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Publication
O envolvimento parental nas aprendizagens escolares dos filhos
Advisor(s)
Abstract(s)
O Envolvimento Parental na escolaridade dos jovens é relacionado a um melhor desempenho académico dos filhos, porém, menos é conhecido sobre as variáveis que influenciam a decisão dos pais para se envolverem. Esta investigação teve como objectivo examinar a relação entre 5 variáveis preditoras para o envolvimento, que inclui as práticas de envolvimento parental, a percepção de auto-eficácia parental, a concepção de responsabilidade, as práticas de literacia familiar e os resultados escolares das crianças. Pais (n=123) de alunos no 1º e 2º ano de escolaridade, de duas escolas públicas, responderam a um questionário sobre a sua percepção de auto-eficácia, a concepção de responsabilidade, o grau de envolvimento em 4 tipo de actividades: apoio em tarefas escolares, comunicação sobre a escolaridade, tarefas de mediação social e cultural e participação em eventos escolares e extra-escolares; e o grau de envolvimento em 3 tipo de actividades: práticas de literacia de dia-a-dia, práticas de literacia de entretenimento e práticas de literacia de treino. Os resultados revelam que as variáveis concepção de responsabilidade e práticas de envolvimento parental, não se relacionam significativamente, o que significa que, independentemente da concepção de responsabilidade dos pais, os pais encontram-se envolvidas activamente na sua escolaridade. Por outro lado, a relação entre as variáveis práticas de envolvimento parental e a percepção de auto-eficácia, bem como as práticas de literacia familiar, não seguem o mesmo padrão. Aqui, os níveis de envolvimento dos pais diferenciam-se significativamente consoante a percepção de auto-eficácia, bem como o envolvimento nas práticas de literacia familiar, sendo os valores mais elevados a favor dos pais que apresentam uma concepção de responsabilidade mais activa, bem como uma percepção de auto-eficácia mais elevada. Os resultados foram discutidos ao nível da pesquisa sobre o envolvimento parental na educação das crianças.
ABSTRACT: Parent Involvement in education is associated with positive outcomes for students, however, little is known about how parents decide to be involved in children’s education. This study aimed to examine the relationship among five predictor variables for the involvement, including parental involvement, parental role construction, parental self-efficacy, family literacy and the children’s scholar outcomes. Mothers (n=123) of children 1st and 2th-grade in 2 public schools, responded to questionnaires assessing parent self-efficacy, parental role construction, parent involvement in four types of activities: help with homework, communication about school, social and cultural mediation and activities participation in school and out school; and family literacy in three types of activities: routine practices, Training practices and entertainment practices. Findings revealed that the variables parental role construction and parental involvement are not related, that means that, whatever the parental role, the parents have an active involvement. On the other hand. the relationship between the variables practices of parental involvement and self-efficacy of the parents, as well as the practices of family literacy, do not follow the same pattern. Here, the parents involvement levels differ significantly depending on their concept of responsibility and sense of self-efficacy, being these higher values favoring the parents have an active concept of responsibility, as well as higher parental self-efficacy. Results are discussed in terms of research on parental involvement in children education.
ABSTRACT: Parent Involvement in education is associated with positive outcomes for students, however, little is known about how parents decide to be involved in children’s education. This study aimed to examine the relationship among five predictor variables for the involvement, including parental involvement, parental role construction, parental self-efficacy, family literacy and the children’s scholar outcomes. Mothers (n=123) of children 1st and 2th-grade in 2 public schools, responded to questionnaires assessing parent self-efficacy, parental role construction, parent involvement in four types of activities: help with homework, communication about school, social and cultural mediation and activities participation in school and out school; and family literacy in three types of activities: routine practices, Training practices and entertainment practices. Findings revealed that the variables parental role construction and parental involvement are not related, that means that, whatever the parental role, the parents have an active involvement. On the other hand. the relationship between the variables practices of parental involvement and self-efficacy of the parents, as well as the practices of family literacy, do not follow the same pattern. Here, the parents involvement levels differ significantly depending on their concept of responsibility and sense of self-efficacy, being these higher values favoring the parents have an active concept of responsibility, as well as higher parental self-efficacy. Results are discussed in terms of research on parental involvement in children education.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Univesitário
Keywords
Envolvimento parental Práticas de envolvimento parental Concepção de responsabilidade Percepção de auto-eficácia dos pais Literacia familiar Parental involvement Practices of parental involvement Parental role construction Parental self-efficacy Family literacy IV