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Este estudo teve como principal objetivo compreender a relação entre práticas educativas parentais e emoções académicas de alunos do 6º ano quanto à disciplina de Matemática. Adicionalmente, procurou investigar-se se existia uma relação entre a perceção dos pais e dos filhos quanto a estas mesmas práticas e analisar se existiam diferenças com base no género das crianças e na escolaridade dos pais. Para tal, recorreu-se a uma amostra de 452 alunos do 6º ano e respetivos progenitores, notando-se que os instrumentos utilizados foram aplicados no âmbito do Projeto MATHMot, considerando-se uma parte do questionário aplicado aos pais, referente as suas práticas parentais, e dois dos questionários aplicados aos filhos, uma parte referente à sua perceção sobre as práticas educativas parentais e o questionário utilizado para avaliação das emoções académicas. No que diz respeito aos resultados, salienta-se os seguintes: (a) práticas educativas parentais de controlo (nomeadamente, que enfatizam os custos da Matemática) estiveram associadas com níveis superiores de ansiedade por parte dos alunos; (b) práticas educativas parentais de promoção do interesse da disciplina relacionaram-se com níveis superiores de prazer e com níveis inferiores de aborrecimento por parte dos alunos; (c) notaram-se algumas discrepâncias entre a intenção dos pais e a perceção dos filhos relativamente às práticas educativas aplicadas; (d) os pais tendem a aplicar com maior frequência práticas educativas de suporte junto das raparigas; e (e) os pais que possuem níveis de escolaridade inferiores aplicam com maior frequência práticas educativas que enfatizam os custos.
The main objective of this study was to understand the relationship between parental educational practices and the academic emotions of 6th grade students in relation to the subject of Mathematics. In addition, we also investigated whether there was a relationship between the perception of parents and children regarding these same practices and analyzed whether there were differences based on the gender of the children and the parents' education level.To this end, we used a sample of 452 6th grade students and examined the parents, noting that the instruments used were applied within the scope of the MATHMot Project, considering a part of the questionnaire applied to the parents, referring to their parental practices, and two of the questionnaires applied to the children, one part referring to their perception of parental educational practices and the questionnaire used to assess academic emotions. Regarding the results, the following stand out: (a) controlling parental educational practices (namely, those that emphasize the costs of Mathematics) associated with higher levels of anxiety on the part of the students; (b) parental educational practices that promote interest in the subject were related to higher levels of enjoyment and lower levels of boredom on the part of students; (c) some discrepancies were noted between parental intentions and children's perceptions of the educational practices applied; (d) parents tended to apply supportive educational practices more frequently among girls; and (e) parents with lower levels of education applied educational practices that emphasized costs more frequently.
The main objective of this study was to understand the relationship between parental educational practices and the academic emotions of 6th grade students in relation to the subject of Mathematics. In addition, we also investigated whether there was a relationship between the perception of parents and children regarding these same practices and analyzed whether there were differences based on the gender of the children and the parents' education level.To this end, we used a sample of 452 6th grade students and examined the parents, noting that the instruments used were applied within the scope of the MATHMot Project, considering a part of the questionnaire applied to the parents, referring to their parental practices, and two of the questionnaires applied to the children, one part referring to their perception of parental educational practices and the questionnaire used to assess academic emotions. Regarding the results, the following stand out: (a) controlling parental educational practices (namely, those that emphasize the costs of Mathematics) associated with higher levels of anxiety on the part of the students; (b) parental educational practices that promote interest in the subject were related to higher levels of enjoyment and lower levels of boredom on the part of students; (c) some discrepancies were noted between parental intentions and children's perceptions of the educational practices applied; (d) parents tended to apply supportive educational practices more frequently among girls; and (e) parents with lower levels of education applied educational practices that emphasized costs more frequently.
Descrição
Dissertação de Mestrado apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação-
Palavras-chave
Práticas educativas parentais Emoções académicas Matemática Parental educational practices Academic emotions Mathematics