Main Article Content

Maria da Conceição Martins
IPB - Escola Superior de Educação de Bragança
Portugal
Feliciano Henriques Veiga
Instituto de Educação da Universidade de Lisboa
Portugal
http://orcid.org/0000-0002-2977-6238
Vol. Extr., núm. 05 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogía. Área 5: FAMILIA, ESCUELA Y COMUNIDAD, pages 289-294
DOI: https://doi.org/10.17979/reipe.2017.0.05.2770
Submitted: Jul 16, 2017 Accepted: Dec 12, 2017 Published: Dec 15, 2017
How to Cite

Abstract

O estudo das atitudes face a si próprio – autoconceito - permite compreender a formação da personalidade. Nesta investigação analisaram-se as pesquisas que relacionam as atitudes dos jovens face a si próprios e as variáveis idade e sexo. Para descrever o estado da arte, a metodologia utilizada consistiu na revisão da literatura de tipo narrativa. Os trabalhos revistos salientam a relação entre as atitudes face a si próprio e cada uma das variáveis.

Downloads

Download data is not yet available.

Article Details

References

Agrawal, M. & Teotia, A.K. (2015). Academic Achievement and Self-Concept of Secondary Level Students. Int Education & Res Journal 1(3), 26-33. http://ierj.in/journal/index.php/ierj/article/view/29

Byrne, B.M. & Shavelson, R.J. (1996). On the structure of social self-concept for pre-, early, and late adolescents: a test of the Shavelson, Hubner, and Stanton (1976) model. Journal of Personality and Social Psychology, 70(3), 599–613. http://dx.doi.org/10.1037/0022-3514.70.3.599

Cole, D.A., Maxwell, S.E., Martin, J.M., Peeke, L.G., Seroczynski, A.D., Tram, J.M., Hoffman, K.B., Ruiz, M.D., Jacquez, F. & Maschman, T. (2001). The Development of Multiple Domains of Child and Adolescent Self-Concept: A Cohort Longitudinal Design. Child Development, 72(6), 1723–1746. http://dx.doi.org/10.1111/1467-8624.00375

Craven, R.G. & Marsh, H.W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: implications for child and educational psychologists. Educational and Child Psychology 25(2), 104-118.

Eccles, J.S., Wigfield, A., Harold, R.D., & Blumenfeld, P. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64(3), 830-847. http://dx.doi.org/10.2307/1131221

Frade, A.S. & Veiga, F.H. (2014) Na assessment scale for trainee engagement in the Portuguese navy. In Proceedings of EDULEARN14 Confererence (pp. 7493- 7501). Barcelona.

Fuentes, M.C., García, J.F., Gracia, E. & Lila, M. (2011). Autoconcepto y ajuste psicosocial en la adolescencia. Psicothema, 23(1), 7-12.

Fuentes, M.C., García, F., Gracia, E. & Alarcón, A. (2015). Parental socialization styles and psychological adjustment: A study in Spanish adolescents. Revista de Psicodidáctica, 20(1), 117-138. http://dx.doi.org/10.1387/RevPsicodidact.10876

García, I.S. (1998). Autoconcepto y adolescencia. Teoría, medida y multidimensionalidad. Didàctica i Psicopedagogia, 8. Palma: Universitat Illes Balears.

García, J.F. & Musitu, G. (1999). AF5: Autoconcepto Forma 5. Madrid: Tea ediciones.

García, J.F., Musitu, G. & Veiga, F. (2006). Autoconcepto en adultos de España y Portugal. Psicothema, 18 (3), 551-556. http://www.redalyc.org/articulo.oa?id=72718334

García, J.F., Musitu, G., Riquelme, E. & Riquelme, P. (2011). A confirmatory factor analysis of the «Autoconcepto Forma 5» questionnaire in young adults from Spain and Chile. Spanish Journal of Psychology, 14(2), 648-658. http://dx.doi.org/10.5209/rev_SJOP.2011.v14.n2.13

Marsh, H.W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. J. Educational Psychology, 81(3), 417-430. http://dx.doi.org/10.1037/0022-0663.81.3.417

Marsh, H.W. & Ayotte, V. (2003). Do multiple dimensions of self-concept become more differentiated with age? The differential distinctiveness hypothesis. Journal of Educational Psychology, 95(4), 687-706. http://dx.doi.org/10.1037/0022-0663.95.4.687

Marsh, H.W., Byrne, B.M. & Shavelson, R.J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational. Psychology, 80(3), 366-380. http://dx.doi.org/10.1037/0022-0663.80.3.366

Marsh, H.W. & Shavelson, R.J. (1985). Self-concept: its multifaceted, hierarchical structure. Educational Psychologist, 20(3), 107-123. http://dx.doi.org/10.1207/s15326985ep2003_1

O’Mara, A.J., Marsh, H.W., Craven, R.G. & Debus, R.L. (2006). Do self-concept interventions make a difference? A synergistic blend of construct validation and meta-analysis. Educat. Psychologist, 41(3), 181-206. http://dx.doi.org/10.1207/s15326985ep4103_4

Peixoto, F. & Almeida, L.S. (2011). A Organização do Autoconceito: Análise da Estrutura Hierárquica em Adolescentes. Psic: Reflexão e Crítica, 24(3), 533-541. http://dx.doi.org/10.1590/S0102-79722011000300014

Rodríguez-Fernández, A., Droguett, L., & Revuelta, L. (2012). School and personal adjustment in adolescence: The role of academic self-concept and perceived social support. R. Psicodidáctica, 17(2), 397 -414. http://dx.doi.org/10.1387/Rev.Psicodidact.4496

Veiga, F.H. (2006). Uma nova versão da escala de autoconceito: Piers-Harris Children’s Self-Concept Scale (PHCSCS-2). Psicologia e Educação, 2, 39-48.

Veiga, F.H. (2012). Transgressão e autoconceito dos jovens na escola (3ed.). Lisboa: Fim de Século.

Veiga, F.H. (Coord.) (2013). Psicologia da educação: Teoria, investigação e aplicação - Envolvimento dos alunos na escola. Lisboa: Climepsi Editora.

Veiga, F.H., García, F., Reeve, J., Wentzel, K. & García, O. (2015). When adolescents with high self-concept lose their engagement in school. Revista de Psicodidáctica, 20(2), 305-320. http://dx.doi.org/10.1387/RevPsicodidact.12671

Veiga, F.H., & Leite, A. (2016). Adolescents’ Self-concept Short Scale: A version of PHCSCS. Procedia-Social and Behavioral Sciences, 217, 631-637. http://dx.doi.org/10.1016/j.sbspro.2016.02.079

Veiga, F.H., Robu, V., Appleton, J., Festas, I., & Galvão, D. (2014). Students’ engagement in school: Analysis according to self-concept and grade level. In Proceedings of EDULEARN14 Conference (pp. 7476- 7484). Barcelona.