Ambiente Familiar, processos reguladores e resiliência em Jovens Adolescentes
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2012
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A adolescência constitui um período do desenvolvimento humano e de formação
da identidade pessoal, marcado por significativas transformações, que decorrem das
relações que se estabelecem com os contextos circundantes dos jovens.
A noção de resiliência advém da capacidade humana de confronto, resistência e
superação das adversidades da vida, a partir do binómio existente entre fatores de risco e fatores de proteção. Nesta fase, a resiliência manifesta-se em função do contexto em que o jovem se insere, sendo que as relações familiares e as redes sociais são primordiais,
contribuindo para a autoestima, autorregulação emocional e desempenho académico.
Esta investigação pretendeu conhecer o processo de resiliência em jovens
adolescentes, a forma como é determinado por fatores sociodemográficos ou académicos, e
também por fatores psicológicos como a autoestima, a autorregulação emocional e o
ambiente psicossocial da família. A amostra estudada era constituída por 115 jovens da
Escola EB2,3 Dr. João Rocha Pai – Vagos (7º e 9º ano) e por 81 encarregados de educação.
Para além da recolha de dados sociodemográficos, os jovens foram avaliados sobre a resiliência (Escala de Resiliência e Escala HKRAM), a autoestima (Escala de Autoestima de Rosenberg) e a autorregulação emocional (Escala de Dificuldades na
Regulação Emocional); e os Encarregados de Educação sobre o ambiente e o contexto familiar (Escala do Ambiente Familiar).
Partindo dos resultados obtidos relacionámos o número de reprovações do aluno
com a autoestima, resiliência e a independência, além da influência de fatores
sociodemográficos parentais. Denotámos que a participação do aluno em atividades
extracurriculares potencia a existência de melhores competências de resiliência e
autoestima, contribuindo para um melhor ambiente familiar, além de reduzir o número de
reprovações e conflitos. A relação existente entre autoestima, ambiente familiar e
resiliência com o nível socioeconómico dos jovens, evidenciou que aqueles que se inserem num nível médio possuem melhores competências nos âmbitos mencionados. Concluiu-se
que a autoestima influência o desempenho académico dos jovens e que o ambiente familiar
potencia a autoestima, além de dotar o indivíduo de estratégias de regulação emocional.
Adolescence is a significant period of the human development and is where you begin to construct your personal identity. This period is characterized by significant changes, which result from the established relationships with the youth’s surrounding environment. The idea of resilience stems from the human capacity to confront, resist and overcome the adversities of life, thought the binomial factor between risk factors and protective factors. At this stage, the resilience manifests itself depending on the context in which the young is implanted. Family relationships and social networks are essential, and contribute to self-esteem, emotional self-regulation and a successful academic performance. This research intended to understand the process of resilience in young adolescents and how is determined by socio-demographic or academic factors, and also by psychological factors such as self-esteem, emotional self-regulation and the psychosocial environment of the family. The sample consisted of 115 young people from the Escola EB2, 3 Dr. João Rocha Pai - Vagos (7th and 9th grade) and by 81 guardians. In addition to collecting demographic data, young people were also evaluated on resilience (Resilience Scale and Scale HKRAM), self-esteem (Rosenberg Self-Esteem Scale) and emotional self-regulation (Difficulties in Emotion Regulation Scale). The Guardians were also evaluated on the family background and environment (Family Environment Scale). Based on the obtained results we can relate the number of failures with the student's self-esteem, resilience and independence, excluding the influence of parental sociodemographic factors. We can denote that the student's participation in extracurricular activities enhances the presence of better skills of resilience and self-esteem, contributing to a better family environment and reducing the number of failures and conflicts. The link between self-esteem, family environment and resilience with the socio-economic situation of young people showed that those who are inserted in the average level have better skills in the mentioned areas. It can be concluded that self-esteem influences the academic performance of young people and that the family atmosphere can enhance self-esteem, and also provide the individual with some emotion guideline strategies.
Adolescence is a significant period of the human development and is where you begin to construct your personal identity. This period is characterized by significant changes, which result from the established relationships with the youth’s surrounding environment. The idea of resilience stems from the human capacity to confront, resist and overcome the adversities of life, thought the binomial factor between risk factors and protective factors. At this stage, the resilience manifests itself depending on the context in which the young is implanted. Family relationships and social networks are essential, and contribute to self-esteem, emotional self-regulation and a successful academic performance. This research intended to understand the process of resilience in young adolescents and how is determined by socio-demographic or academic factors, and also by psychological factors such as self-esteem, emotional self-regulation and the psychosocial environment of the family. The sample consisted of 115 young people from the Escola EB2, 3 Dr. João Rocha Pai - Vagos (7th and 9th grade) and by 81 guardians. In addition to collecting demographic data, young people were also evaluated on resilience (Resilience Scale and Scale HKRAM), self-esteem (Rosenberg Self-Esteem Scale) and emotional self-regulation (Difficulties in Emotion Regulation Scale). The Guardians were also evaluated on the family background and environment (Family Environment Scale). Based on the obtained results we can relate the number of failures with the student's self-esteem, resilience and independence, excluding the influence of parental sociodemographic factors. We can denote that the student's participation in extracurricular activities enhances the presence of better skills of resilience and self-esteem, contributing to a better family environment and reducing the number of failures and conflicts. The link between self-esteem, family environment and resilience with the socio-economic situation of young people showed that those who are inserted in the average level have better skills in the mentioned areas. It can be concluded that self-esteem influences the academic performance of young people and that the family atmosphere can enhance self-esteem, and also provide the individual with some emotion guideline strategies.
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Orientação: Mariana Moura Ramos
Palavras-chave
PSICOLOGIA, AUTOESTIMA, ADOLESCÊNCIA, PSYCHOLOGY, SELF-ESTEEM, ADOLESCENCE, MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, RESILIÊNCIA, RESILIENCE