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A competência social de assertividade : estudos no primeiro ciclo do Ensino Básico
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Abstract(s)
A assertividade é uma competência social importante para as crianças, que tem a faculdade de melhorar o desenvolvimento pessoal e as relações sociais. Ainda, aparece diretamente associada ao sucesso académico. A assertividade consiste na afirmação dos próprios direitos, na expressão de pensamentos, crenças e sentimentos, sem violar os direitos dos outros. Sendo um construto importante no âmbito da escolaridade, pela sua ligação ao sucesso académico, verifica-se, porém, através da literatura, a existência de poucos instrumentos que avaliem a sua expressão em crianças, nomeadamente instrumentos validados para a população portuguesa.
Neste cenário, a presente investigação visou contribuir para o estudo de um instrumento de avaliação da assertividade destinado a crianças em idade escolar, o Questionário de Comportamentos Assertivos (QCA) de Caldeira, Carvalho e Martins (2012). A análise das propriedades psicométricas do QCA é identificada como estudo 1. Em complemento, realizou-se um segundo estudo que pretendeu caracterizar as crianças do 1.º Ciclo do Ensino Básico da ilha de São Miguel (terceiro e quarto anos) em termos das variáveis pessoais e psicológicas que, de acordo com a literatura, relacionam com o sucesso escolar. Para a realização da investigação, foi utilizada uma amostra de 612 crianças de ambos os sexos que frequentam os terceiro e quarto anos de escolaridade de quinze escolas públicas da ilha de S. Miguel. Os resultados do estudo 1 acrescentam elementos ao trabalho anterior realizado por Martins (2012), sendo por isso animadores do ponto de vista do estudo das qualidades psicométricas do QCA. Não obstante apontam, também, para a importância do prosseguimento de mais estudos sobre o instrumento. No estudo 2, verifica-se que as crianças agressivas para com os seus pares apresentam rendimento escolar mais baixo do que as não agressivas e que os alunos sem reprovações apresentam maior envolvimento escolar comparativamente aos que têm reprovações. Tendo em conta que a assertividade se expressa pela afirmação de direitos, pensamentos e sentimentos do próprio, sem violar os dos outros, e se associa ao sucesso escolar, os resultados do estudo 2 parecem valorizar as implicações educativas do estudo 1.
ABSTRACT: Assertiveness is an important social competence for children which helps to improve personal development and social relations. Besides that, it appears directly associated with the academic success. Assertiveness consists in the affirmation of rights, thoughts, beliefs and feelings, without violating the rights of others. Even though it is an important construct in the educational framework, by its connection to academic success, there are few instruments that assess its expression in children, in particular instruments validated for the Portuguese population. In this scenario, this research aimed to contribute to the study of an evaluation instrument of assertiveness intended for children of school age - the Assertive Behavior Questionnaire (ABQ) of Caldeira, Carvalho and Martins (2012). The analysis of the psychometric properties of the ABQ is identified as study 1. In addition, there was a second study conducted to characterize the children in elementary school from the island of São Miguel (third and fourth grades) in terms of personal and psychological variables that, according to the literature, related to the school success. A sample of 612 children of both sexes who attend the third and fourth grades of schooling of the 15 public schools of S. Miguel Island was used. The results of study 1 add elements to the previous study performed by Martins (2012). Therefore, they are valuable according to the study of psychometric qualities of the ABQ. Nevertheless, the results also point out the importance of continuing the studies about the instrument. In study 2, we saw that aggressive children with peers show lower school performance than the non-aggressive ones and that students who have never stayed behind one school year have higher school involvement in comparison to those who have. Taking into account that assertiveness is expressed by the assertion of rights, thoughts and feelings of one’s own, without violating those of others, and that it is associated to success at school, the results of study 2 seem to give value to the educational implications of study 1.
ABSTRACT: Assertiveness is an important social competence for children which helps to improve personal development and social relations. Besides that, it appears directly associated with the academic success. Assertiveness consists in the affirmation of rights, thoughts, beliefs and feelings, without violating the rights of others. Even though it is an important construct in the educational framework, by its connection to academic success, there are few instruments that assess its expression in children, in particular instruments validated for the Portuguese population. In this scenario, this research aimed to contribute to the study of an evaluation instrument of assertiveness intended for children of school age - the Assertive Behavior Questionnaire (ABQ) of Caldeira, Carvalho and Martins (2012). The analysis of the psychometric properties of the ABQ is identified as study 1. In addition, there was a second study conducted to characterize the children in elementary school from the island of São Miguel (third and fourth grades) in terms of personal and psychological variables that, according to the literature, related to the school success. A sample of 612 children of both sexes who attend the third and fourth grades of schooling of the 15 public schools of S. Miguel Island was used. The results of study 1 add elements to the previous study performed by Martins (2012). Therefore, they are valuable according to the study of psychometric qualities of the ABQ. Nevertheless, the results also point out the importance of continuing the studies about the instrument. In study 2, we saw that aggressive children with peers show lower school performance than the non-aggressive ones and that students who have never stayed behind one school year have higher school involvement in comparison to those who have. Taking into account that assertiveness is expressed by the assertion of rights, thoughts and feelings of one’s own, without violating those of others, and that it is associated to success at school, the results of study 2 seem to give value to the educational implications of study 1.
Description
Dissertação de Mestrado, Psicologia da Educação, especialidade de Contextos Educativos, 19 de Outubro de 2016, Universidade dos Açores.
Keywords
Assertividade Competência Social Comportamento Educação Escolar Ensino Básico (1º ciclo) Inteligência Emocional Assertiveness Personal Skills Social Competence
Citation
Moreira, Ana Maria Cabral. "A competência social de assertividade: estudos no primeiro ciclo do Ensino Básico". 2016. 140 p.. (Dissertação de Mestrado em Psicologia da Educação, especialidade de Contextos Educativos). Ponta Delgada: Universidade dos Açores, 2016. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/3932>.