Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/38079 |
Resumo: | The goal of this study was to analyze the level of self-efficacy, school engagement related variables and life satisfaction of Portuguese adolescents. A total of 5695 adolescents attending the 8th, 9th and 12th years of schooling enrolled in the HBSC 2018 study. with a mean age of 15.5 years old (SD = 1.8), 53.9% female. Participants completed a self-efficacy subscale and answered a range of issues related to school engagement and life satisfaction. Boys presented higher values in terms of self-efficacy and life satisfaction, however, higher values of parental pressure to have good grades and lower school satisfaction were observed. Both boys and girls are perceived as having little success in school and no differences are observed over the school years. Students in 12th grade are those who report more pressure with homework, more pressure with assessment and more subject amount of information to learn, although it is the 8th graders who feel more difficulty in school subjects and more pressure from parents. Life and school satisfaction also decline over the school years. The results obtained highlight the relationships between self-efficacy, school engagement and achievement and life satisfaction, pointing out key intervention areas for quality education. Portuguese adolescents present, in general, good levels of life satisfaction. However, the perceived school achievement and school satisfaction had reduced values. This study emphasizes the importance of socioemotional learning programs that can promote self-efficacy, emotional regulation strategies for dealing with anxiety in the face of the difficulties experienced in school. |
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Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portuguesesAdolescenceGenderSelf-efficacySchool engagementSchool achievementThe goal of this study was to analyze the level of self-efficacy, school engagement related variables and life satisfaction of Portuguese adolescents. A total of 5695 adolescents attending the 8th, 9th and 12th years of schooling enrolled in the HBSC 2018 study. with a mean age of 15.5 years old (SD = 1.8), 53.9% female. Participants completed a self-efficacy subscale and answered a range of issues related to school engagement and life satisfaction. Boys presented higher values in terms of self-efficacy and life satisfaction, however, higher values of parental pressure to have good grades and lower school satisfaction were observed. Both boys and girls are perceived as having little success in school and no differences are observed over the school years. Students in 12th grade are those who report more pressure with homework, more pressure with assessment and more subject amount of information to learn, although it is the 8th graders who feel more difficulty in school subjects and more pressure from parents. Life and school satisfaction also decline over the school years. The results obtained highlight the relationships between self-efficacy, school engagement and achievement and life satisfaction, pointing out key intervention areas for quality education. Portuguese adolescents present, in general, good levels of life satisfaction. However, the perceived school achievement and school satisfaction had reduced values. This study emphasizes the importance of socioemotional learning programs that can promote self-efficacy, emotional regulation strategies for dealing with anxiety in the face of the difficulties experienced in school.O impacto das competências socioemocionais, em geral, e da autoeficácia em particular, e a sua relação com o envolvimento ou o sucesso escolar e a satisfação com a vida está bem documentada pela literatura (Cikrikci & Odaci, 2016; Doménech-Betoret, Abellán-Roselló, & Gómez-Artiga, 2017; Matos & Simões, 2016). A autoeficácia é uma competência chave na Teoria Social Cognitiva e está relacionada com o nível de dificuldade que um indivíduo considera que é capaz de superar (Doménech-Betoret, et al., 2017). Representa o nível de confiança que se tem na capacidade de aprendizagem e de regulação eficaz das emoções e comportamentos adaptando-se às circunstâncias (Matos & Simões, 2016). Está relacionada com o envolvimento escolar e a performance académica (Doménech-Betoret, et al., 2017) e é um importante preditor da satisfação com a vida (Cikrikci & Odaci, 2016). Por seu lado, a satisfação com a vida parece ser também um importante preditor do envolvimento escolar e de alguns aspetos do sucesso escolar (Heffner & Antaramian, 2015). O envolvimento escolar é, atualmente, percebido como a relação entre os estudantes e a escola, engloba quatro dimensões, nomeadamente a cognitiva, afetiva, comportamental e agenciativa, sendo considerado um mecanismo crítico através do qual a motivação conduz ao sucesso académico (Veiga, 2016). O envolvimento escolar, incluindo a adaptação, a satisfação e o sucesso, é considerado um fator promotor da saúde na adolescência (Heffner & Antaramian, 2015), salientando- -se que o sucesso dos estudantes e a satisfação com a escola são considerados indicadores chave da qualidade da educação (Doménech-Betoret, et al., 2017). Neste sentido, o presente estudo tem como objetivo analisar as diferenças entre género e ano de escolaridade para a autoeficácia, um conjunto de variáveis relacionadas com o envolvimento escolar e a satisfação com a vida, bem como as relações entre elas.Anabela Santos é apoiada pela Bolsa FCT (SFRH/ BD/126304/2016).Universidade Lusíada EditoraRepositório da Universidade de LisboaSantos, Anabela CaetanoSimões, CelesteLebre, PaulaMatos, Margarida Gaspar de2019-05-08T11:06:33Z20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/38079porRPCA • 10:1 (2019) | JCAP • 10:1 (2019)1647-4120info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:35:35Zoai:repositorio.ul.pt:10451/38079Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:51:59.713574Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses |
title |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses |
spellingShingle |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses Santos, Anabela Caetano Adolescence Gender Self-efficacy School engagement School achievement |
title_short |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses |
title_full |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses |
title_fullStr |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses |
title_full_unstemmed |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses |
title_sort |
Autoeficácia e outras questões psicossociais : como se sentem os adolescentes portugueses |
author |
Santos, Anabela Caetano |
author_facet |
Santos, Anabela Caetano Simões, Celeste Lebre, Paula Matos, Margarida Gaspar de |
author_role |
author |
author2 |
Simões, Celeste Lebre, Paula Matos, Margarida Gaspar de |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Santos, Anabela Caetano Simões, Celeste Lebre, Paula Matos, Margarida Gaspar de |
dc.subject.por.fl_str_mv |
Adolescence Gender Self-efficacy School engagement School achievement |
topic |
Adolescence Gender Self-efficacy School engagement School achievement |
description |
The goal of this study was to analyze the level of self-efficacy, school engagement related variables and life satisfaction of Portuguese adolescents. A total of 5695 adolescents attending the 8th, 9th and 12th years of schooling enrolled in the HBSC 2018 study. with a mean age of 15.5 years old (SD = 1.8), 53.9% female. Participants completed a self-efficacy subscale and answered a range of issues related to school engagement and life satisfaction. Boys presented higher values in terms of self-efficacy and life satisfaction, however, higher values of parental pressure to have good grades and lower school satisfaction were observed. Both boys and girls are perceived as having little success in school and no differences are observed over the school years. Students in 12th grade are those who report more pressure with homework, more pressure with assessment and more subject amount of information to learn, although it is the 8th graders who feel more difficulty in school subjects and more pressure from parents. Life and school satisfaction also decline over the school years. The results obtained highlight the relationships between self-efficacy, school engagement and achievement and life satisfaction, pointing out key intervention areas for quality education. Portuguese adolescents present, in general, good levels of life satisfaction. However, the perceived school achievement and school satisfaction had reduced values. This study emphasizes the importance of socioemotional learning programs that can promote self-efficacy, emotional regulation strategies for dealing with anxiety in the face of the difficulties experienced in school. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-08T11:06:33Z 2019 2019-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/38079 |
url |
http://hdl.handle.net/10451/38079 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
RPCA • 10:1 (2019) | JCAP • 10:1 (2019) 1647-4120 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Lusíada Editora |
publisher.none.fl_str_mv |
Universidade Lusíada Editora |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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