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Experiência escolar e julgamentos acerca da autoridade
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Advisor(s)
Abstract(s)
Neste artigo apresentamos uma pesquisa sobre as
atitudes dos adolescentes acerca da autoridade escolar
e institucional. Argumentamos que a escola é uma fonte
de experiência neste domínio, proporcionando as
crianças a sua primeira experiência das regras institucionais
e as suas relações com os pares como fontes de
referência no processo de construção das orientações
face a autoridade escolar e formal dum modo geral.
Um total de 337 adolescentes foram questionados sobre
2 escalas diferentes (Emler & Reicher, 1987; Rubini
& Palmonari, 1995): 1) avaliação da experiência
escolar subjectiva e 2) atitudes acerca da autoridade
institucional. Foram analisadas algumas variáveis:
sexo, estatuto académico, estatuto disciplinar, pertença
ao tipo de grupo (formal vs informal) e o grau de identificação
com o grupo de pares. Da análise factorial em
componentes principais foram extraídas 6 dimensões:
(In)Adaptação as regras escolares, (In)Segurança face
à avaliação escolar, Auto-estima em função da experiência
escolar e Positividade face ao sistema legal e à autoridade escolar, Deveres/transgressões face à autoridade
institucional e Parcialidade da autoridade legal.
Os resultados através da MANOVA evidenciaram influência
a nível de cinco dimensões extraídas da
análise factorial em função das variáveis: sexo,
rendimento escolar, estatuto académico, estatuto
disciplinar. Os resultados indicaram, também, que as
orientações face à autoridade depende do grau de
identificação com o grupo de pares.
In this paper we present a research about adolescents’ development attitudes towards formal authority in the school and in the public domain (police and law). We argue that school is an important source of experience in this area, providing most young people with their first close-up view of organisational rules, and their relationships with peer groups, as important supporting points of reference in the process of cons- -truction attitudes towards school authority and to formal authority in general. A total of 337 adolescents, aged between 14 and 18 years, were questioned about aspects of three different scales (Emler & Reicher, 1987; Rubini & Palmonari, 1995): subjective school’s valuation, attitudes to institutional authority. Data derived from the study of several variables: sex, school auto-estimated success, academic status (reprove or not reprove school years), disciplinary status (being expulse from the classroom), to which type of peer group do they belong (formal versus informal) and peers’ group identification degree. Factor analysis yielded six factors - Inadaptation to school rules, Insecurity towards school valuation, Self-esteem in funtion of the school experience, Positive attitudes towards the legal system and school authority, Duties/transgression towards institutional authority, and Partiality of legal authorities. Both overall attitude scores and factor scores were significantly related (MANOVA analysis) to: sex, school auto- , estimated success, academic status and disciplinary status. Finally, analysis of the results indicate also that the attitude towards institutional authority may depend on the type of peer group, that young people belong, as well as identification’s degree.
In this paper we present a research about adolescents’ development attitudes towards formal authority in the school and in the public domain (police and law). We argue that school is an important source of experience in this area, providing most young people with their first close-up view of organisational rules, and their relationships with peer groups, as important supporting points of reference in the process of cons- -truction attitudes towards school authority and to formal authority in general. A total of 337 adolescents, aged between 14 and 18 years, were questioned about aspects of three different scales (Emler & Reicher, 1987; Rubini & Palmonari, 1995): subjective school’s valuation, attitudes to institutional authority. Data derived from the study of several variables: sex, school auto-estimated success, academic status (reprove or not reprove school years), disciplinary status (being expulse from the classroom), to which type of peer group do they belong (formal versus informal) and peers’ group identification degree. Factor analysis yielded six factors - Inadaptation to school rules, Insecurity towards school valuation, Self-esteem in funtion of the school experience, Positive attitudes towards the legal system and school authority, Duties/transgression towards institutional authority, and Partiality of legal authorities. Both overall attitude scores and factor scores were significantly related (MANOVA analysis) to: sex, school auto- , estimated success, academic status and disciplinary status. Finally, analysis of the results indicate also that the attitude towards institutional authority may depend on the type of peer group, that young people belong, as well as identification’s degree.
Description
Keywords
Adolescência Autoridade institucional Adolescence Institucional authority
Citation
Análise Psicológica, 1(17), 97-109.
Publisher
Instituto Superior de Psicologia Aplicada