A Relação entre a Coesão Familiar, o Rendimento Académico, o Autoconceito e o Comportamento Anti-Social na Adolescência
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2010
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Sabendo que na adolescência, a aquisição da independência e autonomia, impõe um ajuste de sentimentos e comportamentos dos diversos membros da família, procuramos compreender se nesta fase do ciclo vital, o funcionamento familiar – nomeadamente ao nível da coesão familiar - está significativamente associado à adaptação escolar dos adolescentes.
A comunidade científica tem evidenciado que níveis equilibrados de coesão familiar - constructo que abarca a ligação emocional, o envolvimento afectivo da família, as alianças pais-filhos e as fronteiras temporais (frequência de interacções) espaciais (preferência por actividades intragrupais) e de tomada de decisões (partilha de interesses e objectivos) - se encontram associados a um melhor rendimento académico, a um autoconceito mais elevado e a uma menor ocorrência de comportamento anti-sociais por parte dos adolescentes.
Os resultados obtidos confirmaram que os adolescentes que apresentam representações positivas de si mesmos quanto ao seu desempenho nas disciplinas escolares em geral, provêm de famílias que apresentam uma coesão familiar equilibrada – coesão ligada (p<.05). Este estudo corroborou ainda a relação entre índices de comportamento anti-social mais elevados e níveis desequilibrados de coesão familiar (extremo mínimo de coesão familiar - desmembrada) (p<.001). Todavia, não se registaram diferenças significativas nos níveis de coesão familiar perante o rendimento académico dos adolescentes.
Reforça-se a necessidade de mais estudos para compreender a realidade portuguesa e dessa forma promover o desenvolvimento de intervenções eficazes junto das famílias cujos adolescentes apresentam problemas de adaptação escolar.
Knowing that in adolescence, the acquisition of independence and autonomy, requires an adjustment of feelings and behaviors of family members, we seek to understand, if the family functioning - in particular the level of family cohesion - is significantly associated with school adjustment of adolescents. The scientific community has shown that balanced levels of family cohesion - construct that encompasses the emotional connection, the emotional involvement of family, parent-child alliances and temporal (frequency of interactions), space (preferably by intra-group activities) and decision making (shared interests and goals) boundaries - are associated with better academic performance, higher self-concept and lower incidence of antisocial behavior in adolescents. The results confirmed that adolescents who have positive representations of themselves, about their performance in school subjects, come from families that have balanced cohesion levels (p <.05). This study corroborated the relationship between higher levels of antisocial behavior and unbalanced level of family cohesion (p <.001). However, there were no significant differences in levels of family cohesion in relation to the academic performance of adolescents. These results reinforce the need for more studies to understand the Portuguese reality and thus promote the development of effective interventions with families with adolescents that have problems of school adjustment.
Knowing that in adolescence, the acquisition of independence and autonomy, requires an adjustment of feelings and behaviors of family members, we seek to understand, if the family functioning - in particular the level of family cohesion - is significantly associated with school adjustment of adolescents. The scientific community has shown that balanced levels of family cohesion - construct that encompasses the emotional connection, the emotional involvement of family, parent-child alliances and temporal (frequency of interactions), space (preferably by intra-group activities) and decision making (shared interests and goals) boundaries - are associated with better academic performance, higher self-concept and lower incidence of antisocial behavior in adolescents. The results confirmed that adolescents who have positive representations of themselves, about their performance in school subjects, come from families that have balanced cohesion levels (p <.05). This study corroborated the relationship between higher levels of antisocial behavior and unbalanced level of family cohesion (p <.001). However, there were no significant differences in levels of family cohesion in relation to the academic performance of adolescents. These results reinforce the need for more studies to understand the Portuguese reality and thus promote the development of effective interventions with families with adolescents that have problems of school adjustment.
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Dissertação de Mestrado em Psicologia Clínica
Palavras-chave
Adolescência , Coesão familiar , Rendimento Académico , Autoconceito , Comportamento Anti-social , Adolescence , Family Cohesion , Academic Performance , Self-concept , Anti-social Behaviour