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Ensino profissional: escolha vocacional ou escapatória para jovens em transição?
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Advisor(s)
Abstract(s)
O estudo das dimensões associadas às escolhas vocacionais dos estudantes na transição
para o ensino secundário tem gerado interesse nas áreas da psicologia e da educação.
No presente estudo comparamos estudantes de cursos profissionais com estudantes de
cursos científico-humanísticos num conjunto de dimensões, nomeadamente o estatuto
socioeconómico (ESE), o desempenho escolar prévio, o autoconceito de competência e
os interesses profissionais. A amostra foi constituída por 150 estudantes portugueses,
com idades entre os 17 e os 28 anos (M = 19.21; DP = 2.55). Os instrumentos utilizados
foram um questionário sociodemográfico, a Escala de Autoconceito de Competência
e o Self Directed Search. A comparação entre os estudantes do ensino profissional e os
dos cursos científico-humanísticos revelou diferenças moderadas entre estes, com os
primeiros, em média, a estarem integrados em agregados familiares de ESE mais baixo,
a terem mais indicadores de insucesso escolar prévio e resultados médios mais elevados
na dimensão resolução de problemas do autoconceito de competência. Os estudantes do
ensino profissional revelaram ainda mais interesses profissionais nas dimensões realista,
empreendedor e convencional.
The underlying dimensions of student vocational choices during the transition for secondary education have been receiving considerable attention in the psychology and education domains. In the present study, we compared students enrolled in professional education courses with students enrolled in general secondary education courses in several dimensions, namely socioeconomic status (SES), previous school performance, self-concept of competence, and professional interests. The sample consisted of 150 Portuguese students, aged between 17 and 28 years old (M = 19.21; SD = 2.55). The instruments used were a sociodemographic survey, the Competence Self Concept Scale, and the Self Directed Search. The comparison between vocational training students and regular courses students revealed differences between them, with the former group presenting on average lower SES, a school pathway with more indicators of failure and higher mean results in the dimension of problem solving of competence self- -concept. Professional education students revealed also higher mean results in the realistic, entrepreneurial and conventional dimensions of professional interests.
The underlying dimensions of student vocational choices during the transition for secondary education have been receiving considerable attention in the psychology and education domains. In the present study, we compared students enrolled in professional education courses with students enrolled in general secondary education courses in several dimensions, namely socioeconomic status (SES), previous school performance, self-concept of competence, and professional interests. The sample consisted of 150 Portuguese students, aged between 17 and 28 years old (M = 19.21; SD = 2.55). The instruments used were a sociodemographic survey, the Competence Self Concept Scale, and the Self Directed Search. The comparison between vocational training students and regular courses students revealed differences between them, with the former group presenting on average lower SES, a school pathway with more indicators of failure and higher mean results in the dimension of problem solving of competence self- -concept. Professional education students revealed also higher mean results in the realistic, entrepreneurial and conventional dimensions of professional interests.
Description
Keywords
Ensino profissional Estatuto socioeconómico Desempenho escolar Autoconceito de competência Interesses profissionais . Escola Superior de Tecnologias e Gestão
Citation
Pereira, J. A. V., & Carvalho, R. G. G. (2021). Ensino profissional: escolha vocacional ou escapatória para jovens em transição?. Psychologica, 64(1), 49-67. https://doi.org/10.14195/1647-8606_64-1_3
Publisher
Imprensa da Universidade de Coimbra