3 research outputs found
Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational Intervention
Student involvement in the school and the perception of parental support are core variables in the context of studies on personal and school adjustment of children and adolescents and should be considered in the context of socio-educational intervention. In this study, we formulated the following objectives: i) to understand the differences in students’ involvement in school and the perception of parental support, according to several socio- demographic and school variables, ii) to analyse the relationship between involvement and the perception of parental support iii) to outline socio-educational intervention strategies in the contexts of children’s lives. This is a non-experimental, correlational and cross-sectional study by means of a non-probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years, attending the 2nd and 3rd cycles basic education [5th – 9th years of schooling] attending a school in the central region of Portugal. The data collection instruments were “Students’ Engagement in School: a Four-Dimensional Scale – SES-4DS” (Veiga 2013, 2016), the “Perceived Parental Support Scale” (Veiga, 2011) and a part with socio-demographic and school questions was added. We found significant differences in overall (and partial) amounts of student involvement and the perception of parental support, depending on the age, gender (in agency and behaviour subscales), school difficulties/retentions and methods of study (time, a place to study and a study schedule). We also found positive and significant relationships between student involvement and perception of parental support. The results are in line with the scientific literature in the field, which highlights the key role of the variables, student involvement and perception of parental support in the academic and psychosocial adjustment of young people. These should be considered in the context of socio-educational intervention. Given the above, we present areas and action strategies promoting parent and student involvement in the educational process
Resiliência, perceção de apoio dos pais e envolvimento dos alunos na escola
A resiliência é uma variável que permite o ajustamento psicossocial das crianças
apesar do risco (Lerner et al., 2013, cit. por Rodríguez-Fernández, Díaz, Madariaga,
Arrivillaga, & Galende, 2016). Esta tem um papel crucial na adaptação escolar da criança,
bem como na promoção do bem-estar da mesma. Os fatores de proteção desta variável
incluem um ambiente familiar acolhedor, equilibrado e saudável, apoio parental e relações
positivas com os pares (Masten, 2007, cit. por Rodríguez-Fernández et al., 2016).
O objetivo principal deste estudo é analisar os níveis de resiliência, de perceção
do apoio dos pais e de envolvimento dos alunos na escola, em turmas do 2º e 3º ciclos.
A amostra é não probabilística e de conveniência, tendo participado 150 alunos, sendo a
média de idades 13.05 (±1.60). Foram aplicados os seguintes instrumentos: questionário
para recolha de dados sociodemográficos, familiares e escolares; Inventário Measuring
State and Child Resilience, constituído por duas subescalas, a State-Resilience e a Child-
Resilience; Escala Quadri-Dimensional para o Envolvimento dos Alunos na Escola e
Escala de Perceção de Apoio dos Pais. Foram encontradas diferenças significativas na
resiliência em função da idade (maior resiliência nos alunos mais novos), ciclo de estudo
(maior resiliência nos jovens do 2.º ciclo do Ensino Básico) e estado civil dos pais (maior
resiliência nos jovens com pais casados/união de facto). Também se verificaram relações
moderadas a fortes, positivas e significativas, entre a resiliência, envolvimento dos alunos
e perceção do apoio dos pais, o que está em linha com a literatura científica no domínio.Resilience is a variable that allows the adjustment of psychosocial although
children at risk (Lerner et al., 2013, cit. by Rodríguez-Fernández, Díaz, Madariaga,
Arrivillaga, & Galende, 2016). This has a crucial role in the school adaptation of children
and the promotion of the welfare of the same. The protection of this variable factors include
a warm family atmosphere, balanced and healthy, parental support and positive
relationships with peers (Masten, 2007, cit. by Rodríguez-Fernández et al., 2016).
The aim of this study is to analyze the resilience levels, perception of parental
support and involvement of students in school in the 2nd and 3rd cycles classes. In this
study participated 150 students, with an average age of 10 years.
The following instruments were applied: questionnaire for the collection of
sociodemographic, family and school data; Inventory Measuring State and Child
Resilience, consists of two subscales: State-Resilience and Child-Resilience; Quadri
scale-Dimensional to the involvement of students in school and Perception Scale Parental
Support. There were significant differences in resilience as a function of age (higher
resilience in younger students), study cycle (higher resilience in 2nd cycle level) and marital
status of parents (greater resilience in young people with married parents). There were
also moderate to strong, positive and significant, relationships between resilience, student
involvement and parental support, which is in line with the scientific literature in the field
Resilience, perception of parental support and socio-educational intervention strategies
Introduction: Resilience is a core variable in the context of studies on the psychosocial adjustment and school children and teenagers, and should be considered in the context of strategies to promote their well- being and quality of life.
Objectives: To know the relationship between resilience, parental support and some sociodemographic variables; outline socio-educational intervention strategies in contexts of children’s lives.
Methods: This is a non-experimental, correlational and cross-sectional study, having used a non- probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years old, attending the 2nd and 3rd cycles of Basic Education. The gathering instruments were the Sociodemographic Questionnaire, Inventory Measuring State and Child Resilience (Martins, 2005) and Perception Parental Support Scale (Veiga, 2011).
Results: Results show that there are signiicant differences in the values of the current, past and overall resilience, between the age groups children, revealing that children aged between 10 and 11 years have higher results in resilience than young people aged between 14 and 16 years. We also observed signiicant differences in the current resilience, depending on the parents’ marital status (higher when parents are married). We also observed positive and signiicant correlations between resilience and perception of parental support.
Conclusions: Results are in line with the scientiic literature in the ield that highlights the key role of resilience in school and psychosocial adjustment of children, and should be considered within the design of socio-educational intervention strategies. Keywords: Resilience. Parental support. Attachmen