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Estilos educativos parentais e autorregulação na aprendizagem de matemática em alunos dos 6º e 9º anos: Uma abordagem dimensional
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Advisor(s)
Abstract(s)
A parentalidade manifesta forte impacto nos jovens, inclusive no desenvolvimento de
competências autorregulatórias da aprendizagem. Para que tal ocorra eficazmente, a Teoria da
Autodeterminação revela serem necessárias práticas parentais promotoras de autonomia. Assim, o
presente trabalho por meio de uma abordagem dimensional, procurou (1) explorar as relações entre
a perceção dos discentes face aos estilos educativos parentais (autonomia psicológica, clima
interacional positivo e conhecimento) e as suas estratégias de autorregulação da aprendizagem
(cognitivas/metacognitivas, comportamentais e motivacionais) em Matemática; e (2) analisar como
os estilos educativos parentais, se caracterizam e diferenciam segundo o sexo, o ano de escolaridade
e o desempenho académico do aluno. Com esta finalidade, nesta investigação quantitativa e do tipo
comparativa e correlacional, aplicou-se o Questionário de Estilos Educativos Parentais revisto (QEE-r), a
Escala da Autorregulação Cognitiva e Metacognitiva, a Escala de Autorregulação Comportamental e a Escala de
Autorregulação Motivacional a 281 estudantes do 6º e 9º anos de um colégio privado. O estudo revelou
que os jovens percecionam os estilos educativos parentais de maneira diferenciada para o pai e para
a mãe, que existe um efeito da variável sexo, ano de escolaridade e desempenho académico na
forma como os jovens percecionam os estilos educativos dos seus progenitores e ainda se constatou
uma correlação positiva, entre as dimensões parentais e as dimensões de autorregulação da
aprendizagem, à exceção da motivação controlada que não se correlacionou com nenhuma
dimensão parental.
ABSTRACT: Parenting has a strong impact on young people, including the development of self-regulatory learning skills. For this to happen effectively, Self-Determination Theory reveals that autonomypromoting parenting practices are necessary. Therefore, this study, using a dimensional approach, sought to (1) explore the relationships between students' perceptions of parenting educational styles (psychological autonomy, positive interactional climate, and knowledge) and their selfregulatory learning strategies (cognitive/metacognitive, behavioral, and motivational) in Mathematics; and (2) analyse how parenting educational styles are characterized and differentiated according to gender, year of schooling and student academic performance. To this end, in this quantitative, comparative, and correlational study, the revised Parenting Educational Styles Questionnaire (QEE-r), the Cognitive and Metacognitive Self-Regulation Scale, the Behavioural Self-Regulation Scale, and the Motivational Self-Regulation Scale were applied to 281 students between the 6th and 9th-grade from a private school. The study revealed that young people perceive parenting educational styles differently for their father and mother, that there is an effect of gender, year of schooling, and academic performance on how young people perceive their parents' educational styles, and also a positive correlation was found between the parenting dimensions and the dimensions of self-regulation of learning, except controlled motivation, which did not correlate with any parenting dimension
ABSTRACT: Parenting has a strong impact on young people, including the development of self-regulatory learning skills. For this to happen effectively, Self-Determination Theory reveals that autonomypromoting parenting practices are necessary. Therefore, this study, using a dimensional approach, sought to (1) explore the relationships between students' perceptions of parenting educational styles (psychological autonomy, positive interactional climate, and knowledge) and their selfregulatory learning strategies (cognitive/metacognitive, behavioral, and motivational) in Mathematics; and (2) analyse how parenting educational styles are characterized and differentiated according to gender, year of schooling and student academic performance. To this end, in this quantitative, comparative, and correlational study, the revised Parenting Educational Styles Questionnaire (QEE-r), the Cognitive and Metacognitive Self-Regulation Scale, the Behavioural Self-Regulation Scale, and the Motivational Self-Regulation Scale were applied to 281 students between the 6th and 9th-grade from a private school. The study revealed that young people perceive parenting educational styles differently for their father and mother, that there is an effect of gender, year of schooling, and academic performance on how young people perceive their parents' educational styles, and also a positive correlation was found between the parenting dimensions and the dimensions of self-regulation of learning, except controlled motivation, which did not correlate with any parenting dimension
Description
Dissertação de Mestrado apresentada no ISPA – Instituto
Universitário, para obtenção do grau de Mestre na especialidade
de Psicologia Educacional.
Keywords
Estilos educativos parentais Autorregulação da aprendizagem Abordagem dimensional Parenting educational styles Self-regulation learning Dimensional approach