info:eu-repo/semantics/article
"Why my son failure at school?" Study about parental bonding and school failure
“Por que meu filho reprova?” Estudo sobre o vínculo parental e a reprovação escolar
Registro en:
10.5902/1984644423703
Autor
Richter, Paola do Carmo
Ghedin, Dienifer Aline Mattos
Marin, Angela Helena
Institución
Resumen
The general objective of the present study was to investigate the relation between the parental bond and the school failure history of adolescents and their parents. The specific objectives were to identify the cognitive profile and compare the type of parental relationship established between adolescents with and without school reprovation. For that, a correlational and comparative design, of quantitative and transversal character, was used. The participants were 140 adolescents from public schools in São Leopoldo/RS, who answered the Sociodemographic Data Questionnaire, Raven Progressive Matrices Test and Parental Bonding Instrument. The results indicated that the mother's and father's number of failures was positively associated with the child reproaches number, as well as the factor care of the mother and father to the child's intellectual potential. Still, the father's care factor related negatively and overprotection factor positively with the child reproaches number. It was also found that adolescents with no history of school failure perceive their parents as more emotionally available, attentive and interested in them. These results highlight the importance of encouraging the participation of parents in the children’s teaching-learning process. Investigou-se a relação entre o vínculo parental de adolescentes com e sem histórico de reprovação escolar a partir de um delineamento correlacional e comparativo, de caráter quantitativo e transversal. Participaram 140 adolescentes matriculados em escolas municipais de São Leopoldo/RS, que responderam um Questionário de Dados Sociodemográficos, Teste Matrizes Progressivas de Raven e Parental Bonding Instrument. Os resultados indicaram que o número de reprovações da mãe esteve positivamente associado ao número de reprovações do filho, assim como as dimensões cuidado do pai e da mãe ao potencial intelectual do filho. As dimensões cuidado e proteção do pai e mãe relacionaram-se negativamente com o número de reprovações do filho. Também houve diferença entre os grupos na dimensão cuidado do pai. Tais resultados destacam a importância da participação dos pais no processo de ensino-aprendizagem dos filhos.