Autoeficácia acadêmica percebida em estudantes do ensino médio e associações com o sentido da escolarização

• Autor(a) principal: Sena, Bárbara Cristina Soares
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNOESTE
• Texto Completo: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1134
• topic: Autoeficácia acadêmica; Estudantes; Ensino médio; Contexto escolar; Academic Self-Efficacy; Students; High school; School context; CIENCIAS HUMANAS::EDUCACAO

Students' self-efficacy beliefs have been associated with aspects of the learning process, such as involvement in activities, behavior within the school, academic performance, drop-out or school stay, among others. Based on this premise, it was assumed that there may be associations between the aspects of the school context and the development of academic self-efficacy. In this sense, this research aims to analyze the impacts that variables of the school context can play on the beliefs of academic self-efficacy perceived in high school students. Therefore, this dissertation is structured in three studies. The first one refers to a bibliographical survey that analyzes the scientific production, national and international, about academic selfefficacy. The results indicated that most of the 35 publications analyzed are empirical, quantitative and evaluative studies, focusing on higher education. It was also verified that several of the publications sought to relate academic self-efficacy with other constructs and to analyze their influence in relation to academic performance. The second study aimed to analyze the self-efficacy belief of high school students in relation to their academic performance, and the possible influences that the school context exerts on this belief. The data were obtained through a Characterization Questionnaire and a Semi- structured Interview. The results showed that the students demonstrate a belief in positive general academic self-efficacy, however, when a bottleneck towards the more specific experiences is observed, a variation of this perception is observed. Students also pointed out that they did not perceive the school as a potentializing environment, since they did not feel confident in developing their academic skills and achieving the expected performance. Finally, the third study aimed to develop an intervention with the students to address the school factors that can act in the development and maintenance of academic self-efficacy, and later, to verify the students' perception of the possible contributions of the proposed intervention. The results showed that all sources of self - efficacy were identified and associated by students with factors of school context and their academic experiences. Moreover, they pointed out the characteristics of the school that act as sources of formation of the beliefs of selfefficacy, both strengthening and weakening confidence in one's own abilities of achievement. It is hoped that this research contributes to the understanding of the impacts of self-efficacy on the academic dimension, and also on the role of the school as an institution not only for cognitive aspects, but also for affective and social development.