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Publication
Literacia familiar: Relações entre práticas, auto-eficácia e concepções parentais de papel
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Abstract(s)
Esta investigação teve como objectivo estudar eventuais relações entre: a) autoeficácia
parental e as práticas de literacia familiar e; b) concepções parentais de papel e as práticas de
literacia familiar, tendo como suporte conceptual o modelo de envolvimento parental de
Hoover-Dempsey (1995), em famílias de crianças com idade pré-escolar. Participaram 110
pais, cujos filhos estavam a 1 ano de ingressar no ensino escolar. A recolha de dados realizouse
através de uma amostragem feita por conveniência e efectuou-se indo a jardins-de-infância
nas região de Oeiras/Lisboa. Os pais são de estatuto socioeconómico e habilitações
académicas diversificados. Os dados foram recolhidos através das respostas dos pais a três
questionários tipo Likert que aferiam a frequência das práticas de literacia familiar (dia-a-dia,
entretenimento e treino), a autoeficácia parental e as concepções parentais de papel.
Verificaram-se associações positivas entre a autoeficácia parental e todas as práticas de
literacia presentes no estudo, bem como associações diferenciadas entre as dimensões das
concepções parentais de papel e as práticas de literacia familiar, nomeadamente, os pais com
crenças holísticas reportaram uma associação significativa com os três tipos de práticas, os
pais com crenças tecnicistas reportaram uma relação importante só com as práticas de treino,
ao passo que os pais que valorizam actividades relacionadas com a leitura de histórias
referiram associações positivas apenas com as actividades de entretenimento.
ABSTRACT: The purpose of this research was to study the potential relations between: a) parental selfefficacy and home literacy practices and; b) parental role beliefs and home literacy practices in the conceptual light of the parental involvement model of Hoover-Dempsey e Sandler (1995), in families with preschool aged children. The number of participants in the study was 110 parents with children one year away from entering school. Data was collected through a convenience sample in kindergartens throughout the region of Oeiras/Lisboa. The parental SES and academic education are diversified. Results were gathered through parent responses to three Likert type questionnaires that accessed the home literacy practices frequency (everyday, entertainment and training), parental self-efficacy and parental role beliefs. Trough data analyses was possible to observe significant associations between parental self-efficacy and all home literacy practices, as well as differentiated associations between dimensions of parental role beliefs and home literacy practices, namely, parents with stronger holistic views reported important relations with all three practice types investigated, whereas parents with stronger skills-based views had important associations only with training practices and parents with stronger story reading views had important associations only with entertainment practices.
ABSTRACT: The purpose of this research was to study the potential relations between: a) parental selfefficacy and home literacy practices and; b) parental role beliefs and home literacy practices in the conceptual light of the parental involvement model of Hoover-Dempsey e Sandler (1995), in families with preschool aged children. The number of participants in the study was 110 parents with children one year away from entering school. Data was collected through a convenience sample in kindergartens throughout the region of Oeiras/Lisboa. The parental SES and academic education are diversified. Results were gathered through parent responses to three Likert type questionnaires that accessed the home literacy practices frequency (everyday, entertainment and training), parental self-efficacy and parental role beliefs. Trough data analyses was possible to observe significant associations between parental self-efficacy and all home literacy practices, as well as differentiated associations between dimensions of parental role beliefs and home literacy practices, namely, parents with stronger holistic views reported important relations with all three practice types investigated, whereas parents with stronger skills-based views had important associations only with training practices and parents with stronger story reading views had important associations only with entertainment practices.
Description
Dissertação de Mestrado em Psicologia Educacional, apresentada ao ISPA - Instituto Universitário
Keywords
Envolvimento parental Literacia familiar Práticas de literacia familiar Autoeficácia parental Concepções parentais de papel Parental involvement Home literacy Home literacy practices Parental selfefficacy Parental role beliefs