Fatores de proteção e de risco em estudantes do 6º ano do Ensino Fundamental a partir das Teorias bioecológica e da Resiliência

Abstract

The contributions of integrated research to the bioecological and resilience model demonstrate the importance of understanding how protective and risk factors of different systems can influence the academic and personal adjustment of students, particularly those who may belong to groups in a particularly vulnerable situation. This cross-sectional study with a prospective design aimed to investigate protective and risk factors in 6th graders. The specific objectives were: (1) To investigate the relationship between social skills, support from the family environment, school climate, school stressors, everyday discrimination and adjustment indicators in the 6th grade; (2) Test a prediction model for academic and general self-efficacy, considering sociodemographic characteristics, protection indicators and risk indicators as predictors; (3) Investigate whether there is a difference between social skills, support from the family environment and school climate according to sociodemographic characteristics; (4) Characterize different profiles of psychosocial adjustment of students, considering risk factors, protection and adjustment indicators. A total of 448 students attending the 6th grade of five public schools in the municipal network participated in the study. They answered: (1) Academic Self-Efficiency Subscale; (2) Scale of Generalized Self-efficacy; (3) Inventory of Social Skills for Adolescents (Short version); (4) Inventory of School Stressors; (5) School Climate Questionnaire; (6) School Transition Questionnaire; (7) Scale of Childhood Perception of Support for the Family Environment; (8) Daily Discrimination Scale; (9) Questionnaire with demographic information. The psychometric qualities of the instruments were verified and descriptive and parametric analyzes were carried out. The correlation results identified that academic self-efficacy was positively correlated with general self-efficacy beliefs and with protective indicators. On the other hand, general self-efficacy beliefs, in addition to being positively correlated with protection indicators, were negatively correlated with risk indicators; Hierarchical regression results showed that the final model for academic self-efficacy beliefs explained 9% of the variation and for general self-efficacy beliefs explained 18%; MANOVA results indicated that boys had significantly higher self-control and affective approach values than girls. On the other hand, students who had not failed had significantly higher values of affective support than students who had already failed; Cluster analysis identified two distinct profiles, one vulnerable and one resilient. This study can contribute to the understanding of how the influences of some personal and contextual variables influence academic results and can generate more protective opportunities than risks, in addition to processes of resilience. These results can be used in intervention programs with students, their families and teachers.