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Vinculação parental, relação pedagógica, envolvimento escolar e realização académica em alunos do ensino básico
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O presente estudo teve como objetivo geral examinar a associação entre a vinculação parental, relação pedagógica, envolvimento escolar e a realização académica percebida. Participaram no estudo um total de 317 alunos de escolas na Polónia e na Lituânia, com idades compreendidas entre os oito e 11 anos (M = 9.70, DP = 1.07), que responderam a um questionário através de um inquérito online, após autorização das escolas e da obtenção do consentimento informado pelos seus encarregados de educação. Os resultados indicaram que a vinculação parental e a qualidade da relação pedagógica estavam significativamente associadas à realização académica percebida e ao envolvimento escolar. Conclui-se que a qualidade da relação com os pais e com os professores desempenha um papel fulcral na participação ativa dos alunos nas escolas e no seu respetivo sucesso académico. Como implicações sugere-se a concretização de ações de formação junto dos profissionais de educação e a promoção de estratégias de educação parentais e literacia familiar, com enfoque nos processos de desenvolvimento e aprendizagem das crianças.
The overall aim of this study was to examine the association between parental attachment, pedagogical relationships, school engagement and perceived academic achievement. A total of 317 pupils from schools in Poland and Lithuania, aged between eight and 11 years old (M = 9.70, SD = 1.07), took part in the study and answered a questionnaire via an online survey, after permission had been granted by the schools and informed consent had been obtained from their guardians. The results indicated that parental attachment and the quality of the pedagogical relationship were significantly associated with perceived academic achievement and school engagement. It is concluded that the quality of the relationship with parents and teachers plays a key role in students' active participation in school and their academic success. Implications include training for education professionals and the promotion of parental education and family literacy strategies, with a focus on children's development and learning processes.
The overall aim of this study was to examine the association between parental attachment, pedagogical relationships, school engagement and perceived academic achievement. A total of 317 pupils from schools in Poland and Lithuania, aged between eight and 11 years old (M = 9.70, SD = 1.07), took part in the study and answered a questionnaire via an online survey, after permission had been granted by the schools and informed consent had been obtained from their guardians. The results indicated that parental attachment and the quality of the pedagogical relationship were significantly associated with perceived academic achievement and school engagement. It is concluded that the quality of the relationship with parents and teachers plays a key role in students' active participation in school and their academic success. Implications include training for education professionals and the promotion of parental education and family literacy strategies, with a focus on children's development and learning processes.
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Vinculação parental Relação professor-aluno Envolvimento escolar Realização académica percebida Parental attachment Teacher-student relationship School engagement Perceived academic achievement
Contexto Educativo
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Licença CC
Sem licença CC