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A relação entre o sucesso escolar, a autoestima e o autoconceito
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O presente relatório final de estágio está organizado em dois eixos: uma reflexão crítica sobre as práticas desenvolvidas em contexto de estágio e o trabalho de investigação. A parte da reflexão crítica assenta nas práticas desenvolvidas em contexto, nomeadamente no 1.º Ciclo do Ensino Básico e na Educação Pré-Escolar, mencionadas por ordem temporal dos estágios. A parte da investigação, do ponto de vista concetual, explora a autoestima e o autoconceito enquanto aspetos relevantes para o percurso dos alunos, por se apresentarem como propriedades singulares que influenciam a motivação, o empenho e o sucesso escolar. O objetivo geral foi explorar a relação entre a autoestima, o autoconceito e o sucesso escolar em alunos do 1.º Ciclo do Ensino Básico e verificar o impacto de um programa de intervenção psicopedagógica centrado no desenvolvimento socioemocional. Adotando uma natureza exploratória, o estudo assume um carácter quantitativo, adotando procedimentos específicos de análise estatística descritiva, combinados com procedimentos de análise correlacional. No estudo, participaram 20 alunos do 3.º ano de escolaridade, tendo sido utilizadas, para recolha de dados, a Escala de Autoestima de Rosenberg, a Escala de Autoconceito de Piers-Harris e um questionário sociodemográfico que incluía a recolha das classificações escolares. A intervenção psicopedagógica consistiu em cinco sessões com atividades orientadas para a promoção da autoestima e do autoconceito, tendo sido aplicadas as escalas antes (T1) e depois do programa (T2). Os resultados evidenciaram um aumento estatisticamente significativo na autoestima (teste de Wilcoxon, p = 0.022) e no autoconceito (teste t de Student, p < 0.01) após a intervenção. Verificaram-se, ainda, correlações positivas e significativas entre os níveis de autoestima e sucesso escolar (r = 0.460), bem como entre o autoconceito e o sucesso escolar (r = 0.456). Conclui-se que a autoestima e o autoconceito são variáveis preditoras do sucesso escolar e que a sua promoção, através de programas psicopedagógicos, contribuiu para o sucesso escolar. Estes resultados reforçam a importância de integrar estes programas no contexto educativo.
This final internship report is organized into two main sections: a critical reflection on the practices carried out during the internship and the research component. The critical reflection is based on the practices developed in context, specifically within the 1st Cycle of Basic Education and in Pre-School Education, mentioned in chronological order of the internships. The research component, from a conceptual point of view, explores selfesteem and self-concept as important aspects of students' academic paths, as they are unique characteristics that influence motivation, engagement, and academic success. The general objective was to explore the relationship between self-esteem, self-concept, and academic success in students from the 1st Cycle of Basic Education and to assess the impact of a psychopedagogical intervention program focused on socio-emotional development. Adopting an exploratory nature, the study takes on a quantitative character, using specific procedures for descriptive statistical analysis combined with correlational analysis procedures. The study involved 20 third-grade students. Data were collected using the Rosenberg Self-Esteem Scale, the Piers-Harris Self-Concept Scale, and a sociodemographic questionnaire which also gathered academic grades. The psychopedagogical intervention consisted of five sessions with activities aimed at promoting self-esteem and self-concept. The scales were applied before (T1) and after the program (T2). The results showed a statistically significant increase in self-esteem (Wilcoxon test, p = 0.022) and in self-concept (Student’s t-test, p < 0.01) after the intervention. Additionally, there were positive and significant correlations between levels of self-esteem and academic success (r = 0.460), as well as between self-concept and academic success (r = 0.456). It is concluded that self-esteem and self-concept are predictive variables of academic success and that their promotion, through psychopedagogical programs, contributes to academic achievement. These results reinforce the importance of integrating such programs into the educational context.
This final internship report is organized into two main sections: a critical reflection on the practices carried out during the internship and the research component. The critical reflection is based on the practices developed in context, specifically within the 1st Cycle of Basic Education and in Pre-School Education, mentioned in chronological order of the internships. The research component, from a conceptual point of view, explores selfesteem and self-concept as important aspects of students' academic paths, as they are unique characteristics that influence motivation, engagement, and academic success. The general objective was to explore the relationship between self-esteem, self-concept, and academic success in students from the 1st Cycle of Basic Education and to assess the impact of a psychopedagogical intervention program focused on socio-emotional development. Adopting an exploratory nature, the study takes on a quantitative character, using specific procedures for descriptive statistical analysis combined with correlational analysis procedures. The study involved 20 third-grade students. Data were collected using the Rosenberg Self-Esteem Scale, the Piers-Harris Self-Concept Scale, and a sociodemographic questionnaire which also gathered academic grades. The psychopedagogical intervention consisted of five sessions with activities aimed at promoting self-esteem and self-concept. The scales were applied before (T1) and after the program (T2). The results showed a statistically significant increase in self-esteem (Wilcoxon test, p = 0.022) and in self-concept (Student’s t-test, p < 0.01) after the intervention. Additionally, there were positive and significant correlations between levels of self-esteem and academic success (r = 0.460), as well as between self-concept and academic success (r = 0.456). It is concluded that self-esteem and self-concept are predictive variables of academic success and that their promotion, through psychopedagogical programs, contributes to academic achievement. These results reinforce the importance of integrating such programs into the educational context.
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autoestima autoconceito sucesso escolar intervenção psicopedagógica desenvolvimento socioemocional ensino self-esteem self-concept school success psychopedagogical intervention socio-emotional development teaching
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