Manifestações diferenciais do autoconceito no fim do ensino secundário português

Detalhes bibliográficos
Autor(a) principal: Faria, Luísa
Data de Publicação: 2004
Outros Autores: Azevedo, Ângela Sá
Tipo de documento: Artigo
Idioma: por
Título da fonte: Paidéia (Ribeirão Preto. Online)
Texto Completo: https://www.revistas.usp.br/paideia/article/view/6193
Resumo: 649 Secondary Students (60.4% females and 39.6% males) were evaluated in different aspects of individuals' self-concept, in multidimensional perspective, in variables as: age, gender, socio-professional status, socio-cultural status, secondary level vocational choices; academic failures; participation in vocational guidance courses. It was used the Portuguese adaptation of the Self-Description Questionnaire III, from Marsh to evaluate self-concept. RESULTS: differences favoring the younger students in three academic dimensions, in total academic self-concepts, in Honesty/Reliability and Emotional Stability nonacademic dimensions; differences in Academic Self-Concept favors girls, Nonacademic Self-Concept favors boys; differences in Academic Self-Concept favoring those students from general vocational and scientific and technological courses, and in the Honesty/Reliability favoring the students from general vocational courses; differences in all dimensions of Academic Self-Concept and Honesty/Reliability favoring the students without academic failures; differences favored the Nonacademic Self-Concepts of those students who have participated in vocational guidance courses. Results were discussed and compared with those from previous studies in the Portuguese context.
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spelling Manifestações diferenciais do autoconceito no fim do ensino secundário português Differential manifestations of self-concept in the portuguese senior high-school education Autoconceitoensino secundáriodiferençasSelf-conceptsecondary education leveldifference 649 Secondary Students (60.4% females and 39.6% males) were evaluated in different aspects of individuals' self-concept, in multidimensional perspective, in variables as: age, gender, socio-professional status, socio-cultural status, secondary level vocational choices; academic failures; participation in vocational guidance courses. It was used the Portuguese adaptation of the Self-Description Questionnaire III, from Marsh to evaluate self-concept. RESULTS: differences favoring the younger students in three academic dimensions, in total academic self-concepts, in Honesty/Reliability and Emotional Stability nonacademic dimensions; differences in Academic Self-Concept favors girls, Nonacademic Self-Concept favors boys; differences in Academic Self-Concept favoring those students from general vocational and scientific and technological courses, and in the Honesty/Reliability favoring the students from general vocational courses; differences in all dimensions of Academic Self-Concept and Honesty/Reliability favoring the students without academic failures; differences favored the Nonacademic Self-Concepts of those students who have participated in vocational guidance courses. Results were discussed and compared with those from previous studies in the Portuguese context. 649 alunos do Ensino Secundário (60,4% sexo feminino, 39,6% masculino) foram avaliados em aspectos diferenciais do autoconceito, perspectiva multidimensional, segundo as variáveis idade, sexo, nível sócio-profissional, sócio-cultural, cursos, agrupamento de estudos, retenções escolares, participação em acções de orientação vocacional. Utilizou-se a adaptação portuguesa do Self-Description Questionnaire III de Marsh. RESULTADOS: os alunos mais novos apresentam autoconceito superior nas três dimensões acadêmicas, nas relacionadas com Honestidade/Fiabilidade e Estabilidade Emocional; diferenças no Autoconceito Acadêmico favorecem as raparigas e no Não-Acadêmico os rapazes; as diferenças no Acadêmico favorecem alunos de cursos de carácter geral e do agrupamento 1; no Autoconceito de Honestidade/Fiabilidade favorecem os que frequentam cursos de carácter geral; as diferenças em todas as dimensões acadêmicas e na Honestidade/Fiabilidade favorecem alunos sem retenções; diferenças em função da participação em orientação vocacional favorecem os que frequentaram acções de orientação no Autoconceito Não Acadêmico. Discutem-se os resultados comparando com estudos anteriores no contexto português. Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2004-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/619310.1590/S0103-863X2004000300003Paidéia (Ribeirão Preto); v. 14 n. 29 (2004); 265-276 Paidéia (Ribeirão Preto); Vol. 14 No. 29 (2004); 265-276 Paidéia (Ribeirão Preto); Vol. 14 Núm. 29 (2004); 265-276 1982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/paideia/article/view/6193/7724Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessFaria, LuísaAzevedo, Ângela Sá2012-04-30T01:48:23Zoai:revistas.usp.br:article/6193Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-04-30T01:48:23Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Manifestações diferenciais do autoconceito no fim do ensino secundário português
Differential manifestations of self-concept in the portuguese senior high-school education
title Manifestações diferenciais do autoconceito no fim do ensino secundário português
spellingShingle Manifestações diferenciais do autoconceito no fim do ensino secundário português
Faria, Luísa
Autoconceito
ensino secundário
diferenças
Self-concept
secondary education level
difference
title_short Manifestações diferenciais do autoconceito no fim do ensino secundário português
title_full Manifestações diferenciais do autoconceito no fim do ensino secundário português
title_fullStr Manifestações diferenciais do autoconceito no fim do ensino secundário português
title_full_unstemmed Manifestações diferenciais do autoconceito no fim do ensino secundário português
title_sort Manifestações diferenciais do autoconceito no fim do ensino secundário português
author Faria, Luísa
author_facet Faria, Luísa
Azevedo, Ângela Sá
author_role author
author2 Azevedo, Ângela Sá
author2_role author
dc.contributor.author.fl_str_mv Faria, Luísa
Azevedo, Ângela Sá
dc.subject.por.fl_str_mv Autoconceito
ensino secundário
diferenças
Self-concept
secondary education level
difference
topic Autoconceito
ensino secundário
diferenças
Self-concept
secondary education level
difference
description 649 Secondary Students (60.4% females and 39.6% males) were evaluated in different aspects of individuals' self-concept, in multidimensional perspective, in variables as: age, gender, socio-professional status, socio-cultural status, secondary level vocational choices; academic failures; participation in vocational guidance courses. It was used the Portuguese adaptation of the Self-Description Questionnaire III, from Marsh to evaluate self-concept. RESULTS: differences favoring the younger students in three academic dimensions, in total academic self-concepts, in Honesty/Reliability and Emotional Stability nonacademic dimensions; differences in Academic Self-Concept favors girls, Nonacademic Self-Concept favors boys; differences in Academic Self-Concept favoring those students from general vocational and scientific and technological courses, and in the Honesty/Reliability favoring the students from general vocational courses; differences in all dimensions of Academic Self-Concept and Honesty/Reliability favoring the students without academic failures; differences favored the Nonacademic Self-Concepts of those students who have participated in vocational guidance courses. Results were discussed and compared with those from previous studies in the Portuguese context.
publishDate 2004
dc.date.none.fl_str_mv 2004-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6193
10.1590/S0103-863X2004000300003
url https://www.revistas.usp.br/paideia/article/view/6193
identifier_str_mv 10.1590/S0103-863X2004000300003
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6193/7724
dc.rights.driver.fl_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
dc.source.none.fl_str_mv Paidéia (Ribeirão Preto); v. 14 n. 29 (2004); 265-276
Paidéia (Ribeirão Preto); Vol. 14 No. 29 (2004); 265-276
Paidéia (Ribeirão Preto); Vol. 14 Núm. 29 (2004); 265-276
1982-4327
0103-863X
reponame:Paidéia (Ribeirão Preto. Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Paidéia (Ribeirão Preto. Online)
collection Paidéia (Ribeirão Preto. Online)
repository.name.fl_str_mv Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||paideia@usp.br
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