicas no desempenho escolar. Sendo assim, objectivo
geral, foi estudar a influência do Capital Psicológico Positivo no desempenho
escolar.
Na mesma Escola, recolheu-se uma amostra com alunos do 8º ano e 11º ano de
escolaridade. Os dados dos resultados estatísticos, concluíram que as forças
psicológicas: esperança e a auto-eficácia obtiveram uma correlação significativa com
o desempenho escolar, mas nas outras duas forças psicológicas: o optimismo e a
resiliência, obtiveram correlação insignificante. Os resultados encontrados
contribuíram para compreender quais as dimensões psicológicas que predizem com
mais relevância o desempenho escolar (esperança e auto-eficácia) e as que menos o
predizem (resiliência e optimismo), tanto para o 8º ano, como para o 11º ano de
escolaridade.
ABSTRACT: This study was important to understand the influence of the model of PsyCap that is composed for the psychological forces: hope, auto-effectiveness, resilience and optimism in school context, more concretely under to school performance of pupils, 8º year (Teach-Basic) and 11º year (Teach-Secondary). How much to the objective of the study, it was looked to relate the psychological dimensions (hope, auto-effectiveness, resilience and optimism) of PsyCap and the school performance, of form to conclude on the impact of the psychological forces in the pertaining to school performance. Being thus, general objective was to study the influence of PsyCap in the school performance. In the same School, one collected a sample with pupils of 8º year and 11º year of school. The data of the statistical results had concluded that the psychological forces: hope and the auto-effectiveness had gotten a significant correlation with the school performance, but in the others two psychological forces: the optimism and the resilience had gotten insignificant correlation. The joined results had contributed to understand which the psychological dimensions that predict with more relevance the school performance (hope and auto-effectiveness) and the ones that less predict it (resilience and optimism), as much for 8º year, as for 11º year.
ABSTRACT: This study was important to understand the influence of the model of PsyCap that is composed for the psychological forces: hope, auto-effectiveness, resilience and optimism in school context, more concretely under to school performance of pupils, 8º year (Teach-Basic) and 11º year (Teach-Secondary). How much to the objective of the study, it was looked to relate the psychological dimensions (hope, auto-effectiveness, resilience and optimism) of PsyCap and the school performance, of form to conclude on the impact of the psychological forces in the pertaining to school performance. Being thus, general objective was to study the influence of PsyCap in the school performance. In the same School, one collected a sample with pupils of 8º year and 11º year of school. The data of the statistical results had concluded that the psychological forces: hope and the auto-effectiveness had gotten a significant correlation with the school performance, but in the others two psychological forces: the optimism and the resilience had gotten insignificant correlation. The joined results had contributed to understand which the psychological dimensions that predict with more relevance the school performance (hope and auto-effectiveness) and the ones that less predict it (resilience and optimism), as much for 8º year, as for 11º year.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Desempenho escolar Dimensões psicológicas School performance Psychology dimensions