Objetivos de realização em adolescentes em contexto escolar: Relação com a perceção das atitudes parentais e o suporte social
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2010
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Os objetivos de realização são representações cognitivas daquilo que os indivíduos tentam fazer ou querem atingir, que quando adaptados à educação permitem classificar os alunos em função do tipo de objetivos que adotam. Assim, os alunos podem ser orientados para a mestria quando têm como objetivo desenvolver competências pessoais, ou podem ser orientados para o desempenho quando pretendem evidenciar competência ou evitar demonstrar a sua falta. Os fatores que estabelecem o envolvimento do aluno na realização das tarefas e consequentemente determinam o rendimento académico, passam pelo suporte social, interações e relações familiares, apoio parental e os processos motivacionais na escola. A primeira parte deste trabalho consiste na revisão dos estudos empíricos da problemática em questão. A segunda parte apresenta um estudo empírico com o objetivo de verificar a relação entre a orientação motivacional para o desempenho ou para a mestria com o rendimento escolar, com a perceção das atitudes parentais e com o suporte social fornecido por família, professores e amigos, assim como analisar o efeito destas variáveis com género, idade e habilitações dos pais. O estudo foi realizado com 307 alunos a frequentar entre o 7º e o 12º anos de escolaridade, com idades compreendidas entre os 11 e os 21 anos. Os dados foram recolhidos através de um Questionário Sociodemográfico, Escala PALS – Patterns of Adaptative Scales, traduzida e validada por Teresa Gonçalves, Marina Serra Lemos e Luís Paulo Rodrigues em 2008, escala da Perceção das Atitudes Parentais (Antunes & Fontaine, 2003) e escala SSA – Social Support Appraisals, adaptada da escala original de Vaux, Philips, Thomson, Williams e Stewart (1986) por Cristina Antunes e Anne-Marie Fontaine em 1996. Os resultados demonstraram que alunos orientados para o desempenho percecionam as atitudes dos seus pais como sendo centradas nos resultados e manifestam um menor rendimento escolar. Já a perceção das atitudes parentais centradas no processo de aprendizagem, uma maior perceção de suporte social e um melhor rendimento escolar correlacionam-se significativamente com uma orientação para a mestria. Das variáveis em estudo, o suporte social dos amigos e da família e a perceção das atitudes da mãe centradas no processo revelam-se os melhores preditores dos objetivos de mestria.
The achievement goals are cognitive representations of what individuals try or want to reach. When they are adapted to education it allows the classification of students in function of the goal they adopt. So, the students might be oriented to mastery when they have the goal of developing personal skills, or be oriented to performance when they pretend to evidence competence or to avoid the demonstration of its lack. The factors that establish the student’s involvement in the accomplishment of a task and consequently determine the academic performance, pass through the social support, interactions and familiar relations, parental support and the motivational processes in school. The first part of the work consists in the revision of the empirical studies concerning the problem under research. The second part of it presents an empirical study with the goal of verifying the relation between motivational orientation to performance or to the mastery with academic performance, with the perception of parental attitudes and with the social support provided by family, teachers and friends, as well as to analyze those variables differentially according to gender, age and parents’ level of education. The study was made with 307 students attending school between the 7 and the 12 grades, with ages between 11 and 21 years old. The data were collected through a Sociodemographic Questionnaire, PALS scale – Patterns of Adaptative Scales, translated and validated by Marina Serra Lemos, Teresa Gonçalves and Luís Paulo Rodrigues in 2008, Perceção das Atitudes Parentais scale (Antunes & Fontaine, 2003) and the SSA – Social Support Appraisals scale, adapted by the original of Vaux by Cristina Antunes and Anne-Marie Fontaine in 1996. The results demonstrate that students oriented to performance goals perceive their parent’s attitudes as results-oriented and exhibit a lower school performance. On the other side, the perception of parental attitudes centered on learning process, a greater perception of social support and a better school achievement correlate significantly with a mastery goal orientation. From the variables in study, the social support from friends and family and the attitudes of mothers focused on the process of learning were the best predictors of the achievement goals.
The achievement goals are cognitive representations of what individuals try or want to reach. When they are adapted to education it allows the classification of students in function of the goal they adopt. So, the students might be oriented to mastery when they have the goal of developing personal skills, or be oriented to performance when they pretend to evidence competence or to avoid the demonstration of its lack. The factors that establish the student’s involvement in the accomplishment of a task and consequently determine the academic performance, pass through the social support, interactions and familiar relations, parental support and the motivational processes in school. The first part of the work consists in the revision of the empirical studies concerning the problem under research. The second part of it presents an empirical study with the goal of verifying the relation between motivational orientation to performance or to the mastery with academic performance, with the perception of parental attitudes and with the social support provided by family, teachers and friends, as well as to analyze those variables differentially according to gender, age and parents’ level of education. The study was made with 307 students attending school between the 7 and the 12 grades, with ages between 11 and 21 years old. The data were collected through a Sociodemographic Questionnaire, PALS scale – Patterns of Adaptative Scales, translated and validated by Marina Serra Lemos, Teresa Gonçalves and Luís Paulo Rodrigues in 2008, Perceção das Atitudes Parentais scale (Antunes & Fontaine, 2003) and the SSA – Social Support Appraisals scale, adapted by the original of Vaux by Cristina Antunes and Anne-Marie Fontaine in 1996. The results demonstrate that students oriented to performance goals perceive their parent’s attitudes as results-oriented and exhibit a lower school performance. On the other side, the perception of parental attitudes centered on learning process, a greater perception of social support and a better school achievement correlate significantly with a mastery goal orientation. From the variables in study, the social support from friends and family and the attitudes of mothers focused on the process of learning were the best predictors of the achievement goals.
Descrição
Dissertação de Mestrado em Psicologia da Educação
Palavras-chave
Objetivos de realização , Orientação para a mestria , Orientação para o desempenho , Suporte social , Perceção das atitudes parentais , Rendimento escolar