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Sobredotação e comportamento disruptivo em contexto familiar
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Este estudo integra o projeto de investigação, intitulado “Giftedness and the social and emotional well-being of the gifted” e tem como principal objetivo analisar a relação entre a sobredotação e o comportamento disruptivo em contexto familiar, comparando-se um grupo de crianças sobredotadas com um grupo de crianças não sobredotadas. Foi aplicado um inquérito por questionário online a 41 pais, que continha questões sociodemográficas e a versão reduzida da Escala de Conners. A Escala de Conners aplicada a pais é um instrumento que avalia diversos comportamentos da criança, e que se subdivide em quatro subescalas: comportamentos de oposição (ECO), problemas cognitivos e de desatenção (EPCD), comportamentos associados ao excesso de atividade motora (EEAM) e comportamentos associados à Perturbação de Hiperatividade e Défice de Atenção (IDAH). Relativamente ao tratamento de dados, recorreu se ao Programa Estatístico para Ciências Sociais (IBM SPSS) para comparar o grupo de crianças sobredotadas com o grupo de crianças não sobredotadas, relativamente a comportamentos disruptivos em contexto familiar, tendo-se também em conta as variáveis sociodemográficas dos progenitores e das crianças pertencentes ao estudo. Para tal, utilizou-se o score total da Escala de Conners (TEC), bem como as suas subescalas ECO, EPCD, EEAM e IDAH. Os principais resultados rejeitam a existência diferenças significativas ao nível do comportamento disruptivo global entre o grupo de crianças sobredotadas e o grupo de crianças não sobredotadas. No entanto, verificou-se que quanto mais velha a criança, ou quanto mais avançada se encontra na sua progressão escolar, menor a recorrência de comportamentos associados à EEAM. Não se encontraram diferenças significativas em relação às restantes subescalas. Por fim, salienta-se uma predominância do sexo masculino no grupo de sobredotados acontecendo o inverso com o grupo de crianças não sobredotadas. Para estudos futuros seria relevante a aplicação de entrevistas semiestruturadas às crianças pertencentes ao estudo e aos respetivos encarregados de educação fornecendo uma abordagem mais individualizada na compreensão do comportamento disruptivo infantil.
This study is part of the research project entitled “Giftedness and the social and emotional well-being of the gifted.” Its main aim is to analyze the relation between giftedness and disruptive behavior in the family context, comparing a group of gifted children with a group of non-gifted children. An online questionnaire was administered to 41 parents, containing sociodemographic questions and the short version of the Conners Scale. The Conners Scale applied to parents is an instrument that assesses various child behaviors, which are subdivided into four subscales: oppositional behaviors (ECO), cognitive problems and inattention (EPCD), behaviors associated with excessive motor activity (EEAM) and behaviors associated with attention deficit hyperactivity disorder (IDAH). Data were analysed with the Statistical Program for the Social Sciences (IBM SPSS), in order to compare the group of gifted children with the group of non-gifted children, with regard to disruptive behaviors in the family context, also taking into account children’s and parents’ sociodemographic variables. For this purpose, the total score of the Conners Scale (TEC) was used, as well as its sub-scales ECO, EPCD, EEAM and IDAH. The main results reject the existence of significant differences in overall disruptive behaviors between the group of gifted children and the group of non-gifted children. However, it was found that the older the child or the more advanced he/she was in their school progression, the lower the recurrence of behaviors associated with EEAM. No significant differences were found in relation to the other subscales. Finally, there was a predominance of males in the gifted group, the opposite being true for the group of non-gifted children. For future studies, it would be relevant to apply semi-structured interviews to children and their parents, providing a more individualized approach in understanding children's disruptive behaviors.
This study is part of the research project entitled “Giftedness and the social and emotional well-being of the gifted.” Its main aim is to analyze the relation between giftedness and disruptive behavior in the family context, comparing a group of gifted children with a group of non-gifted children. An online questionnaire was administered to 41 parents, containing sociodemographic questions and the short version of the Conners Scale. The Conners Scale applied to parents is an instrument that assesses various child behaviors, which are subdivided into four subscales: oppositional behaviors (ECO), cognitive problems and inattention (EPCD), behaviors associated with excessive motor activity (EEAM) and behaviors associated with attention deficit hyperactivity disorder (IDAH). Data were analysed with the Statistical Program for the Social Sciences (IBM SPSS), in order to compare the group of gifted children with the group of non-gifted children, with regard to disruptive behaviors in the family context, also taking into account children’s and parents’ sociodemographic variables. For this purpose, the total score of the Conners Scale (TEC) was used, as well as its sub-scales ECO, EPCD, EEAM and IDAH. The main results reject the existence of significant differences in overall disruptive behaviors between the group of gifted children and the group of non-gifted children. However, it was found that the older the child or the more advanced he/she was in their school progression, the lower the recurrence of behaviors associated with EEAM. No significant differences were found in relation to the other subscales. Finally, there was a predominance of males in the gifted group, the opposite being true for the group of non-gifted children. For future studies, it would be relevant to apply semi-structured interviews to children and their parents, providing a more individualized approach in understanding children's disruptive behaviors.
Descrição
Palavras-chave
Sobredotação Contexto familiar Comportamento disruptivo Giftedness Family context Disruptive behavior
Contexto Educativo
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Licença CC
Sem licença CC