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Publication
A Perceção dos alunos de bem-estar na escola
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Advisor(s)
Abstract(s)
O Bem-estar na escola que tem vindo a ser frequentemente abordado tanto por
investigadores como por outros profissionais do campo da educação. À luz de recentes
investigações, o Bem-estar é um fator a ser tomado em consideração no ambiente escolar,
na vida dos alunos e no seu sucesso académico. Não obstante, parece persistir a ausência
de consenso relativamente à definição do constructo. Sendo os alunos o principal
elemento da vida escolar, este estudo teve como objetivo procurar conhecer as perspetivas
dos alunos sobre o Bem-estar na escola, tentando perceber o que estes entendem que é
estar bem na escola e não estar bem na escola, sobre o que influencia positiva e
negativamente o Bem-estar na escola, quem são as entidades que contribuem positiva e
negativamente para o seu Bem-estar na escola e como contribuem. Procurou-se ainda
explorar o que é que os alunos propõem para promover o Bem-estar na escola. Para esta
investigação foram entrevistados um total de 115 alunos em focus group desde o 1º ciclo
do ensino básico ao Ensino Secundário de duas escolas públicas do distrito de Lisboa. Os
resultados revelaram que, para os alunos o Bem-estar na escola é caracterizado
principalmente pelas relações com os pares, professores, auxiliares e familiares,
experiência de emoções positivas e negativas, pelas vivências não monitorizadas, pelos
fatores do contexto e pelas práticas dos professores. Ao longo deste trabalho, estes
resultados serão discutidos com base nas teorias do Bem-estar na Escola.
ABSTRACT: School well-being has been frequently addressed by both researchers and other professionals in the field of education. Regarding recent research, well-being is a factor to be considered in the school environment, in students' lives and in their academic success. However, there still seems to be a lack of consensus regarding the definition of the construct. Since students are the main element of school life, the aim of this study was to find out students' perspectives on school well-being, trying to understand what they think it means to be well at school and not well at school, what influences school wellbeing positively and negatively, who are the entities that contribute positively and negatively to their well-being at school and how they contribute. We also sought to explore what students propose to promote school well-being. For this research, a total of 115 students were interviewed in focus groups from primary to secondary school in two public schools in the Lisbon district. The results revealed that, for students, school wellbeing is mainly characterized by relationships with peers, teachers, assistants and family members, the experience of positive and negative emotions, unmonitored experiences, contextual factors and teacher practices. Throughout this paper, these results will be discussed on the basis of theories of school well-being
ABSTRACT: School well-being has been frequently addressed by both researchers and other professionals in the field of education. Regarding recent research, well-being is a factor to be considered in the school environment, in students' lives and in their academic success. However, there still seems to be a lack of consensus regarding the definition of the construct. Since students are the main element of school life, the aim of this study was to find out students' perspectives on school well-being, trying to understand what they think it means to be well at school and not well at school, what influences school wellbeing positively and negatively, who are the entities that contribute positively and negatively to their well-being at school and how they contribute. We also sought to explore what students propose to promote school well-being. For this research, a total of 115 students were interviewed in focus groups from primary to secondary school in two public schools in the Lisbon district. The results revealed that, for students, school wellbeing is mainly characterized by relationships with peers, teachers, assistants and family members, the experience of positive and negative emotions, unmonitored experiences, contextual factors and teacher practices. Throughout this paper, these results will be discussed on the basis of theories of school well-being
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Bem-estar Escola Estudo Qualitativo Well-being School Qualitative
Citation
Martins, M. F. S. (2024). A perceção dos alunos de bem-estar na escola. [Dissertação de mestrado] Ispa - Instituto Superior