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O SUCESSO ESCOLAR NO 1.ºCICLO DO ENSINO BÁSICO E AINFLUÊNCIA DO AUTOCONCEITO
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Authors
Advisor(s)
Abstract(s)
A literatura tem evidenciado a importância do Autoconceito no
desenvolvimento do indivíduo, em particular no seu Desempenho Académico. O
autoconceito remete para a perceção que cada um tem de si mesmo, com base na
construção de interações e experiências sociais, inclusive em comparação com os seus
pares.
Com base na revisão da literatura foi formulado o seguinte problema de
investigação: De que forma é que o Autoconceito influencia o Desempenho Académico
dos alunos no 1.º ano de escolaridade? Foi ainda elaborada a questão de partida: Qual
a relação entre o nível de autoconceito e o sucesso em tarefas escolares, numa turma
de 1.º ano de escolaridade? Deste modo, o presente estudo tem como objetivo avaliar
como é que os alunos do 1.º ano de escolaridade se autocaracterizam em diferentes
dimensões do autoconceito. Além disso, pretende-se implementar um programa de
intervenção psicopedagógica sobre o autoconceito visando promover o
desenvolvimento das suas dimensões, bem como avaliar e comparar o autoconceito
dos alunos antes e após o programa de intervenção psicopedagógica.
Este estudo encontra-se ancorado no paradigma qualitativo, tendo como
design a investigação-ação. Recorreu-se à aplicação da Escala Pictórica da Perceção de
Competências e Aceitação Social para Crianças (Harter & Pike, 1984) antes e depois da
intervenção psicopedagógica, bem como à pesquisa documental. Participaram no
estudo 26 alunos do 1.º ano de Ensino Básico, de uma escola do concelho de Mafra.
Os resultados sugerem uma relação entre o Autoconceito Académico e o
Desempenho Académico. Por outro lado, levam-nos a considerar que a intervenção
psicopedagógica pode ter influenciado modificações nas dimensões do Autoconceito.
Por fim, o padrão dos resultados leva-nos a considerar que a hierarquização dos
diferentes domínios do Autoconceito Social estará de algum modo relacionada com a
organização social e cultural que privilegia o desempenho académico cada vez mais
precocemente.
The literature has evidenced the importance of Self-concept in the development of the individual, in particular in his Academic Performance. Self-concept refers to the perception each one has of himself, based on the construction of social interactions and experiences, namely in comparison with peers. Based on literature review the following research problem was formulated: How does Self-Concept influence the Academic Performance of the students in the 1st year of schooling? The starting question was also elaborated: What is the relation between the level of self-concept and success in school tasks in a class of 1 st year of schooling? That way, the present study aims to evaluate how the students of the 1st year of schooling characterize themselves in different dimensions of self-concept. Besides that, it is intended to be implemented a psychopedagogical intervention program on selfconcept aiming to promote the development of its dimensions, as well as to evaluate and compare student’s self-concept before and after the psychopedagogical intervention program. This study is ancored in the quantitative paradigm and designed as na actionresearch work. We used the Pictorial Scale of Competence Perception and Social Acceptance for Children (Harter & Pike, 1984) before and after psychopedagogical intervention, as well as documentary research. Participants in the study were 26 students of the 1st year of Basic Education in a school of the municipality of Mafra. Results suggest a relationship between Academic Self-Concept and Academic Performance. On the other hand, it leads us to consider that psychopedagogical intervention may have influenced the improvement of the dimensions of Self-concept. Finally, the pattern of results leads us to consider that the hierarchization of the different domains of Social Self-Concept will be related in some way to the social and cultural organization that privileges academic performance at an earlier stage.
The literature has evidenced the importance of Self-concept in the development of the individual, in particular in his Academic Performance. Self-concept refers to the perception each one has of himself, based on the construction of social interactions and experiences, namely in comparison with peers. Based on literature review the following research problem was formulated: How does Self-Concept influence the Academic Performance of the students in the 1st year of schooling? The starting question was also elaborated: What is the relation between the level of self-concept and success in school tasks in a class of 1 st year of schooling? That way, the present study aims to evaluate how the students of the 1st year of schooling characterize themselves in different dimensions of self-concept. Besides that, it is intended to be implemented a psychopedagogical intervention program on selfconcept aiming to promote the development of its dimensions, as well as to evaluate and compare student’s self-concept before and after the psychopedagogical intervention program. This study is ancored in the quantitative paradigm and designed as na actionresearch work. We used the Pictorial Scale of Competence Perception and Social Acceptance for Children (Harter & Pike, 1984) before and after psychopedagogical intervention, as well as documentary research. Participants in the study were 26 students of the 1st year of Basic Education in a school of the municipality of Mafra. Results suggest a relationship between Academic Self-Concept and Academic Performance. On the other hand, it leads us to consider that psychopedagogical intervention may have influenced the improvement of the dimensions of Self-concept. Finally, the pattern of results leads us to consider that the hierarchization of the different domains of Social Self-Concept will be related in some way to the social and cultural organization that privileges academic performance at an earlier stage.
Description
Keywords
Autoconceito desempenho académico intervençãopsicopedagógica 1.º ciclo do Ensino Básico Self-concept academic performance psychopedagogical intervention 1st cycle of Basic Education.