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Relação entre a vinculação aos pais, bem-estar psicológico e identificação escolar em adolescentes do ensino profissional
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O ensino profissional em Portugal tem-se afirmado como uma opção para estudantes que valorizam competências práticas, mantendo, porém, o estigma de menor prestígio face aos percursos académico-científicos tradicionais. Participaram neste estudo 138 estudantes (M = 17.3; DP = 1.5) do 1.º, 2.º e 3.º ano de uma escola escolas profissional do norte de Portugal. Recorreu-se a três instrumentos validados para a população portuguesa: a Escala de Medida de Manifestação de Bem-Estar Psicológico, o Inventário de Vinculação aos Pais e a Escala de Perceção dos Alunos sobre a Identificação Escolar (VaPI, VaPU, PBE). O objetivo foi investigar as relações entre vinculação aos pais, bem-estar psicológico e identificação escolar. Os resultados descritivos apontaram para bem-estar moderado-elevado e predomínio de baixa segurança de vinculação (79%). No plano associativo, não se observaram relações estatisticamente significativas entre vinculação, bem-estar e identificação escolar. Nas análises comparativas, verificou-se que a valorização prática/utilitarista da escola (VaPU) diminui do 1.º para o 3.º ano; por contraste, não emergiram diferenças nos níveis globais de bem-estar ou de identificação com a escola em função dessa opção. Estes resultados enfatizam a necessidade de apoio socioemocional e de laços familiares fortalecidos no ensino profissional, bem como de políticas educativas que articulem formação técnica com condições que promovam bem-estar e sentido de pertença dos estudantes.
Vocational education in Portugal has become an attractive option for students who value practical skills, although it continues to carry a stigma of lower prestige compared to traditional academic-scientific pathways. This study involved 138 students (M = 17.3; SD = 1.5) from the 1st, 2nd, and 3rd years of a vocational school in northern Portugal. Three instruments validated for the Portuguese population were used: the Psychological Well-Being Manifestation Scale, the Parental Attachment Inventory, and the Students’ Perception of School Identification Scale (VaPI, VaPU, PBE). The aim was to examine the relationships between parental attachment, psychological well-being, and school identification. Descriptive results indicated moderate-to-high levels of well-being and a predominance of low attachment security (79%). At the associative level, no statistically significant relationships were found between attachment, well-being, and school identification. Comparative analyses showed that the practical/utilitarian valuation of school (VaPU) decreases from the 1st to the 3rd year; in contrast, no differences emerged in overall well-being or school identification depending on this option. These findings highlight the need for socio-emotional support and strengthened family relationships in vocational education, as well as educational policies that articulate technical training with conditions that promote students’ well-being and sense of belonging.
Vocational education in Portugal has become an attractive option for students who value practical skills, although it continues to carry a stigma of lower prestige compared to traditional academic-scientific pathways. This study involved 138 students (M = 17.3; SD = 1.5) from the 1st, 2nd, and 3rd years of a vocational school in northern Portugal. Three instruments validated for the Portuguese population were used: the Psychological Well-Being Manifestation Scale, the Parental Attachment Inventory, and the Students’ Perception of School Identification Scale (VaPI, VaPU, PBE). The aim was to examine the relationships between parental attachment, psychological well-being, and school identification. Descriptive results indicated moderate-to-high levels of well-being and a predominance of low attachment security (79%). At the associative level, no statistically significant relationships were found between attachment, well-being, and school identification. Comparative analyses showed that the practical/utilitarian valuation of school (VaPU) decreases from the 1st to the 3rd year; in contrast, no differences emerged in overall well-being or school identification depending on this option. These findings highlight the need for socio-emotional support and strengthened family relationships in vocational education, as well as educational policies that articulate technical training with conditions that promote students’ well-being and sense of belonging.
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Bem-estar psicológico Vinculação aos pais Identificação escolar Ensino profissional Psychological well-being Parental attachment School identification Vocational education
Contexto Educativo
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Licença CC
Sem licença CC