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Publication
Contextos sociais de desenvolvimento das atribuições causais: O papel do nível socio-económico e da raça
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Authors
Advisor(s)
Abstract(s)
O interesse crescente pelo estudo das diferenças de
nível socio-económico (NSE) e de raça nas atribuições
causais contrasta com os resultados pouco conclusivos
no domínio, devido à confusão existente entre estas
duas variáveis. O passado escolar muitas vezes comum
dos sujeitos de NSE baixo e de raça negra, nomeadamente
no que se refere aos fracassos recorrentes, ao
«abandono aprendido» e às atitudes dos professores
que sugerem que o fracasso se deve a causas estáveis e
incontroláveis, conduz a interpretações diferenciadas
das causas do fracasso com consequências negativas
para a realização escolar. Estes aspectos serão analisados,
salientando-se a importância de adoptar uma
perspectiva de análise ecológica, que valorize as interacções
entre o sujeito e o meio na evolução dos processos
psicológicos.
The growing interest on the study of socio-economic status (SES) and race differences on causal attributions contrasts with the few conclusive results in this domain, due to the existing confusion between these two variables. The common school background of low SES subjects and black students, related with recursive failures, helplessness and teachers attitudes which suggest that failure is due to stable and uncontrolable causes leads to different interpretations of causes to failure with negative consequences for school achievement. These aspects will be analysed, evidencing the importance of adopting a perspective of ecological analysis that values the interactions between subjects and environment in the evolution of psychological processes.
The growing interest on the study of socio-economic status (SES) and race differences on causal attributions contrasts with the few conclusive results in this domain, due to the existing confusion between these two variables. The common school background of low SES subjects and black students, related with recursive failures, helplessness and teachers attitudes which suggest that failure is due to stable and uncontrolable causes leads to different interpretations of causes to failure with negative consequences for school achievement. These aspects will be analysed, evidencing the importance of adopting a perspective of ecological analysis that values the interactions between subjects and environment in the evolution of psychological processes.
Description
Keywords
Atribuições causais Nível socio-económico Raça Contexto escolar Causal attributions Socio-economic status Race School context
Citation
Análise Psicológica, 2(17), 265-273.
Publisher
Instituto Superior de Psicologia Aplicada