Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/17234 |
Resumo: | The acceleration classes are formed by students from the initial and final years of elementary school who, at some point in their school life, abandoned, avoided or were retained in previous years of schooling, causing age-grade distortion. In general, the school team understands that such students are unable to learn, are apathetic and unmotivated, holding them accountable for their learning difficulties and evaluating them for school failure. Similarly, the fragility of the physical and mental health conditions of teachers corroborates to negatively influence the quality of the teaching-learning process of this population. In view of this, the family and the school, as the first environments in which children and adolescents are inserted, must provide opportunities that contribute to their academic, professional and personal development. In this way, positive interpersonal relationships maintained in these contexts, can promote the cognitive, social, behavioral and emotional development of educators and students in the acceleration classes. The general objective of the study is to analyze the associations between educational social skills, social skills, the shared routine and involvement between family-school and the beliefs of self-efficacy of teachers and students in the acceleration classes. The research is based on the Bioecological Theory of Human Development, which is a pertinent approach to this investigation because it adopts a systemic and dynamic look at the development of individuals. The study included 19 teachers from 10 public schools in a city in the state of Rio de Janeiro, 12 women, aged between 31 and 62 years (M = 43.58, SD = 9.55), who taught for acceleration classes I, II, III and IV. Its 229 students were also participants, 145 boys, aged between nine and 18 years old (M = 13.98, SD = 1.85). The teachers answered the Social Skills Inventory 2, the Educational Social Skills Inventory, the Teacher Self-Efficacy Scale, the Shared Routine and Family-School Engagement Checklist and the Questionnaire with sociodemographic information. The students answered the Multimedia Inventory of Social Skills, the General and Academic Self-Efficacy Scale and the Questionnaire with sociodemographic information. Descriptive and parametric statistical analyzes (correlation and linear regression) were performed. The results indicated that the teachers who teach for the acceleration classes had a good repertoire of social skills. In addition, students' social skills were positively associated with overall self-efficacy and self-efficacy for academic performance. The hierarchical regression analysis indicated that the variables skillful repertoire (positive predictor) and sex (women - negative predictor) predicted 8% of students' general self-efficacy and, skilled repertoire (positive predictor), non-skilled passive (negative predictor) and social skills. of teachers predicted 13% of self-efficacy for academic performance. The results can be used in preventive intervention programs and focused on promoting the mental health of students and teachers. |
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Leme, Vanessa Barbosa Romerahttp://lattes.cnpq.br/3056372646281816Versuti, Fabiana Marishttp://lattes.cnpq.br/5142564911149109Quiterio, Patricia Lonenahttp://lattes.cnpq.br/4986591658860331http://lattes.cnpq.br/0127825495450330França, Fernanda de Azevedofernandafrancabrazil@gmail.com2022-03-09T15:03:13Z2020-03-27FRANÇA, Fernanda de Azevedo. Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental. 2020. 156 f. Dissertação (Mestrado em Psicologia Social) – Instituto de Psicologia, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020.http://www.bdtd.uerj.br/handle/1/17234The acceleration classes are formed by students from the initial and final years of elementary school who, at some point in their school life, abandoned, avoided or were retained in previous years of schooling, causing age-grade distortion. In general, the school team understands that such students are unable to learn, are apathetic and unmotivated, holding them accountable for their learning difficulties and evaluating them for school failure. Similarly, the fragility of the physical and mental health conditions of teachers corroborates to negatively influence the quality of the teaching-learning process of this population. In view of this, the family and the school, as the first environments in which children and adolescents are inserted, must provide opportunities that contribute to their academic, professional and personal development. In this way, positive interpersonal relationships maintained in these contexts, can promote the cognitive, social, behavioral and emotional development of educators and students in the acceleration classes. The general objective of the study is to analyze the associations between educational social skills, social skills, the shared routine and involvement between family-school and the beliefs of self-efficacy of teachers and students in the acceleration classes. The research is based on the Bioecological Theory of Human Development, which is a pertinent approach to this investigation because it adopts a systemic and dynamic look at the development of individuals. The study included 19 teachers from 10 public schools in a city in the state of Rio de Janeiro, 12 women, aged between 31 and 62 years (M = 43.58, SD = 9.55), who taught for acceleration classes I, II, III and IV. Its 229 students were also participants, 145 boys, aged between nine and 18 years old (M = 13.98, SD = 1.85). The teachers answered the Social Skills Inventory 2, the Educational Social Skills Inventory, the Teacher Self-Efficacy Scale, the Shared Routine and Family-School Engagement Checklist and the Questionnaire with sociodemographic information. The students answered the Multimedia Inventory of Social Skills, the General and Academic Self-Efficacy Scale and the Questionnaire with sociodemographic information. Descriptive and parametric statistical analyzes (correlation and linear regression) were performed. The results indicated that the teachers who teach for the acceleration classes had a good repertoire of social skills. In addition, students' social skills were positively associated with overall self-efficacy and self-efficacy for academic performance. The hierarchical regression analysis indicated that the variables skillful repertoire (positive predictor) and sex (women - negative predictor) predicted 8% of students' general self-efficacy and, skilled repertoire (positive predictor), non-skilled passive (negative predictor) and social skills. of teachers predicted 13% of self-efficacy for academic performance. The results can be used in preventive intervention programs and focused on promoting the mental health of students and teachers.As classes de aceleração são formadas por estudantes dos anos iniciais e finais do Ensino Fundamental que, em algum momento da sua vida escolar, abandonaram, evadiram ou foram retidos em anos de escolaridade anteriores, ocasionando distorção idade-série. De modo geral, a equipe escolar entende que tais estudantes não conseguem aprender, são apáticos e desmotivados, responsabilizando-os por suas dificuldades de aprendizagem e avaliando-os com fracasso escolar. Da mesma forma, a fragilidade das condições de saúde física e mental dos professores corrobora para influenciar de forma negativa na qualidade do processo de ensino-aprendizagem dessa população. Diante disso, a família e a escola, como primeiros ambientes em que as crianças e adolescentes estão inseridos, devem oportunizar momentos que contribuam para seu desenvolvimento acadêmico, profissional e pessoal. Desse modo, relações interpessoais positivas mantidas nesses contextos, podem promover o desenvolvimento cognitivo, social, comportamental e emocional de educadores e discentes das classes de aceleração. O objetivo geral do estudo é analisar as associações entre as habilidades sociais educativas, as habilidades sociais, a rotina compartilhada e envolvimento entre família-escola e as crenças de autoeficácia de professores e alunos das classes de aceleração. A pesquisa tem como aporte a Teoria Bioecológica do Desenvolvimento Humano, que é uma abordagem pertinente para essa investigação porque adota um olhar sistêmico e dinâmico sobre o desenvolvimento dos indivíduos. Participaram do estudo 19 professores de 10 escolas públicas de um município do Estado do Rio de Janeiro, sendo 12 mulheres, com idade entre 31 e 62 anos (M=43,58 DP=9,55), que lecionavam para classes de aceleração I, II, III e IV. Foram participantes também seus 229 alunos, sendo 145 meninos, com idade entre nove e 18 anos (M=13,98 DP=1,85). Os docentes responderam ao Inventário de Habilidades Sociais 2, ao Inventário de Habilidades Sociais Educativas, a Escala de Autoeficácia Docente, ao Checklist de Rotina Compartilhada e Envolvimento entre Família-Escola e ao Questionário com informações sociodemográficas. Os estudantes responderam ao Inventário Multimídia de Habilidades Sociais, a Escala de Autoeficácia Geral e Acadêmica e ao Questionário com informações sociodemográficas. Foram realizadas análises estatísticas descritivas e paramétricas (correlação e regressão linear). Os resultados indicaram que os professores que lecionam para as classes de aceleração apresentaram um repertório desejável de habilidades sociais. Além disso, as habilidades sociais dos escolares se associaram positivamente com a autoeficácia geral e autoeficácia para o desempenho acadêmico. A análise de regressão hierárquica indicou que as variáveis repertório habilidoso (preditor positivo) e sexo (mulheres - preditor negativo) predisseram 8% da autoeficácia geral dos alunos e, repertório habilidoso (preditor positivo), não habilidoso passivo (preditor negativo) e habilidades sociais dos educadores predisseram 13% da autoeficácia para o desempenho acadêmico. Os resultados poderão ser utilizados em programas de intervenção preventivos e focados na promoção de saúde mental de alunos e professores.Submitted by Mariangela CEH/A (marianfig@gmail.com) on 2022-03-09T15:03:13Z No. of bitstreams: 2 Dissertação - Fernanda de Azevedo França - 2020 - Completa.pdf: 1812884 bytes, checksum: 751348f18ad52d91140d1d06726d3c59 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-03-09T15:03:13Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda de Azevedo França - 2020 - Completa.pdf: 1812884 bytes, checksum: 751348f18ad52d91140d1d06726d3c59 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-03-27application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Psicologia SocialUERJBrasilCentro de Educação e Humanidades::Instituto de Psicologiahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessSocial skillsSelf-efficacyAcceleration classesPsicologia SocialHabilidades sociaisEscolas - Organização e administração - Participação dos paisAutoeficáciaClasses de aceleraçãoCIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIALEnvolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamentalFamily-school involvement, social skills and self-efficacy of teachers and students in accelerating elementary schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Fernanda de Azevedo França - 2020 - Completa.pdfDissertação - Fernanda de Azevedo França - 2020 - Completa.pdfapplication/pdf1812884http://www.bdtd.uerj.br/bitstream/1/17234/5/Disserta%C3%A7%C3%A3o+-+Fernanda+de+Azevedo+Fran%C3%A7a+-+2020+-+Completa.pdf751348f18ad52d91140d1d06726d3c59MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental |
dc.title.alternative.eng.fl_str_mv |
Family-school involvement, social skills and self-efficacy of teachers and students in accelerating elementary school |
title |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental |
spellingShingle |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental França, Fernanda de Azevedo Social skills Self-efficacy Acceleration classes Psicologia Social Habilidades sociais Escolas - Organização e administração - Participação dos pais Autoeficácia Classes de aceleração CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
title_short |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental |
title_full |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental |
title_fullStr |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental |
title_full_unstemmed |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental |
title_sort |
Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental |
author |
França, Fernanda de Azevedo |
author_facet |
França, Fernanda de Azevedo fernandafrancabrazil@gmail.com |
author_role |
author |
author2 |
fernandafrancabrazil@gmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Leme, Vanessa Barbosa Romera |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3056372646281816 |
dc.contributor.referee1.fl_str_mv |
Versuti, Fabiana Maris |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/5142564911149109 |
dc.contributor.referee2.fl_str_mv |
Quiterio, Patricia Lonena |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4986591658860331 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0127825495450330 |
dc.contributor.author.fl_str_mv |
França, Fernanda de Azevedo fernandafrancabrazil@gmail.com |
contributor_str_mv |
Leme, Vanessa Barbosa Romera Versuti, Fabiana Maris Quiterio, Patricia Lonena |
dc.subject.eng.fl_str_mv |
Social skills Self-efficacy Acceleration classes |
topic |
Social skills Self-efficacy Acceleration classes Psicologia Social Habilidades sociais Escolas - Organização e administração - Participação dos pais Autoeficácia Classes de aceleração CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
dc.subject.por.fl_str_mv |
Psicologia Social Habilidades sociais Escolas - Organização e administração - Participação dos pais Autoeficácia Classes de aceleração |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL |
description |
The acceleration classes are formed by students from the initial and final years of elementary school who, at some point in their school life, abandoned, avoided or were retained in previous years of schooling, causing age-grade distortion. In general, the school team understands that such students are unable to learn, are apathetic and unmotivated, holding them accountable for their learning difficulties and evaluating them for school failure. Similarly, the fragility of the physical and mental health conditions of teachers corroborates to negatively influence the quality of the teaching-learning process of this population. In view of this, the family and the school, as the first environments in which children and adolescents are inserted, must provide opportunities that contribute to their academic, professional and personal development. In this way, positive interpersonal relationships maintained in these contexts, can promote the cognitive, social, behavioral and emotional development of educators and students in the acceleration classes. The general objective of the study is to analyze the associations between educational social skills, social skills, the shared routine and involvement between family-school and the beliefs of self-efficacy of teachers and students in the acceleration classes. The research is based on the Bioecological Theory of Human Development, which is a pertinent approach to this investigation because it adopts a systemic and dynamic look at the development of individuals. The study included 19 teachers from 10 public schools in a city in the state of Rio de Janeiro, 12 women, aged between 31 and 62 years (M = 43.58, SD = 9.55), who taught for acceleration classes I, II, III and IV. Its 229 students were also participants, 145 boys, aged between nine and 18 years old (M = 13.98, SD = 1.85). The teachers answered the Social Skills Inventory 2, the Educational Social Skills Inventory, the Teacher Self-Efficacy Scale, the Shared Routine and Family-School Engagement Checklist and the Questionnaire with sociodemographic information. The students answered the Multimedia Inventory of Social Skills, the General and Academic Self-Efficacy Scale and the Questionnaire with sociodemographic information. Descriptive and parametric statistical analyzes (correlation and linear regression) were performed. The results indicated that the teachers who teach for the acceleration classes had a good repertoire of social skills. In addition, students' social skills were positively associated with overall self-efficacy and self-efficacy for academic performance. The hierarchical regression analysis indicated that the variables skillful repertoire (positive predictor) and sex (women - negative predictor) predicted 8% of students' general self-efficacy and, skilled repertoire (positive predictor), non-skilled passive (negative predictor) and social skills. of teachers predicted 13% of self-efficacy for academic performance. The results can be used in preventive intervention programs and focused on promoting the mental health of students and teachers. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-27 |
dc.date.accessioned.fl_str_mv |
2022-03-09T15:03:13Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FRANÇA, Fernanda de Azevedo. Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental. 2020. 156 f. Dissertação (Mestrado em Psicologia Social) – Instituto de Psicologia, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/17234 |
identifier_str_mv |
FRANÇA, Fernanda de Azevedo. Envolvimento família-escola, habilidades sociais e autoeficácia de professores e alunos de classes de aceleração do ensino fundamental. 2020. 156 f. Dissertação (Mestrado em Psicologia Social) – Instituto de Psicologia, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2020. |
url |
http://www.bdtd.uerj.br/handle/1/17234 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Psicologia Social |
dc.publisher.initials.fl_str_mv |
UERJ |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação e Humanidades::Instituto de Psicologia |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
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Universidade do Estado do Rio de Janeiro (UERJ) |
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UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ |
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Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ) |
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bdtd.suporte@uerj.br |
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