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Insucesso escolar e factores de risco do aluno – Validação de uma nova medida de auto-resposta numa amostra alargada de alunos do 2º e 3º ciclo do ensino básico
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Advisor(s)
Abstract(s)
O insucesso escolar radica num conjunto vasto de factores de risco, os quais têm vindo a ser incluídos
na literatura em três categorias específicas: família, escola e factores individuais. Embora as duas
primeiras categorias desempenhem um papel importante no fenómeno do insucesso, são os factores do
próprio aluno, isto é, as suas variáveis cognitivas, comportamentais e interpessoais, os que possuem
um papel de maior interesse ao nível da intervenção psicológica reabilitativa, por serem factores de
risco modificáveis. Para avaliá-los, foi desenvolvida uma medida de auto-relato – Auto-avaliação dos
factores de Risco do Aluno, no âmbito do projecto Rede de Mediadores para o Sucesso Escolar
(Associação dos Empresários Para a Inclusão Social – EPIS), com base em evidências teóricas e a
partir da experiência do terreno neste projecto.
Esta investigação tem como objectivo validar essa medida em alunos do 2º e 3º ciclo de escolaridade.
Os resultados mostram que a escala avalia 8 dimensões empíricas robustas do ponto de vista
psicométrico (que explicam 52.7% da variância total): problemas de comportamento e de
autoregulação, rejeição pelos pares, baixo auto-conceito escolar, desvalorização da escola, ansiedade
de desempenho, ausência de rotinas de estudo, baixa auto-eficácia escolar, e desconfiança face aos
professores. A AFRA revelou ser capaz de discriminar entre alunos com diferentes graus de
rendimento, bem como entre alunos com e sem história de reprovação.
Besides the importance and many efforts to prevent and decrease the rates of school dropout, research has highlighted a considerable diversity of risk factors that should be addressed in prevention and intervention programs. Individual, family and school variables have been identified, and more recently a few authors emphasize the role of individual risk factors. Nevertheless, there is a lack of assessment measures capable of identifying these variables. This article presents the validation studies the Student’s Self-Assessment Risk Factors Scale (SSARFS). A sample of 682 subjects from the national public school network (between 10 and 18 years old) answered the SSARFS, other self-report measures, and schools provided information about school marks were used. Results showed the existence of 8 empirical dimensions with high psychometric value – behavioral and self-regulation problems, rejection by peers, low academic self-concept, devaluation of school, performance anxiety, poor study routines, low self-efficacy, and distrust towards teachers, which explain 52,7% of the scale total variance. SSARFS presented accuracy in distinguishing between different levels of school achievement and between students with and without hold-backs.
Besides the importance and many efforts to prevent and decrease the rates of school dropout, research has highlighted a considerable diversity of risk factors that should be addressed in prevention and intervention programs. Individual, family and school variables have been identified, and more recently a few authors emphasize the role of individual risk factors. Nevertheless, there is a lack of assessment measures capable of identifying these variables. This article presents the validation studies the Student’s Self-Assessment Risk Factors Scale (SSARFS). A sample of 682 subjects from the national public school network (between 10 and 18 years old) answered the SSARFS, other self-report measures, and schools provided information about school marks were used. Results showed the existence of 8 empirical dimensions with high psychometric value – behavioral and self-regulation problems, rejection by peers, low academic self-concept, devaluation of school, performance anxiety, poor study routines, low self-efficacy, and distrust towards teachers, which explain 52,7% of the scale total variance. SSARFS presented accuracy in distinguishing between different levels of school achievement and between students with and without hold-backs.
Description
Keywords
Insucesso escolar Auto-regulação comportamental Integração social Auto-conceito escolar Motivação Ansiedade de desempenho Rotinas de estudo Expectativas de auto-eficácia escolar Atribuições de insucesso School failure Behavioural self-regulation Social inclusion Scholar self-concept motivation Performance anxiety Study routines Scholar self-efficacy expectations Unsuccessfulness attributions
Citation
Laboratório de Psicologia, 11(2), 143-161
Publisher
ISPA - Instituto Superior de Psicologia Aplicada