Jorge Senos (*)

RESUMO

A existência de uma associação positiva entre a auto-estima e os resultados escolares, bem como a identificação de estratégias de manutenção da autoestima perante o insucesso escolar, constituem matéria de crescente importância no domínio da psicologia educacional.

Neste estudo pretende-se verificar, na linha teórica da identidade social, a mobilização de uma estratégia de protecção da auto-estima perante o insucesso escolar, centrada na dinâmica social do grupo de pares, nu-m escalão etário em que existe uma tendência para uma mais estreita afiliação de pares, enquanto as influências familiares e parentais tendem a diminuir.

No quadro deste objectivo, postula-se que os alunos com mais fraco rendimento académico tenderão a for-mar grupos de pares de rendimento contrastado, exibindo uma auto-estima com valores idênticos aos dos alunos com melhor rendimento académico, piores expectativas e uma atitude negativa face ao trabalho escolar.

Palavras-chave: Auto-Estima, Auto-Conceito, Identidade Social.

ABSTRACT

This paper aims to establish the onset of protective strategies of maintenance of Self-Esteem after school failure, following the theoretical approach of social identity, among 6th grade pupils enrolled in a public school. The data analysis conducted within this study shows that pupils with repeated school failure develop social relations among their peers which exhibit the some Self-Esteem values, poorer expectancies and a poorer attitude toward school and school work when comparing with high achievers.

Key words: Self-Esteem, Self-Concept, Social Identity.

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

REFERÊNCIAS

Abramson, L., Seligman, M., & Teasdale, J. (1978) . Learned helplessness in humans - Critique and reformulation. Journal of Abnormal Psychology, 87, 49-74.         [ Links ]

Alloy, L., & Peterson, C. (1984). Attributional style and the generality of learned helplessness. Journal of Personality and Social Psychology, 46 (3), 681-687.

Amado, G., & Guittet, A. (1982). A dinâmica da comunicação nos grupos. Rio de Janeiro: Zahar Editores, (2ª Edição).

Bastin, G. (1980). As técnicas sociométricas. Lisboa: Ed. Moraes (2ª Edição).

Berndt, T., Laychak, A., & Park, K. (1990). Friends' influence on adolescents' academic achievement motivation: An experimental study. Journal of Educational Psychology, 82 (4), 664-670.

Blumberg, S., & Izard, C. (1985). Affective and cognitive characteristics of depression in 10-and 11-year-old children. Journal of Personality and Social Psychology, 49 (1), 194-202.

Brookover, W., Beady, C., Flood, P., Schweitzer, J., & Wisenbaker, J. (1979). School social systems and student achievement. New-York: A. J. F. Bergin Publishers Book.

Correia, M. (1989). Crianças que repetem o ano na escola primária: Como se auto-percepcionam e autoavaliam. Dissertação - Diploma de Estudos Avançados em Psicologia Educacional, Lisboa (inédito).

Covington, M., & Omelich, C. (1984). The trouble with pitfalls: A reply to Weiner's critique of attribution research. Journal of educational Psychology, 76 (6), 1199-1213.

Covington, M., & Omelich, C. (1985). Ability and effort valuation among failure-avoiding and fai-lure-accepting students. Journal of Educational Psychology, 77 (4), 446-459.

Harter, S. (1985). Manual for the self-perception profile for children. University of Denver.

Hinkle, S., Taylor, L., Fox-Cardamone, D., & Crook, K. (1989). Intragroup identification and intergroup differentiation: A multicomponent approach. British Journal of Social Psychology, 28 (4), 305-317.

Hogg, M., & Sunderland, J. (1991). Self-esteem and intergroup discrimination in the minimal group paradigm. British Journal of Social Psychology, 30 (1), 51-62.

Huici, C. (1985). Relationes intergrupales II: El paradigma del grupo mínimo. In C. Huici (Ed.), Estructura y procesos de grupo (pp. 87-109). Madrid: Universidad Nacional de Educacion a Distancia.

Karasawa, M. (1991). Toward an assessment of social identity: The structure of group identification and its effects on in-group evaluations. British Journal of Social Psychology, 30 (4), 293-307.

Patterson, C., Kupersmidt, J., & Griesler, P. (1990). Children's perceptions of self and of relationships with others as a function of sociometric status. Child Development, 61 (5), 1335-1349.

Platow, M., McClintock, C., & Liebrand, W. (1990). Predicting intergroup fairness and ingroup bias in the minimal group paradigm. European Journal of Social Psychology, 20 (3), 221-239.

Robinson, W. (1978). O desinteresse escolar no ensino secundário. Análise Psicológica, 2 (1), 23-32.

Robinson, W., & Tayler, C. (1986). Auto-estima, desinteresse e insucesso escolar em alunos da escola secundária. Análise Psicológica, 5 (1), 105-113.

Robinson, W., Tayler, C., & Correia, M. (1990). «Repetência» by portuguese school children in relation to their self-perception and self-evaluation. European Journal of Psychology of Education, 5 (3), 327-336.

Robinson, W., Tayler, C., & Piolat, M. (1990). School attainment, self-esteem, and identity. France and England. European Journal of Social Psychology, 20 (5), 387-403.

Richmond, P. (1985). The relationship of grade, sex, ability and socio-economic status to parent, peer and school affiliation. British Journal of Educational Psychology, 55, 233-239.

Rogers, C. (1982). A social psychology of schooling. London: Routledge & Kegan Paul.

Schaller, M. (1992). In-group favoritism and statistical reasoning in social inference: Implications for formation and maintenance of group stereotypes. Journal of Personality and Social Psychology, 63 (1), 61-74.

Schunk, D. (1990). Self-concept and school achievement. In C. Rofers, & Kutnick (Eds.), The social psychology of the primary school (pp. 70-79). London: Routledge.

Tajfel, H., & Turner, J. (1979). An integrative theory of intergroup conflict. In W. Austin, & S. Worchel (Eds), The social psychology of intergroup relations (pp. 33-47). Monterey, California: Brooks/Cole.

Wilder, D. (1990). Some determinants of the persuasive power og in-groups and out-groups: Organization of information and attribution of independence. Journal of Personality and Social Psychology, 59 (6), 1202-1213.

(*) Instituto Superior de Psicologia Aplicada. E-mail: js@psi.ispa.pt