Preditores do envolvimento escolar afetivo na infância: Uma revisão sistemática

Ana Raquel Ribeiro, Ana Isabel Pereira, Marta Pedro

Resumo


O envolvimento escolar dos alunos tem sido extensivamente estudado devido ao seu papel na adaptação e sucesso escolares. A presente revisão sistemática tem como objetivos analisar os preditores e fatores associados ao envolvimento escolar, no domínio afetivo, na infância (6-12 anos). Esta revisão analisa estudos empíricos publicados entre 1997 e 2017, os quais foram selecionados a partir de critérios pré-definidos. Somente oito estudos foram incluídos nesta revisão. A maioria são estudos quantitativos e longitudinais que apresentam uma qualidade metodológica adequada. Os resultados indicam uma associação positiva entre o apoio do professor e o envolvimento escolar afetivo. Verificou-se ainda a existência de outras variáveis relacionais menos estudadas como preditoras do envolvimento escolar afetivo, tais como fatores relacionados com a família e com os pares. Poucos estudos averiguaram o papel de fatores individuais, embora a investigação encontrada sugira que as raparigas têm níveis mais elevados de envolvimento escolar afetivo que os rapazes. A escassez de estudos focados nos preditores do envolvimento escolar afetivo durante a infância indica que é necessária mais investigação nesta área. São identificadas as limitações metodológicas dos estudos, sendo indicadas algumas sugestões para investigação futura.

Palavras-chave


Envolvimento escolar afetivo, Infância, Preditores, Adaptação escolar.

Texto Completo:

PDF (English)

Referências


Abbott, R. D., O’Donnell, J., Hawkins, J. D., Hill, K. G., Kosterman, R., & Catalano, R. F. (1998). Changing teaching practices to promote achievement and bonding to school. The American Journal of Orthopsychiatry, 68, 542-552. doi: 10.1037/h0080363

Allen, K., Kern, M. L., Vella-Brodrick, D., Hattie, J., & Waters, L. (2016). What schools need to know about fostering school belonging: A meta-analysis. Educational Psychology Review, 30, 1-34. doi: 10.1007/s10648-016-9389-8

Babakhani, N. (2014). Perception of class and sense of school belonging and self-regulated learning: A causal model. Procedia – Social and Behavioral Sciences, 116, 1477-1482. doi: 10.1016/j.sbspro.2014.01.420

Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74, 252-261.

Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78-89.

Eggert, L. L., Thompson, E. A., Herting, J. R., Nicholas, L. J., & Dicker, B. G. (1994). Preventing adolescent drug abuse and high school dropout through an intensive school-based social network development program. American Journal of Health Promotion, 8, 202-215.

Fantuzzo, J., Mcwayne, C., Perry, M. A., & Childs, S. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33, 467-480.

Fernandes, H. R., Caldeira, S. N., & Veiga, F. H. (2014). Envolvimento do aluno na escola e comportamento disruptivo. Revista Ibero-Americana de Educação, 66, 1-12.

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162. doi: 10.1037/0022-0663.95.1.148

Gest, S. D., Madill, R. A., Zadzora, K. M., Miller, A. M., & Rodkin, P. C. (2014). Teacher management of elementary classroom social dynamics. Journal of Emotional and Behavioral Disorders, 22, 107-118. doi: 10.1177/1063426613512677

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. Journal of Experimental Education, 62, 60-71.

Gruman, D. H., Harachi, T. W., Abbott, R. D., Catalano, F., & Fleming, C. B. (2008). Longitudinal effects of student mobility on three dimensions of elementary school engagement. Child Development, 79, 1833-1852. doi: 10.1111/j.1467-8624.2008.01229.x

Hernández, M. M., Robins, R. W., Widaman, K. F., & Conger, R. D. (2016). School belonging, generational status, and socioeconomic effects on Mexican-Origin children’s later academic competence and expectations. Journal of Research on Adolescence, 26, 241-256. doi: 10.1111/jora.12188

Hughes, J. N. (2011). Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. Elementary School Journal, 112, 38-60. doi: 10.1086/660686

Hughes, J. N., Im, M. H., & Allee, P. J. (2015). Effect of school belonging trajectories in grades 6-8 on achievement: Gender and ethnic differences. Journal of School Psychology, 53, 493-507. doi: 10.1016/j.jsp.2015.08.001

Hughes, J. N., Zhang, D., & Hill, C. R. (2006). Peer assessments of normative and individual teacher-student support predict social acceptance and engagement among low-achieving children. Journal of School Psychology, 43, 447-463. doi: 10.1016/j.jsp.2005.10.002

Im, M. H., Hughes, J. N., Kwok, O., Puckett, S., & Cerda, C. A. (2013). Effect of retention in elementary grades on transition to middle school. Journal of School Psychology, 51, 349-365. doi: 10.1016/j.jsp.2013.01.004

Jimerson, S., Campos, E., & Greif, J. (2003). Towards an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8, 7-27. doi: 10.1007/BF03340893

Kohl, G. W., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38, 501-523. doi: 10.1016/S0022-4405(00)00050-9

Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6, 31-49. doi: 10.1023/A:1022214022478

Marraccini, M. E., & Brier, Z. M. F. (2017). School connectedness and suicidal thoughts and behaviors: A systematic meta-analysis. School Psychology Quarterly, 32, 5-21. doi: 10.1037/spq0000192

Morrison, G. M., Cosden, M. A., O’Farrell, S. L., & Campos, E. (2003). Changes in Latino students’ perceptions of school belonging over time: Impact of language proficiency, self-perceptions and teacher evaluations. California School Psychologist, 8, 87-98. doi: 10.1007/BF03340898

Neel, C. G. O., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84, 678-692. doi: 10.1111/j.1467-8624.2012.01862.x

Nepi, L. D., Facondini, R., Nucci, F., Donata, L., Facondini, R., & Nucci, F. (2013). Evidence from full-inclusion model: The social position and sense of belonging of students with special educational needs and their peers in Italian primary school. European Journal of Special Needs Education, 28, 319-332. doi: 10.1080/08856257.2013.777530

Owen, K. B., Parker, P. D., Van Zanden, B., MacMillan, F., Astell-Burt, T., & Lonsdale, C. (2016). Physical activity and school engagement in youth: A systematic review and meta-analysis. Educational Psychologist, 51, 129-145. Retrieved from https://doi.org/10.1080/00461520.2016.1151793

Pears, K., Kim, H., Fisher, P., & Yoerger, K. (2013). Early school engagement and late elementary outcomes for maltreated children in foster care. Developmental Psychology, 49, 2201-2211. doi: 10.1037/a0032218

Quin, D. (2017). Longitudinal and contextual associations between teacher-student relationships and student engagement: A systematic review. Review of Educational Research, 87, 345-387. doi: 10.3102/0034654316669434

Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15, 119-138. doi: 10.1017.S0954579403000075

Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493-529. doi: 10.3102/0034654311421793

Sari, M. (2012). Sense of school belonging among elementary school students. Çukurova University Faculty of Education Journal, 41, 1-11.

Tian, L., Zhang, L., Huebner, E. S., Zheng, X., & Liu, W. (2016). The longitudinal relationship between school belonging and subjective well-being in school among elementary school students. Applied Research in Quality of Life, 11, 1269-1285. doi: 10.1007/s11482-015-9436-5

Uslu, F., & Gizir, S. (2016). School belonging of adolescents: The role of teacher-student relationships, peer relationships and family involvement. Educational Sciences: Theory & Practice, 16, 21-40. doi: 10.12738/estp.2017.1.0104




DOI: https://doi.org/10.14417/ap.1547

Apontamentos

  • Não há apontamentos.


Nº ERC: 107494 | ISSN (in print): 0870-8231 | ISSN (online): 1646-6020 | Copyright © ISPA - CRL, 2012 | Rua Jardim do Tabaco, 34, 1149-041 Lisboa | NIF: 501313672 | O portal e metadados estão licenciados sob a licença Creative Commons CC BY-NC