Fatores protetivos e de risco pessoais e contextuais ao final do ensino fundamental: um estudo de avaliação e intervenção

Abstract

The final years of elementary school (PE) present interpersonal and academic challenges to students in contexts of social vulnerability. Based on the Bioecological Theory of Human Development and some concepts of positive psychology, the present Thesis with a cross-sectional design and methodological triangulation aimed at examining the influences of some risk factors and protective factors on the general self-efficacy and academic performance students at the end of the EF. The specific objectives were: (1) to test a prediction model for the general self-efficacy and for the academic performance of students in the final years of PE, considering as risk factors predictors (history of school failure, perception of discrimination and exposure to violence) in the family and extra-family) and the protective factors (social skills, perception of social support from the family, peers, teachers and sense of community and school climate); (2) to investigate, through a focus group, the perceptions of 7th, 8th and 9th year students about academic and interpersonal challenges and opportunities present in different contexts that emerge at the end of PE; (3) implementing and evaluating process indicators and results of a Social Skills Program (PHS) in the repertoire of social skills, in general self-efficacy and for academic performance, in the perception of social support and in the school climate of 7th graders, 8th and 9th year of EF. 709 students participated in the Survey, being 364 girls, aged between 14 and 20 years old (M = 14.05 years; SD = 1.59), who attended the 7th, 8th and 9th year of PE from five public schools located in the region metropolitan area of the State of Rio de Janeiro. In the focus group, 20 students participated, 13 of them girls between 13 and 16 years old, who attended the 7th to 9th grade of a public school located inside a favela in the city of Rio de Janeiro. After the realization of the focus group, a PHS composed of students from the 7th to the 9th year of PE was implemented in that same school, distributed in an intervention (IG) and control group (CG). The GI had 18 students, 14 girls, aged between 13 and 16 years. The CG was formed with 16 students, 10 boys, aged between 13 and 16. Pre-test, post-test and process evaluations were carried out. The Survey results indicated that the final model explained 21% of the variability in students' general self-efficacy beliefs and 11% for self-efficacy for academic performance. The results of the focus group showed that the most expressive class was “Violence” (17.88%). The results of the intervention indicated that the IG showed in the post-test an increase in the levels of social skills, perception of social support and self-efficacy for academic performance. The process evaluation identified a satisfactory internal validity of the intervention. With the research data, it will be possible to outline proximal and distal development processes that favor the promotion of resilience processes in the face of risks in the educational context at the end of PE.