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Modelos internos dinâmicos de vinculação, relação professor-aluno e rendimento escolar: um estudo com jovens em percursos curriculares alternativos na Região Autónoma da Madeira (R.A.M)
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Abstract(s)
As investigações decorrentes da teoria da Vinculação, sugerem que diferentes modelos
internos dinâmicos de vinculação se associam a diferentes características das competências
sociais, académicas, emocionais e comportamentais que poderão interferir na qualidade das
relações que os jovens estabelecem em contexto escolar, sobretudo com os professores, e
influenciar o seu rendimento escolar. As elevadas taxas de insucesso e abandono escolar
observadas em Portugal têm suscitado diversas iniciativas destinadas à sua diminuição,
nomeadamente a oferta formativa designada como “Percurso Curricular Alternativo” destinada
a jovens que se encontrem em situações de risco académico e social, e manifestem dificuldades
interpessoais e comportamentais, como forma de combate às (ainda) elevadas citadas taxas. A
relevância crescente desta medida no quotidiano escolar justifica o seu estudo aprofundado
com vista a maximizar a sua eficácia.
Com o objetivo de clarificar a relação entre os modelos internos de vinculação dos
alunos, as suas perceções relativamente à qualidade das relações com os seus professores e o
seu rendimento escolar, foi desenvolvido um estudo quantitativo, no qual foram aplicados o
Inventário sobre a Vinculação na Infância e Adolescência (IVIA) e a Escala de Vinculação aos
Professores (IPPA) e um questionário sócio-demográfico a uma amostra de 305 alunos do
8ºano do ensino regular e integrados em Percurso Curricular Alternativo. Os resultados
evidenciam que os alunos dos percursos curriculares alternativos, apresentam um modelo
interno dinâmico menos seguro, que os alunos do ensino regular e que a perceção da qualidade
da relação professor-aluno, relativamente à dimensão de aceitação e compreensão por parte dos
professores está associada a um melhor rendimento escolar. São discutidas as implicações para
a prática do psicólogo em contexto escolar.
Research from the attachment theory suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioral competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and influence their academic performance. The high failure and drop-out rates observed in Portugal have led to a number of initiatives aimed at reducing them, namely the educational offer "Alternative Curricular Course” for young people who are in situations of academic and social risk, and show interpersonal and behavioral difficulties, as an alternative to combat (still) high quoted rates. The increasing importance of this measure in school life justifies its thorough study in order to maximize its effectiveness. The purpose of this study is to clarify the relationship between the students internal working models, their perceptions regarding the quality of the relations with their teachers and their academic performance, a quantitative study was developed in which was applied the “Inventory on Childhood and Adolescent Attachment”, “Teacher Relation Scale” and a socio demographic questionnaire to a sample of 305 students from the 8th grade of regular education and integrated into an Alternative Curricular Course. The results show that the students of the alternative curricular course present a less secure internal working model than the students of regular education and that the perception of the quality of the teacher-student relationship, regarding the dimension of acceptance and understanding by the teachers is associated to a better academic performance. The implications for the practice of the psychologist in a school context will be addressed.
Research from the attachment theory suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioral competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and influence their academic performance. The high failure and drop-out rates observed in Portugal have led to a number of initiatives aimed at reducing them, namely the educational offer "Alternative Curricular Course” for young people who are in situations of academic and social risk, and show interpersonal and behavioral difficulties, as an alternative to combat (still) high quoted rates. The increasing importance of this measure in school life justifies its thorough study in order to maximize its effectiveness. The purpose of this study is to clarify the relationship between the students internal working models, their perceptions regarding the quality of the relations with their teachers and their academic performance, a quantitative study was developed in which was applied the “Inventory on Childhood and Adolescent Attachment”, “Teacher Relation Scale” and a socio demographic questionnaire to a sample of 305 students from the 8th grade of regular education and integrated into an Alternative Curricular Course. The results show that the students of the alternative curricular course present a less secure internal working model than the students of regular education and that the perception of the quality of the teacher-student relationship, regarding the dimension of acceptance and understanding by the teachers is associated to a better academic performance. The implications for the practice of the psychologist in a school context will be addressed.
Description
Keywords
Modelos internos dinâmicos de vinculação Relação professor-aluno Rendimento escolar Flexibilidade curricular Insucesso escolar Dynamic internal linking models Teacher-student relationship School performance Alternative curricular paths School failure Psicologia da Educação . Faculdade de Artes e Humanidades