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O ajustamento escolar dos alunos na transição do 1º para o 2º ciclo do Ensino Básico : a relação entre o autoconceito, a motivação e as estratégias de apoio dos docentes
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Abstract(s)
A presente investigação teve como objetivo geral investigar as questões relacionadas com os fatores que estão subjacentes ao processo de transição de ciclo e a relação destes com o (in)sucesso escolar dos alunos. Neste sentido, os objetivos específicos definidos pretenderam analisar as perceções que os alunos têm em relação ao novo ciclo de ensino quando ainda frequentam o ciclo anterior, analisar os efeitos de transição no ajustamento escolar dos alunos, identificar as estratégias de apoio aplicadas pelos professores e investigar o seu envolvimento direto no processo de transição e adaptação do aluno ao novo ciclo. Esta investigação teve por base três estudos.
O primeiro estudo incidiu nas representações sobre a transição do 1º para o 2º Ciclo do Ensino Básico em professores e alunos, centrando-se nas estratégias de apoio operacionalizadas por professores e escolas e nas expetativas dos alunos face ao novo ciclo. Participaram neste estudo 20 professores, 10 do 4º ano e 10 do 5º ano, e 12 alunos do 4º ano de escolaridade de escolas públicas. Os resultados mostraram que os professores de ambos os ciclos referem implementar estratégias que visam apoiar o aluno ao longo do processo de transição e adaptação ao novo ciclo, definindo-as como fundamentais no que ao processo de ajustamento do aluno diz respeito. Quanto aos alunos constata-se que têm uma ideia formada relativamente ao que será o novo ciclo, demonstrando expetativas positivas face ao mesmo, mas também algum receio face à incerteza do que os espera. Estas entrevistas estiveram na base da construção dos questionários utilizados no segundo e terceiro estudo.
O segundo estudo teve como objetivo construir e validar três questionários, para aplicar na investigação principal sobre a transição de ciclo. Este estudo incluiu 405 participantes, sendo 141 alunos e 133 professores do 4º ano, e 131 do 5º ano de escolaridade. Os resultados da análise às propriedades métricas dos três instrumentos permitem concluir que os instrumentos apresentam uma estrutura fatorial e valores de fidelidade adequados.
O terceiro e principal estudo teve como objetivo investigar as representações sobre a transição do 1º para o 2º Ciclo do Ensino Básico em professores e alunos, centrando-se nas estratégias de apoio operacionalizadas por professores e escolas e nas expetativas dos alunos face ao novo ciclo. Investigou-se também o impacto desta transição sobre o autoconceito e a motivação dos alunos. Sendo um estudo longitudinal incidiu, no primeiro ano de investigação, sobre uma amostra de 1003 alunos e 68 professores do 4º ano de escolaridade, e no segundo ano de investigação, sobre a mesma amostra reduzida a 848 alunos e 226 professores do 5º ano de escolaridade. Relativamente aos alunos e à perceção destes sobre o novo ciclo constata-se uma maior perceção relativamente ao novo espaço e às diferenças que existem nas dinâmicas escolares entre ciclos. No que se refere às expetativas em relação ao espaço escolar verifica-se que apenas parte da amostra apresenta uma maior motivação e que esta surge acompanhada por um misto de sentimentos face ao seu ingresso no novo espaço. Por fim, constatou-se ainda que os alunos demonstram uma menor perceção no que se refere aos aspetos ligados à aprendizagem. Quanto ao rendimento escolar, podemos apurar um decréscimo do rendimento às disciplinas de Língua Portuguesa e Matemática na transição do 1º para o 2º Ciclo de ensino. Analisado o autoconceito, os resultados evidenciam uma diminuição do autoconceito académico e um aumento do autoconceito não académico e da autoestima. Relativamente às orientações motivacionais os resultados mostram um aumento nas orientações para a tarefa e para o evitamento e uma diminuição nas orientações de autovalorização e de autodefesa. No que se refere aos professores e às estratégias de apoio ao aluno em transição de ciclo, os resultados confirmam a implementação de um conjunto de estratégias relacionadas com o ensino e a transmissão da informação sobre o 2º Ciclo aos alunos, no entanto, constata-se que as práticas de articulação entre professores de ambos os ciclos são praticamente inexistentes. Os resultados mostram ainda que a articulação entre os professores dos dois ciclos de estudos varia consoante o agrupamento. Na transição do 4º para o 5º ano de escolaridade, a análise dos efeitos do nível de articulação entre professores sobre a motivação dos alunos mostra que nos agrupamentos onde a articulação é mais elevada, os alunos apresentam níveis mais elevados de orientação para a tarefa e níveis inferiores de orientação para o evitamento.
The present research aimed to investigate the issues related to the factors that underlie the cycle transition process and their relationship with the school (under) achievement of students. In this sense, the specific objectives defined aimed to analyze the perceptions that students have in relation to the new cycle of education when they still attend the previous cycle, to analyse the transition effects on the students` school adjustment, to identify the support strategies used by teachers and investigate their direct involvement in the process of transition and adaptation of the student to the new cycle. This research was based on three studies. The first study focused on the representations about the transition from the 1st to the 2nd Cycle of Basic Education in teachers and students, focusing on the support strategies operationalized by teachers and schools and in the students` expectations face to the new cycle. Twenty teachers participated in this study, 10 from the 4th grade and 10 from the 5th grade, and 12 students from the 4th grade of public schools. The results showed that the teachers of both cycles refer to implement strategies that aim to support the student throughout the transition process and adaptation to the new cycle, defining them as fundamental in relation to the student adjustment process. As for the students, it is observed that they have a representation regarding what the new cycle will be, showing positive expectations about it, but also some fear in the face of the uncertainty of what awaits them. These interviews were the basis for the construction of the questionnaires used in the second and third studies. The second study aimed to construct and validate three questionnaires, to apply in the main investigation on cycle transition. This study included 405 participants, 141 students and 133 teachers in the 4th grade, and 131 from the 5th grade of schooling. The results of the analysis of the metric properties of the three instruments allow us to conclude that the instruments have an adequate factorial structure and aceptable reliability values. The third and main study aimed to investigate the representations about the transition from the 1st to the 2nd Cycle of Basic Education in teachers and students, focusing on the support strategies operationalized by teachers and schools and on the expectations of students in the face of the new cycle. The impact of this transition on the students` self-concept and motivation was also investigated. Being a longitudinal study focused, in the first year of investigation, on a sample of 1003 students and 68 teachers of the 4th grade of schooling, and in the second year of investigation, on the same sample reduced to 848 students and 226 teachers of the 5th grade of schooling. Regarding the students and their perception of the new cycle, there is a greater perception of the new space and the differences that exist in the school dynamics between cycles. With regard to expectations regarding the school space, it is verified that only part of the sample presents a greater motivation and that it is accompanied by a mixture of feelings regarding their entry into the new space. Finally, it was also found that the students show a lower perception regarding the aspects related to learning. As for school performance, we can determine a decrease in income to the disciplines of Portuguese Language and Mathematics in the transition from the 1st to the 2nd Cycle of education. Once the self-concept is analysed, the results showed a decrease in academic self-concept and an increase in non-academic self-concept and self-esteem. Regarding motivational orientations, the results showed an increase in the orientations for the task and avoidance and a decrease in self-enhancement and self-defeating orientations. With regard to teachers and strategies to support students in cycle transition, the results confirm the implementation of a set of strategies related to teaching and the transmission of information about the 2nd Cycle to students, however, it is observed that the practices of articulation between teachers of both cycles are practically non-existent. The results also show that the articulation between the teachers of the two cycles of studies varies according to the grouping. In the transition from the 4th to the 5th grade of schooling, the analysis of the effects of the level of articulation between teachers on the motivation of the students shows that in the groups where the articulation is higher, the students present higher levels of orientation for the task and lower levels of orientation for avoidance.
The present research aimed to investigate the issues related to the factors that underlie the cycle transition process and their relationship with the school (under) achievement of students. In this sense, the specific objectives defined aimed to analyze the perceptions that students have in relation to the new cycle of education when they still attend the previous cycle, to analyse the transition effects on the students` school adjustment, to identify the support strategies used by teachers and investigate their direct involvement in the process of transition and adaptation of the student to the new cycle. This research was based on three studies. The first study focused on the representations about the transition from the 1st to the 2nd Cycle of Basic Education in teachers and students, focusing on the support strategies operationalized by teachers and schools and in the students` expectations face to the new cycle. Twenty teachers participated in this study, 10 from the 4th grade and 10 from the 5th grade, and 12 students from the 4th grade of public schools. The results showed that the teachers of both cycles refer to implement strategies that aim to support the student throughout the transition process and adaptation to the new cycle, defining them as fundamental in relation to the student adjustment process. As for the students, it is observed that they have a representation regarding what the new cycle will be, showing positive expectations about it, but also some fear in the face of the uncertainty of what awaits them. These interviews were the basis for the construction of the questionnaires used in the second and third studies. The second study aimed to construct and validate three questionnaires, to apply in the main investigation on cycle transition. This study included 405 participants, 141 students and 133 teachers in the 4th grade, and 131 from the 5th grade of schooling. The results of the analysis of the metric properties of the three instruments allow us to conclude that the instruments have an adequate factorial structure and aceptable reliability values. The third and main study aimed to investigate the representations about the transition from the 1st to the 2nd Cycle of Basic Education in teachers and students, focusing on the support strategies operationalized by teachers and schools and on the expectations of students in the face of the new cycle. The impact of this transition on the students` self-concept and motivation was also investigated. Being a longitudinal study focused, in the first year of investigation, on a sample of 1003 students and 68 teachers of the 4th grade of schooling, and in the second year of investigation, on the same sample reduced to 848 students and 226 teachers of the 5th grade of schooling. Regarding the students and their perception of the new cycle, there is a greater perception of the new space and the differences that exist in the school dynamics between cycles. With regard to expectations regarding the school space, it is verified that only part of the sample presents a greater motivation and that it is accompanied by a mixture of feelings regarding their entry into the new space. Finally, it was also found that the students show a lower perception regarding the aspects related to learning. As for school performance, we can determine a decrease in income to the disciplines of Portuguese Language and Mathematics in the transition from the 1st to the 2nd Cycle of education. Once the self-concept is analysed, the results showed a decrease in academic self-concept and an increase in non-academic self-concept and self-esteem. Regarding motivational orientations, the results showed an increase in the orientations for the task and avoidance and a decrease in self-enhancement and self-defeating orientations. With regard to teachers and strategies to support students in cycle transition, the results confirm the implementation of a set of strategies related to teaching and the transmission of information about the 2nd Cycle to students, however, it is observed that the practices of articulation between teachers of both cycles are practically non-existent. The results also show that the articulation between the teachers of the two cycles of studies varies according to the grouping. In the transition from the 4th to the 5th grade of schooling, the analysis of the effects of the level of articulation between teachers on the motivation of the students shows that in the groups where the articulation is higher, the students present higher levels of orientation for the task and lower levels of orientation for avoidance.
Description
Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Ciências da Educação na área de especialização Psicologia e Educação apresentada no ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida no ano de 2020.
Keywords
Transição Professores Alunos Auto Conceito Motivação Transition Teachers Students Self-concept Motivation