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Abstract(s)
O desenvolvimento de carreira é um processo que se inicia na infância, em relação
com vários contextos. No contexto escolar, o suporte social e o feedback dos professores
têm-se revelado importantes para o estabelecimento de relações positivas com os alunos,
para o funcionamento das atividades pedagógicas, e para sustentar o respeito e a
compreensão mútua. Contudo, são ainda necessários estudos sobre o papel do suporte
social e do feedback docente no desenvolvimento de carreira dos alunos. Este estudo
analisa a influência do suporte social e do feedback dos professores no desenvolvimento
de carreira de crianças, nomeadamente tendo em conta as dimensões de exploração e
planeamento de carreira. A partir de métodos de amostragem não-probabilístico por
conveniência e bola de neve, participaram 59 indivíduos com idades compreendidas entre
os 10 e os 12 anos (M = 10.80, DP = .69), que se encontravam a frequentar o 2.º Ciclo do
Ensino Básico. Os participantes responderam a um formulário online com medidas para
avaliar o suporte social e o feedback docente percebido, a exploração e o planeamento de
carreira. Modelos de regressão linear múltipla permitiram verificar que o apoio social dos
professores, percebido pelos alunos, constitui um fator facilitador da exploração e do
planeamento de carreira dos últimos. Perceção de feedback ineficaz docente, por parte
dos alunos, tende a relacionar-se negativamente com o planeamento de carreira.
Discutem-se os resultados com base na literatura e antecipam-se implicações para a
investigação e a prática.
Career development is a process that begins in childhood, in relation to various contexts. In the school context, teachers’ social support and feedback are important to establish positive relationships with students, to the functioning of pedagogical activities, and to sustain mutual respect and understanding. However, studies attesting the role of teachers’ social support and feedback on students’ career development are still needed. This study examines the influence of teachers’ social support and feedback on children’s career development, particularly on the career exploration and planning dimensions. Using non-probabilistic convenience and snowball sampling methods, 59 middle-school individuals aged 10 to 12 years old (M = 10.80, SD = .69) participated in this study. Participants answered an online form with measures to assess perceived social support and feedback from teachers, career exploration and career planning. Multiple linear regression models suggested that social support from teachers, as perceived by students, is a facilitative factor of students’ career exploration and planning. Perceived ineffective feedback from teachers, as perceived by students, tends to be negatively related to career planning. Results are discussed based on the literature and implications for research and practice are anticipated.
Career development is a process that begins in childhood, in relation to various contexts. In the school context, teachers’ social support and feedback are important to establish positive relationships with students, to the functioning of pedagogical activities, and to sustain mutual respect and understanding. However, studies attesting the role of teachers’ social support and feedback on students’ career development are still needed. This study examines the influence of teachers’ social support and feedback on children’s career development, particularly on the career exploration and planning dimensions. Using non-probabilistic convenience and snowball sampling methods, 59 middle-school individuals aged 10 to 12 years old (M = 10.80, SD = .69) participated in this study. Participants answered an online form with measures to assess perceived social support and feedback from teachers, career exploration and career planning. Multiple linear regression models suggested that social support from teachers, as perceived by students, is a facilitative factor of students’ career exploration and planning. Perceived ineffective feedback from teachers, as perceived by students, tends to be negatively related to career planning. Results are discussed based on the literature and implications for research and practice are anticipated.
Description
Keywords
Apoio social Feedback docente Planeamento de carreira Exploração de carreira Desenvolvimento de carreira na infância Social support Teacher feedback Career planning Career exploration