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Envolvimento escolar parental, funcionamento familiar e comunicação parento-filial
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| 1.63 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Ao estudarmos o desempenho escolar dos alunos, a família assume um papel
preponderante nas aprendizagens e educação dos indivíduos. Destarte, sublinha-se o peso
deste sistema, no que concerne à sua estrutura e funcionamento e, em última instância, ao
seu envolvimento ativo com a escola, como impactantes no sucesso escolar e no bem
estar dos alunos.
Pretendeu-se analisar de que forma o envolvimento escolar parental se relaciona com o
funcionamento familiar e com a comunicação parento-filial, assim como a força e
magnitude dessa manifestação, em ambos os sexos, feminino e masculino. A investigação
seguiu uma abordagem quantitativa, transversal, do tipo correlacional.
A amostra foi constituída por 130 cuidadores de alunos de 3º ciclo (7º, 8º e 9º ano), de
duas escolas do concelho do Funchal, na ilha da Madeira. Os instrumentos de avaliação
utilizados foram um questionário sociodemográfico, o Questionário de Envolvimento
Parental na Escola Secundária (QEPE), o Systemic Clinical Outcome Routine Evaluation
(SCORE-15) e, a Escala de Avaliação da Comunicação na Parentalidade (COMPA). Os
instrumentos obtiveram bons níveis de consistência interna: no QEPE, o alfa de Cronbach
foi de .889, no SCORE-15 de .84 e na COMPA-P de .91.
Os resultados indicaram que o envolvimento parental se correlaciona significativamente
com o funcionamento familiar e com a comunicação parento-filial, principalmente no que
concerne a atividades de aprendizagem em casa. No geral, as correlações foram mais
significativas no sexo feminino.
When studying students' school performance, families assume a preponderant role in the learning process and education of the individuals. Thus, the importance of this system, in terms to its structure and functioning and, ultimately, to its active involvement with school, as an influence on school success and student well-being, is underlined. The aim was to analyze how the parental involvement is related to the family functioning and to the parent-child communication, as well as the strength and magnitude of this manifestation, in both sexes, females and males. The research followed a quantitative, cross-sectional, correlational approach. The sample consisted of 130 caregivers of 3rd cycle students (7th, 8th and 9th grade) from two schools in Funchal, on the island of Madeira. The instruments used were a sociodemographic questionnaire, the Parental Involvement Questionnaire in School, the Systemic Clinical Outcome Routine Evaluation (SCORE-15) and “Escala de Avaliação da Comunicação na Parentalidade” (COMPA-P). The instruments obtained good levels of internal consistency: in QEPE, Cronbach's alpha was .889; .84 in SCORE-15 and .91 in COMPA-P. The results indicated that parental involvement correlates significantly with family functioning and parent-child communication, especially regarding to home-based learning activities. Overall, the correlations were more significant in females.
When studying students' school performance, families assume a preponderant role in the learning process and education of the individuals. Thus, the importance of this system, in terms to its structure and functioning and, ultimately, to its active involvement with school, as an influence on school success and student well-being, is underlined. The aim was to analyze how the parental involvement is related to the family functioning and to the parent-child communication, as well as the strength and magnitude of this manifestation, in both sexes, females and males. The research followed a quantitative, cross-sectional, correlational approach. The sample consisted of 130 caregivers of 3rd cycle students (7th, 8th and 9th grade) from two schools in Funchal, on the island of Madeira. The instruments used were a sociodemographic questionnaire, the Parental Involvement Questionnaire in School, the Systemic Clinical Outcome Routine Evaluation (SCORE-15) and “Escala de Avaliação da Comunicação na Parentalidade” (COMPA-P). The instruments obtained good levels of internal consistency: in QEPE, Cronbach's alpha was .889; .84 in SCORE-15 and .91 in COMPA-P. The results indicated that parental involvement correlates significantly with family functioning and parent-child communication, especially regarding to home-based learning activities. Overall, the correlations were more significant in females.
Description
Keywords
Envolvimento escolar parental Funcionamento familiar Comunicação parento-filial Adolescentes Desempenho escolar Parental involvement Family functioning Parent-child communication Adolescents School performance Psicologia da Educação . Faculdade de Artes e Humanidades