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Estilos parentais e o seu impacto no sucesso escolar dos alunos: um estudo numa escola TEIP 2
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Abstract(s)
O estudo aqui apresentado pretende contribuir para a identificação dos estilos parentais
mais associados ao sucesso escolar dos alunos de uma Escola/Agrupamento TEIP. Assim, a
presente investigação tem por finalidade analisar os estilos parentais percecionados por
alunos com sucesso e insucesso escolar. Pretende-se, igualmente, comparar o grupo de alunos
com melhores e piores condições socioeconómicas em termos de resultados escolares, bem
como, comparar os resultados escolares dos alunos em função dos níveis de literacia dos pais.
Participaram deste estudo 132 adolescentes, dos quais 70 (53%) são do sexo feminino,
distribuídos por diferentes anos de escolaridade (do 5º ao 9º ano), com idades compreendidas
entre os 12 e os 16 anos.
Os instrumentos utilizados para a avaliação das dimensões em análise foram o
Questionário Sociodemográfico e a Escala de Exigência e Responsabilidade Parental
(Teixeira, Bardagi e Gomes, 2004).
Os resultados encontrados permitiram verificar que os adolescentes com sucesso escolar
tendem a ver os seus progenitores como mais exigentes e responsivos (o que corresponde ao
estilo autoritativo) sendo as mães percebidas como mais exigentes e responsivas quando
comparadas com os pais. Verificou-se ainda que as perceções dos estilos parentais
apresentadas pelos alunos foram em grande número classificadas como negligentes (menos
exigentes e responsivos), sendo este um dado a realçar nesta investigação. Quanto às
variáveis NSE e literacia constatou-se a existência de uma relação positiva entre o nível
socioeconómico e o sucesso escolar dos alunos, observando-se igualmente que alunos cujos
progenitores apresentam níveis de literacia superior tendem a apresentar melhores resultados
escolares, apesar de esta se mostrar uma relação menos significativa no caso das mães.
Perante os resultados alcançados é possível considerar a importância destes aspetos em
futuras investigações e intervenções que pretendam promover a melhoria do sucesso escolar dos alunos e o desenvolvimento de competências parentais promotoras desse mesmo sucesso,
com particular incidência em alunos em risco educacional.
The present study aims to contribute to the identification of parenting styles most associated with the academic success of students in a school/Grouping TEIP. Therefore, the aim of this study was to examine parenting style perceived by students with the academic success and school failure. It is also intended to compare the group of students with the best and worst socioeconomic levels in terms of school grades as well as compare the educational achievement of students in terms of literacy levels of their parents. 132 adolescents participated in this study, 70 (53%) girls, from 5th to 9th school year, aged between 12 and 16 years old. The materials used in the research were the Socio-Demographic Questionnaire and the Parental Responsiveness and Demandingness Scale. The results show that students with academic success perceive their parents as more responsive and demanding (parental authoritative style). Additionally, they perceived their mothers as more responsive and demanding when compared with their parents. Furthermore, a large number of student’s perception of parenting styles were classified as negligent (less demanding and responsive), a particular highlight of this investigation. Regarding the variables socioeconomic level (SEL) and literacy we found a positive relationship between SEL and academic success of students. Also students whose parents have higher literacy levels tend to show better school results, although this is not statistically significant in the case of mothers literacy. The results show that it is important to consider these issues in future investigations and interventions that intend to improve students' school success and the development of parenting skills that promote that same success, with particular focus on students at educational risk.
The present study aims to contribute to the identification of parenting styles most associated with the academic success of students in a school/Grouping TEIP. Therefore, the aim of this study was to examine parenting style perceived by students with the academic success and school failure. It is also intended to compare the group of students with the best and worst socioeconomic levels in terms of school grades as well as compare the educational achievement of students in terms of literacy levels of their parents. 132 adolescents participated in this study, 70 (53%) girls, from 5th to 9th school year, aged between 12 and 16 years old. The materials used in the research were the Socio-Demographic Questionnaire and the Parental Responsiveness and Demandingness Scale. The results show that students with academic success perceive their parents as more responsive and demanding (parental authoritative style). Additionally, they perceived their mothers as more responsive and demanding when compared with their parents. Furthermore, a large number of student’s perception of parenting styles were classified as negligent (less demanding and responsive), a particular highlight of this investigation. Regarding the variables socioeconomic level (SEL) and literacy we found a positive relationship between SEL and academic success of students. Also students whose parents have higher literacy levels tend to show better school results, although this is not statistically significant in the case of mothers literacy. The results show that it is important to consider these issues in future investigations and interventions that intend to improve students' school success and the development of parenting skills that promote that same success, with particular focus on students at educational risk.
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Psicologia, ramo de Psicologia Clínica e da Saúde
Keywords
Estilos parentais Sucesso escolar NSE Literacia familiar Parenting styles Academic success Socioeconomic levels Literacy levels