Envolvimento dos alunos na escola e variáveis familiares: uma revisão da literatura
Palavras-chave:
Envolvimento escolar, Relações familiares, Formação de psicólogos, Rendimento escolar, Formação de professoresResumo
valorização e a atualidade do construto “envolvimento dos alunos na escola” têm sido salientadas na literatura teórica, observando-se, no entanto, falta de estudos empíricos acerca da sua relação com variáveis familiares específicas. A presente investigação teve por finalidade analisar as pesquisas acerca das relações entre o envolvimento dos alunos na escola e os contextos familiares, especificamente as variáveis: suporte parental percebido, níveis socioeconômico e sociocultural, direitos percebidos e estilos educativos parentais. Para descrever o estado da arte do presente tema, “envolvimento na escola”, e as “variáveis familiares”, a metodologia utilizada foi a revisão da literatura de tipo narrativa. Os estudos revistos destacam a importância da família como contexto com influências significativas no envolvimento dos alunos na escola. Detectou-se a necessidade de aprofundar os estudos existentes, tendo em conta possíveis variáveis mediadoras, quer de natureza pessoal quer de tipo escolar, bem como de uma intervenção psicossocial aos alunos que, vindos de contextos familiares adversos, apresentam fraco envolvimento e rendimento escolares e uma maior probabilidade de abandono dos estudos.
Downloads
Referências
Abreu, M., Veiga, F. H., Antunes, J., & Ferreira, A. (2006). Atitudes face à escola e a si próprio em alunos de contextos familiares diferenciados. In J. Tavares, A. Pereira, C. Fernandes, & S. Monteiro (Orgs.), Ativação do desenvolvimento psicológico: atas do simpósio internacional (pp.194-200). Aveiro: Universidade de Aveiro.
Adesemowo, P. O., & Adenuga, A. R. (1998). Focuses of parental anxiety attending to the special need for counseling the parents. The Counselor: Journal of the Counseling Association of Nigeria, 1(16), 63-75.
Alarcon, G., & Edwards, J. (2013). Ability and motivation: Assessing individual factors that contribute to university retention. Journal of Educational Psychology, 105(1), 129-137.
Alexander, K. L., Entwisle, D. R., & Bedinger, S. D. (1994). When expectations work: Race and socioeconomic differences in school performance. Social Psychology Quarterly, 57(4), 283-299.
Aunola, K., Nurmi, J. E., Lerkkanen, M. K., & Rasku-Puttonen, H. (2003). The roles of achievement-related behaviors and parental beliefs in children’s mathematical performance. Educational Psychology, 23(4), 403-421.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt.2), 1-103.
Baumrind, D. (1983). Rejoinder to Lewis’s reinterpretation of parental control effects: Are authoritative families really harmonious? Psychological Bulletin, 94(1), 132-142.
Bempechat, J., & Shernoff, D. (2012). Parental influences on achievement motivation and student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp.315-342). New York: Springer.
Benavente, A., Mendes, H., & Schmidt, L. (1997). Direitos dos cidadãos em Portugal: conhecimentos e opiniões. Sociologia: Problemas e Práticas, 24, 71-114.
Bowen, N., & Bowen, G. (1998). The effects of home micro system risk factors and school micro system protective factors on student academic performance and affective investment in schooling. Social Work in Education, 20, 219-231.
Boxer, P., Goldstein, S., DeLorenzo, T., Savoy, S., & Mercado, I. (2011). Educational aspiration-expectation discrepancies: Relation to socioeconomic and academic risk-related factors. Journal of Adolescence, 34(4), 609-617.
Bradley, R., & Corwyn, R. (2002). Socioeconomic status & child development. Annual Review of Psychology, 53, 371-399.
Byrnes, J. P. (2003). Factors predictive of mathematics achievement in white, black, and Hispanic 12th graders. Journal of Educational Psychology, 95(2), 316-326.
Chau, K., Baumann, M., Kabuth, B., & Chau, N. (2012). School difficulties in immigrant adolescent students and roles of socioeconomic factors, unhealthy behaviors, and physical and mental health. BMC Public Health, 12, 453-464.
Chen, J. (2008). Grade-level differences: Relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29(2), 183-198.
Covell, K., & Howe, R. B. (2001). Moral education through the 3 Rs: Rights, Respect and Responsibility. Journal of Moral Education, 30(1), 31-42.
Covell, K., McNeil, J. K., & Howe, R. B. (2009). Reducing teacher burnout by increasing student engagement: A children’s rights approach. School Psychology International, 30(3), 282-290.
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304.
De Bruyn, E. H., Dekovic, M., & Meijnen, G. W. (2003). Parenting, goal orientation, classroom behavior, and school success in early adolescence. Applied Developmental Psychology, 24(4), 393-412.
Eccles, J. (2005). Influences of parents’ education on their children’s educational attainments: The role of parente and child perceptions. London Review of Education, 3(3), 191-204.
Elder, G. H. (1963). Parental power legitimation and its effect on the adolescent. Sociometry, 26(1), 50-65.
Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s achievement in early elementar school: Longitudinal effects of parental involvement, expectations, and quality of assistance. Journal of Educational Psychology, 96(4), 723-730.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
Furstenberg, F., Thomas C., Eccles, J., Elder, G., & Sameroff, A. (1999). Managing to make it: Urban families and adolescent success. Chicago: University of Chicago.
Gest, S. D., Rulison, K. L., Davidson, A. J., Welsh, J. A., & Domitrovich, C. E. (2008). A reputation for success (or failure): The association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades. Developmental Psychology, 44(3), 625-636.
Gohain, H. (2012). A study of socio-economic status and academic achievement. Golden Research Thoughts, 2(3), 1-13.
Grolnick, W., & Slowiaczek, M. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252.
Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24(3), 1141-1177.
Hart, S. N., Pavlovic, Z., & Zneider, M. (2001). The ISPA cross-national children’s rights research project. School Psychology International, 22(2), 99-129.
Hart, S. N., Zneider, M., & Pavlovic, Z. (1996). Children’s rights: Cross national research on perspectives of children and their teachers. In M. John (Ed.), Children in charge: The child right to a fair hearing (pp.38-58). London: Jessica Kingsley.
Henry, K., Cavanagh, T., & Oetting, T. (2011). Perceived parental investment in school as a mediator of the relationship between socio-economic indicators and educational outcomes in rural America. Journal of Youth and Adolescence, 40(9), 1164-1177.Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabular development via maternal speech. Child Development, 74(5), 1368-1378.
Hughes, J., & Kwok, O. (2007). Influence of studentteacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39-51.
Huntsinger, C. S., Jose, P. E., Liaw, F. R., & Ching, W. (1997). Cultural differences in early mathematics learning: A comparison of Euro-American, Chinese-American, and Taiwan-Chinese families. International Journal of Behavioral Development, 21(2), 371-388.
Isakson, K., & Jarvis, P. (1999). The adjustment of adolescents during the transition into high school: A short-term longitudinal study. Journal of Youth and Adolescence, 28(1), 1-26.
Jordan, L., & Goodey, C. (1996). Human rights and school change: The newham story centre for studies on inclusive education. Bristol: Centre for Studies on Inclusive Education.
Keefe, K., & Berndt, T. (1996). Relations of friendship quality to self-esteem in early adolescence. Journal of Early Adolescence, 16(1), 110-130.
Kelly, S. (2008). Race, social class, and student engagement in middle school english classrooms. Social Science Research, 37(2), 434-448.
Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Lanham: Rowman & LittlefiLareau, A. (2002). Invisible inequality: Social class and childrearing in black families and white families. American Sociological Review, 67(5), 747-776.
Leaper, C., Farkas, T., & Brown, C. (2012). Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and english. Journal of Youth and Adolescence, 41(3), 268-282.
Li, Y., Lerner, J., & Lerner, R. (2010). Personal and ecological assets and academic competence in early adolescence: The mediating role of school engagement. Journal of Youth and Adolescence, 39(7), 801-815.
Liu, X., & Lu, K. (2009). Student performance and Family socioeconomic status: Results from a survey of survey of compulsory education in Western China. Chinese Education and Society, 41(5), 70-83.
Loeber, S., & Higson, H. (2009). Motivation to study in higher education: A comparison between Germany and Great Britain. Higher Education in Europe, 34(3-4), 511-521.
Mandara, J., & Murray, C. B. (2002). Development of na empirical typology of African American Family functioning. Journal of Family Psychology, 16(3), 318-337.
McEwan, P. J. (2003). Peer effects on student achievement: Evidence from Chile. Economics of Education Review, 22(2), 131-141.
Miller, R. B., Greene, B., Montalvo, G., Ravindran, B., & Nichols, J. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388-422.
Monteiro, A. (1998). O direito à educação. Lisboa: Livros Horizonte.
Musun-Miller, L., & Blevins-Knabe, B. (1998). Adults’ beliefs about children and mathematics: How importante is it and how do children learn about it? Early Development and Parenting, 7(4), 191-202.
Organisation for Economic Co-operation and Development. (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: Author.
Park, A., & Hannum, E. (2001). Academic achievement and engagement in rural China. In E. Hannum & A. Park. Education and reform in China (pp.154-172). New York: Routledge.
Parker, P., Schoon, I., Tsai, Y. M., Nagy, G., Trautwein, U., & Eccles, J. (2012). Achievement, agency, gender, and socioeconomic background as predictors of post school choices: A multi-context study. Developmental Psychology, 48(6), 1629-1642.
Parsons, J., Kaczala, C., & Meece, L. (1982). Socialization of achievement attitudes and beliefs: Classroom influences. Child Development, 53(2), 322-339.
Phillips, D. (1987). Socialization of perceived academic competence among highly competent children. Child Development, 58(5), 1308-1320.
Ratelle, C. F., Guay, F., Larose, S., & Senécal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96(4), 743-754.
Rubin, K. H., Bukowski, W. M., Parker, J. G., & Bowker, J. C. (2008). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds.), Child and adolescente development: An advanced course (pp.141-80). Hoboken: Wiley.
Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. J. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp.219-235). New York: Springer.
Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp.35-53). New York: Routledge.
Simons-Morton, B., & Chen, R. (2009). Peer and parente influences on school engagement among early adolescents. Youth & Society, 41(1), 3-25.
Simons-Morton, B., & Crump, A. (2003). The association of parental involvement and social competence with school adjustment and engagement among sixth graders. Journal of School Health, 73(3), 121-126.
Simons-Morton, B., & Haynie, D. (2002). Application of authoritative parenting to adolescent health behavior. In R. DiClemente, R. Crosby., & M. Kegler (Eds.), Emerging theories and models in health promotion research and practice (pp.100-125). San Francisco: Jossey-Bass.
Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescente school achievement. Educational Psychological Review, 17(2), 120-146.
Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52, 83-110.
Sticht, R. L., & Weinstein-Shr, B. (2005). Parental influence on choice of career by learners. Journal of Educational Research, 10(15), 32-40.
Suldo, S. M. (2009). Parent-child relationships. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp.245-256). New York: Routledge.
Symonides, J. (1998). Human rights: New dimensions and challenges. Paris: Unesco.
Tavani, C., & Losh, S. (2003). Motivation, self-confidence and expectations as predictors of the academic performances among our high school students. Child Study Journal, 33(3), 141-151.
United Nations Educational and Cultural Organization. (1998). Taking action for human rights in the twentyfirst century. Paris: Author.
Veiga, F. H. (1988). Disciplina materna, autoconceito e rendimento escolar. Cadernos de Consulta Psicológica, 4, 47-56.
Veiga, F. H. (1993). Autoridade paterna, autoconceito e rendimento escolar. In M. T. Estrela (Ed.), Escola e família (pp.27-37). Lisboa: Comissão das Comunidades Europeias.
Veiga, F. H. (1996). Autoconceito e rendimento dos jovens em ciências e matemática: análise por grupos com diferente valorização do sucesso. Revista de Educação, 5(2), 41-53.
Veiga, F. H. (1999). Percepções dos alunos portugueses acerca dos seus direitos psicossociais na escola e na mfamília. Revista de Educação, 8(2), 187-199.
Veiga, F. H. (2001). Students’ perceptions of their rights in Portugal. School Psychology International, 22(2), 74-189.
Veiga, F. H. (2002). Representações dos alunos do 3º ciclo acerca da existência dos direitos psicossociais na escola. In M. Patrício (Org.), Globalização e diversidade: a escola cultural, uma resposta (pp.333-352). Porto: Porto Editora.
Veiga, F. H. (2006). Uma nova versão da escala de autoconceito: Piers-Harris Children’s Self-Concept Scale (PHCSCS-2). Revista Psicologia & Educação, 5(1), 39-48.
Veiga, F. H. (2007). Os direitos dos alunos jovens: diferenciação e promoção. In M. Sanches, F. Veiga, F. Sousa, & J. Pintassilgo (Orgs.), Cidadania e liderança escolar (pp.123-141). Porto: Porto Editora.
Veiga, F. H. (2009). Students’ family and violence in schools. International Journal of Developmental and Educational Psychology, 2, 567-574.
Veiga, F. H., & Antunes, J. (2005). Motivação escolar em função da família na adolescência. In Centro de Investigação da Faculdade de Ciências da Universidade de Lisboa (Ed.), Itinerários: investigar em educação. Lisboa: Centro de Investigação da Faculdade de Ciências da Universidade de Lisboa.
Veiga, F. H., Galvão, D., Festas, I., & Taveira, C. (2012). Envolvimento dos alunos na escola: relação com variáveis pessoais e contextuais - uma revisão da literatura. Psicologia, Educação e Cultura, 16(2), 36-50.
Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209.
Woessmann, L. (2003). Educational production in East Asia: The impact of family background and schooling policies on student performance. German Economic Review, 6(3), 331-353.
Woolfolk, A. (2014). Educational psychology. London: Pearson.
Zhang, S., & Anderson, S. G. (2010). Low-income single mothers’ community violence exposure and aggressive parenting practices. Children and Youth Services Review, 32(6), 889-895.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2023 Feliciano Henriques VEIGA, Viorel ROBU, Joseph CONBOY, Adriana ORTIZ, Carolina CARVALHO, Diana GALVÃO
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
