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Dar voz aos adolescentes: um estudo qualitativo sobre atribuições causais e experiências nas dificuldades escolares
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| Dissertação_de_mestrado_39902 | 822.75 KB | Adobe PDF |
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Abstract(s)
O insucesso escolar tem sido um tema alvo de vários estudos ao longo dos anos, procurando compreender a génese desta problemática, com a identificação de fatores de risco que lhe estão subjacentes. No entanto emerge ainda a necessidade de compreender as causas para estas dificuldades e/ou insucesso por parte dos próprios estudantes. Alguma literatura apresenta a teoria das atribuições causais como um quadro conceptual relevante neste fenómeno, pois a mesma elenca que o (in)sucesso escolar pode ser condicionado pela perceção do sujeito, exercendo uma influência sobre as suas reações emocionais diante de sucessos e fracassos e, moldando as suas expectativas relativamente a resultados futuros, impactando, por fim, no seu desempenho escolar (Weiner, 1986).
A presente investigação de caráter qualitativo, pretende dar aos jovens a possibilidade de serem narradores da sua própria história e, apresenta como objetivo a identificação das atribuições causais dos mesmos relativas às origens das suas dificuldades escolares. Participaram quinze adolescentes com idades compreendidas entre os treze e os dezassete anos. Para a recolha de dados foi elaborado um guião de entrevista semiestruturado com questões referentes às dificuldades sentidas em ambiente escolar e ambiente geral, assim como questões relativas a estratégias de coping, áreas de competências e objetivos futuros. Para a análise dos resultados, utilizou-se a análise temática seguindo o modelo de Braun e Clarke (2006).
Os resultados foram categorizados de acordo com as atribuições realizadas pelos adolescentes e, considerou-se pertinente a divisão em duas grandes áreas: as dificuldades (na vida escolar e na vida em geral) e as áreas funcionais. A divisão das dificuldades em dois ambientes foi necessária para uma melhor clarificação e análise das informações dadas pelos jovens.
Concluímos que os adolescentes atribuem as suas dificuldades escolares a si próprio, ou seja, a um locus de controlo interno e as dificuldades da vida em geral à família, sendo, por isso, um locus de controlo externo (Weiner, 1986). Ainda assim, identificam áreas funcionais de competências, objetivos e estratégias de coping, algo que poderá ser identificado como um fator protetor.
Estes resultados poderão contribuir para futuros projetos em áreas comunitárias, pois possibilitarão uma adequação das atividades desenvolvidas com os mesmos. Para além disso, é fulcral para que possam ser colocadas em prática medidas promotoras do desenvolvimento saudável dos jovens, tanto em casa como nas escolas.
School failure has been the subject of several studies over the years, seeking to understand the genesis of this problem, with the identification of underlying risk factors. However, there is still a need to understand the causes of these difficulties and/or failure on the part of the students themselves. Some literature presents the theory of causal attributions as a relevant conceptual framework in this phenomenon, as the same list that academic (in)success can be conditioned by the subject's perception, exerting an influence on their emotional reactions to successes and failures and, shaping their expectations regarding future results, ultimately impacting their academic performance (Weiner, 1986). This qualitative investigation aims to give young people the possibility of being narrators of their own story and aims to identify their causal attributions relating to the origins of their school difficulties. Fifteen teenagers aged between thirteen and seventeen participated. For data collection, a semi-structured interview guide was prepared with questions relating to the difficulties experienced in the school environment and general environment, as well as questions relating to coping strategies, areas of competence and future objectives. To analyse the results, thematic analysis was used following the model by Braun and Clarke (2006). The results were categorized according to the tasks carried out by the adolescents and the division into two major areas was considered relevant: difficulties (in school life and life in general) and functional areas. The division of difficulties into two environments was necessary for better clarification and analysis of the information given by the young people. We conclude that adolescents attribute their school difficulties to themselves, that is, to an internal locus of control, and life difficulties in general to the family, therefore being an external locus of control (Weiner, 1986). Even so, they identify functional areas of skills, objectives and coping strategies, something that could be identified as a protective factor. These results may contribute to future projects in community areas, as they will enable the activities developed with them to be adapted. Furthermore, it is crucial that measures that promote the healthy development of young people can be put into practice, both at home and in schools.
School failure has been the subject of several studies over the years, seeking to understand the genesis of this problem, with the identification of underlying risk factors. However, there is still a need to understand the causes of these difficulties and/or failure on the part of the students themselves. Some literature presents the theory of causal attributions as a relevant conceptual framework in this phenomenon, as the same list that academic (in)success can be conditioned by the subject's perception, exerting an influence on their emotional reactions to successes and failures and, shaping their expectations regarding future results, ultimately impacting their academic performance (Weiner, 1986). This qualitative investigation aims to give young people the possibility of being narrators of their own story and aims to identify their causal attributions relating to the origins of their school difficulties. Fifteen teenagers aged between thirteen and seventeen participated. For data collection, a semi-structured interview guide was prepared with questions relating to the difficulties experienced in the school environment and general environment, as well as questions relating to coping strategies, areas of competence and future objectives. To analyse the results, thematic analysis was used following the model by Braun and Clarke (2006). The results were categorized according to the tasks carried out by the adolescents and the division into two major areas was considered relevant: difficulties (in school life and life in general) and functional areas. The division of difficulties into two environments was necessary for better clarification and analysis of the information given by the young people. We conclude that adolescents attribute their school difficulties to themselves, that is, to an internal locus of control, and life difficulties in general to the family, therefore being an external locus of control (Weiner, 1986). Even so, they identify functional areas of skills, objectives and coping strategies, something that could be identified as a protective factor. These results may contribute to future projects in community areas, as they will enable the activities developed with them to be adapted. Furthermore, it is crucial that measures that promote the healthy development of young people can be put into practice, both at home and in schools.
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Keywords
Adolescentes Atribuições causais Insucesso escolar Competências Teenagers Causal attributions School failure Skills