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Publication
Práticas educativas parentais (perfecionismo e crítica), autoestima, autoconceito académico, motivação e self-handicapping
Advisor(s)
Abstract(s)
Os trabalhos sobre práticas educativas parentais têm evidenciado a existência de uma relação, com a autoestima, o autoconceito, orientações motivacionais e o uso de estratégias de self-handicapping. Este estudo teve como principal objetivo analisar a relação entre as práticas educativas parentais critica e perfecionismo percecionadas pelos estudantes, com a autoestima, o autoconceito, as orientações motivacionais e o uso de estratégias de self-handicapping. Concomitantemente analisou-se a relação entre o uso de estratégias de self-handicapping e a autoestima, o autoconceito e orientações motivacionais. Participaram no estudo 170 adolescentes do 7º, 8º e 9º ano de um colégio particular da zona da grande Lisboa, que responderam ao Critical Parenting Inventory (Randolph & Dyckman, 1996, adaptada por Miguel, 2010), a uma escala multidimensional de perfecionismo, (Soares, Gomes, Macedo & Azevedo, 2003, adaptada por Miguel, 2010), a uma escala de autoconceito e autoestima (Peixoto & Almeida, 1999) a uma escala de orientações motivacionais (Skaalvik, 1997, adaptada por Peixoto, Mata & Monteiro, 2008) e a uma escala de self-handicapping académico (Martin, 1998, adaptada por Borralho, 2003). Os resultados das diversas análises efetuadas permitem mostrar que os alunos que percecionam seus pais como sendo perfecionistas e críticos relativamente ao seu desempenho académico apresentam: autoestima mais baixa, autoconceito mais baixo, motivação mais orientada para a autodefesa, para o evitamento e menos orientada para a tarefa, bem como uma maior tendência a usar estratégias de self-handicapping, do que os seus colegas que não percecionam seus pais desta forma. Por outro lado, permitiu mostrar que o uso de estratégias de self-handicapping se relaciona negativamente com autoestima, com autoconceito, com orientação motivacional para a tarefa e se relaciona positivamente com orientação motivacional para a autodefesa e evitante.
ABSTRACT: Research on parenting practices has shown the existence of a relationship between self-esteem, self-concept, motivational orientations and use of self-handicapping strategies. This study aimed to analyze the relationship between parenting practices criticism and perfectionism perceived by students, with self-esteem, self-concept, motivational orientations and use of self-handicapping strategies. Concomitantly it was analyzed the relationship between the use of self-handicapping strategies and self-esteem, self-concept and motivational orientations The study involved 170 students attending the 7th, 8th and 9th grade of a private school in the Lisbon area, who answered a Critical Parenting Inventory (Randolph & Dyckman, 1996, adapted by Miguel, 2010), a multidimensional scale for perfectionism, (Soares, Gomes, Macedo & Azevedo, 2003, adapted by Miguel, 2010), a self-concept and self-esteem scale (Peixoto & Almeida, 1999) a motivational orientations scale (Skaalvik, 1997, adapted by Peixoto, Mata & Monteiro, 2008) and a academic self-handicapping scale (Martin, 1998, adapted by Borralho, 2003).The results of the various analyzes carried out, showed that students which perceive their parents as perfectionists and critical towards their academic performance: present lower self-esteem, lower self-concept, motivation more oriented towards self-defense and avoidance, less task oriented, and more likely to use self-handicapping strategies than their colleagues who do not perceive their parents this way. Moreover this study shows that the use of self-handicapping strategies relates negatively with self-esteem, with self-oriented motivation for the task and is positively related with motivational orientation for self defense and avoidance.
ABSTRACT: Research on parenting practices has shown the existence of a relationship between self-esteem, self-concept, motivational orientations and use of self-handicapping strategies. This study aimed to analyze the relationship between parenting practices criticism and perfectionism perceived by students, with self-esteem, self-concept, motivational orientations and use of self-handicapping strategies. Concomitantly it was analyzed the relationship between the use of self-handicapping strategies and self-esteem, self-concept and motivational orientations The study involved 170 students attending the 7th, 8th and 9th grade of a private school in the Lisbon area, who answered a Critical Parenting Inventory (Randolph & Dyckman, 1996, adapted by Miguel, 2010), a multidimensional scale for perfectionism, (Soares, Gomes, Macedo & Azevedo, 2003, adapted by Miguel, 2010), a self-concept and self-esteem scale (Peixoto & Almeida, 1999) a motivational orientations scale (Skaalvik, 1997, adapted by Peixoto, Mata & Monteiro, 2008) and a academic self-handicapping scale (Martin, 1998, adapted by Borralho, 2003).The results of the various analyzes carried out, showed that students which perceive their parents as perfectionists and critical towards their academic performance: present lower self-esteem, lower self-concept, motivation more oriented towards self-defense and avoidance, less task oriented, and more likely to use self-handicapping strategies than their colleagues who do not perceive their parents this way. Moreover this study shows that the use of self-handicapping strategies relates negatively with self-esteem, with self-oriented motivation for the task and is positively related with motivational orientation for self defense and avoidance.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Família Adolescente Perfecionismo Exigência Autoestima Autoconceito académico Motivação Self-handicapping Family Teenager Perfectionism Criticism Academic self-concept Self-esteem