Publication
SobredotaĆ§Ć£o e comportamento disruptivo em contexto familiar
| datacite.subject.fos | CiĆŖncias Sociais::Psicologia | |
| datacite.subject.sdg | 04:EducaĆ§Ć£o de Qualidade | |
| datacite.subject.sdg | 03:SaĆŗde de Qualidade | |
| dc.contributor.advisor | Ribeiro, LuĆsa Jacinta Feio Antunes | |
| dc.contributor.advisor | Fernandes, Ana MƔrcia Vaz Serra | |
| dc.contributor.author | Freitas, Ana Isabel Costa | |
| dc.date.accessioned | 2025-06-25T12:48:45Z | |
| dc.date.available | 2025-06-25T12:48:45Z | |
| dc.date.issued | 2025-05-17 | |
| dc.date.submitted | 2025-03 | |
| dc.description.abstract | Este estudo integra o projeto de investigaĆ§Ć£o, intitulado āGiftedness and the social and emotional well-being of the giftedā e tem como principal objetivo analisar a relaĆ§Ć£o entre a sobredotaĆ§Ć£o e o comportamento disruptivo em contexto familiar, comparando-se um grupo de crianƧas sobredotadas com um grupo de crianƧas nĆ£o sobredotadas. Foi aplicado um inquĆ©rito por questionĆ”rio online a 41 pais, que continha questƵes sociodemogrĆ”ficas e a versĆ£o reduzida da Escala de Conners. A Escala de Conners aplicada a pais Ć© um instrumento que avalia diversos comportamentos da crianƧa, e que se subdivide em quatro subescalas: comportamentos de oposiĆ§Ć£o (ECO), problemas cognitivos e de desatenĆ§Ć£o (EPCD), comportamentos associados ao excesso de atividade motora (EEAM) e comportamentos associados Ć PerturbaĆ§Ć£o de Hiperatividade e DĆ©fice de AtenĆ§Ć£o (IDAH). Relativamente ao tratamento de dados, recorreu se ao Programa EstatĆstico para CiĆŖncias Sociais (IBM SPSS) para comparar o grupo de crianƧas sobredotadas com o grupo de crianƧas nĆ£o sobredotadas, relativamente a comportamentos disruptivos em contexto familiar, tendo-se tambĆ©m em conta as variĆ”veis sociodemogrĆ”ficas dos progenitores e das crianƧas 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 existĆŖncia diferenƧas significativas ao nĆvel do comportamento disruptivo global entre o grupo de crianƧas sobredotadas e o grupo de crianƧas nĆ£o sobredotadas. No entanto, verificou-se que quanto mais velha a crianƧa, ou quanto mais avanƧada se encontra na sua progressĆ£o escolar, menor a recorrĆŖncia de comportamentos associados Ć EEAM. NĆ£o se encontraram diferenƧas significativas em relaĆ§Ć£o Ć s restantes subescalas. Por fim, salienta-se uma predominĆ¢ncia do sexo masculino no grupo de sobredotados acontecendo o inverso com o grupo de crianƧas nĆ£o sobredotadas. Para estudos futuros seria relevante a aplicaĆ§Ć£o de entrevistas semiestruturadas Ć s crianƧas pertencentes ao estudo e aos respetivos encarregados de educaĆ§Ć£o fornecendo uma abordagem mais individualizada na compreensĆ£o do comportamento disruptivo infantil. | por |
| dc.description.abstract | This study is part of the research project entitled āGiftedness and the social and emotional well-being of the gifted.ā 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 childrenās and parentsā 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. | eng |
| dc.identifier.tid | 203954734 | |
| dc.identifier.uri | http://hdl.handle.net/10400.14/53767 | |
| dc.language.iso | por | |
| dc.rights.uri | N/A | |
| dc.subject | SobredotaĆ§Ć£o | |
| dc.subject | Contexto familiar | |
| dc.subject | Comportamento disruptivo | |
| dc.subject | Giftedness | |
| dc.subject | Family context | |
| dc.subject | Disruptive behavior | |
| dc.title | SobredotaĆ§Ć£o e comportamento disruptivo em contexto familiar | por |
| dc.type | master thesis | |
| dspace.entity.type | Publication | |
| thesis.degree.name | Mestrado em Psicologia |