Engajamento escolar e suporte familiar: uma análise a partir da teoria da autodeterminação

Abstract

The present study aims to determine the relationship between school engagement and the perception of family support, according to the Self-Determination Theory. Therefore, a correlational study was performed in order to verify a statistical relationship between variables. The survey was conducted with adolescents attending integrated technical education to high school in the city of João Pessoa, PB, aged between 13 and 20 years (mean = 15.39, SD = 1.34). 53 were male (43.8%) and 68 females (56.2%). Data were collected through a booklet containing the Inventory of Perception of Family Support, School Engagement Scale, the Marlowe-Crowne Social Desirability Scale and sociodemographic questions. These data were analyzed with SPSS to calculate descriptive statistics and Pearson correlation coefficient (r). As a result, significant correlation was observed between all factors of school engagement with the perception of family inadequacy and family consistency. Negative correlation between school engagement and family inadequacy (dedication: r = - 0.25, p ≤ 0.006; vigor: r = - 0.21, p ≤ 0.021; absorption: r = - 0.20, p ≤ 0.032) and positive correlation between school engagement and family consistency (dedication: r = 0.27, p ≤ 0.003; vigor: r = 0.19, p ≤ 0.034; absorption: r = 0.24, p ≤ 0.009). The research findings associated with the Self-Determination Theory, show the importance of family to the engagement of adolescents with school, while social support that contributes to the strengthening of self-esteem and intrinsic motivation. The work presented as relevant for education and for Psychopedagogy, it shows the need to intervene peering into the family context in the search for a more adequate understanding of learning processes.