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Abstract(s)
Este trabalho explora a relação entre a disrupção escolar e a desregulação emocional, nomeadamente
perceber em que medida os comportamentos escolares disruptivos se coadunam com dificuldades\problemas de
regulação emocional. Numa revisão da literatura, define conceitos de Disrupção Escolar e Regulação Emocional
e aborda noções gerais sobre os mesmos, elenca os estudos acerca da evolução histórica e investigação realizada
até à data e, revê os principais dados publicados que relacionam as variáveis principais com o sexo, idade,
sucesso escolar, escolaridade dos alunos e escolaridade dos pais. Numa amostra de 544 alunos, utilizaram-se
dois instrumentos de avaliação: a Escala de Disrupção Escolar Professada pelos Alunos (EDEP) e a Escala de
Dificuldades na Regulação Emocional (EDRE). A recolha de dados decorreu num estabelecimento de ensino
público que engloba o 2 e 3 ciclo. Os resultados apontam para a existência de uma relação positiva entre as
variáveis principais do nosso estudo. Foram ainda comprovadas as relações com as variáveis sexo, idade,
escolaridade, sucesso académico. Não foram encontradas relações com a variável escolaridade dos pais. Os
resultaram foram apresentados e discutidos.
This work focuses on the study of the relationship between school disruption and emotional regulation, including realizing the extent to which disruptive school behaviors are consistent with difficulties \ emotion regulation problems. In a literature review, defines concepts of School Disruption and Emotion Regulation and covers general notions about them, lists the studies of the historical development and research undertaken to date, and revises the main published data that relate the main variables with sex, age, academic success, schooling of students and parental education. In a sample of 544 students, we used two assessment instruments: the Scale School Disruption professed by Students (EDEP) and Scale Difficulties in Emotion Regulation (DERS). Data collection took place in a public establishment which encompasses 2:03 cycle. The results indicate the existence of a positive relationship between the main variables of our study. Yet been proven relationships with gender, age, education, academic success. There was no relationship with the variable parental education.
This work focuses on the study of the relationship between school disruption and emotional regulation, including realizing the extent to which disruptive school behaviors are consistent with difficulties \ emotion regulation problems. In a literature review, defines concepts of School Disruption and Emotion Regulation and covers general notions about them, lists the studies of the historical development and research undertaken to date, and revises the main published data that relate the main variables with sex, age, academic success, schooling of students and parental education. In a sample of 544 students, we used two assessment instruments: the Scale School Disruption professed by Students (EDEP) and Scale Difficulties in Emotion Regulation (DERS). Data collection took place in a public establishment which encompasses 2:03 cycle. The results indicate the existence of a positive relationship between the main variables of our study. Yet been proven relationships with gender, age, education, academic success. There was no relationship with the variable parental education.
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Keywords
Regulação emocional Disrupção escolar Adolescência School disruption Emotional regulation Adolescence