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Estilos parentais, qualidade da relação com os pais e professores e o rendimento académico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.63 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O sucesso escolar dos alunos depende, entre outros fatores, da relação que os mesmos
estabelecem com os seus pais e professores. A escola é um contexto onde, provavelmente, se
espelham as influências do estilo parental dos pais na forma como as crianças percecionam a
relação com outros adultos, nomeadamente os professores. Neste sentido, pretendeu-se
verificar neste estudo de que forma os estilos parentais e a relação da criança com os pais e os
professores estão associados ao seu rendimento académico. Recorreu-se à utilização de um
questionário sociodemográfico, da Egna Minnen Bertraffande Uppfostran - Parents version
(EMBU-P) e da Escala de Vinculação aos Pais e Professores (IPPA-R). Foram realizadas
análises de coeficientes correlacionais de Spearman, assim como o teste de Mann-Whitney,
numa amostra de 122 crianças, com idades compreendidas entre os 10 e 12 anos, de duas
escolas do 2º ciclo da RAM e os seus pais. Os resultados mostram que a forma como os pais
percecionam os seus estilos parentais está relacionada com a perceção dos filhos
relativamente à relação com os pais e o seu rendimento académico. Verificou-se que quanto
melhor é a perceção da relação que as crianças estabelecem com os seus pais, melhor é a
perceção da relação estabelecida com os seus professores, pelo que esta perceção está
correlacionada com o rendimento académico dos alunos, quer com retenções como sem
retenções. Ainda se constatou uma correlação positiva entre o suporte emocional
percecionado pelos pais para com os seus filhos e o seu rendimento académico, no caso dos
alunos sem retenções. O estudo realça a importância do desenvolvimento de programas de
intervenção de caráter sistémico e focado na qualidade das relações entre crianças, pais e
professores
The success of students depends, among other factors, on the relationship they establish with their parents and teachers. The school is a context in which the influences of parents' parental style are probably mirrored in the way children perceive the relationship with other adults, namely teachers. In this sense, we intend to verify in this study how the parental styles and the relationship of the child with the parents and the teachers are associated with their academic performance. The use of a sociodemographic questionnaire, of the Egna Minnen Bertraffande Uppfostran - Parents version (EMBU-P), and the Parent-Teacher Linkage Scale (IPPA-R). Spearman's correlation coefficients were analyzed, as well as the Mann-Whitney test, in a sample of 122 children aged 10 to 12 years from two schools of the 2nd cycle of RAM and their parents. The results show that the way in which the parents perceive the relationship with their children is related to the children's perception of the relationship with the parents and their academic performance. It was verified that the better the perception of the relationship that the children establish with their parents, the better the perception of the relationship established with their teachers, so this perception is correlated with the academic performance of the students, both with retentions and without withholdings. There was still a positive correlation between the emotional support perceived by the parents towards their children and their academic performance in the case of students without retention. The study highlights the importance of the development of systemic intervention programs focused on the quality of relationships between children, parents and teachers.
The success of students depends, among other factors, on the relationship they establish with their parents and teachers. The school is a context in which the influences of parents' parental style are probably mirrored in the way children perceive the relationship with other adults, namely teachers. In this sense, we intend to verify in this study how the parental styles and the relationship of the child with the parents and the teachers are associated with their academic performance. The use of a sociodemographic questionnaire, of the Egna Minnen Bertraffande Uppfostran - Parents version (EMBU-P), and the Parent-Teacher Linkage Scale (IPPA-R). Spearman's correlation coefficients were analyzed, as well as the Mann-Whitney test, in a sample of 122 children aged 10 to 12 years from two schools of the 2nd cycle of RAM and their parents. The results show that the way in which the parents perceive the relationship with their children is related to the children's perception of the relationship with the parents and their academic performance. It was verified that the better the perception of the relationship that the children establish with their parents, the better the perception of the relationship established with their teachers, so this perception is correlated with the academic performance of the students, both with retentions and without withholdings. There was still a positive correlation between the emotional support perceived by the parents towards their children and their academic performance in the case of students without retention. The study highlights the importance of the development of systemic intervention programs focused on the quality of relationships between children, parents and teachers.
Description
Keywords
Estilos parentais Relação professor-aluno Relação pais-alunos Rendimento académico. Parenting styles Teacher-student relationship Parent-rtudent Relationship Academic performance Psicologia da Educação . Faculdade de Artes e Humanidades