Desempenho acadêmico: um estudo sobre a influência da autoestima no rendimento escolar de discentes dos últimos anos do Ensino Fundamental II

• Ano de defesa: 2018
• Autor(a) principal: Muniz, Jânio
• Orientador(a): Caliman, Geraldo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Autoestima; Rendimento escolar; Ensino fundamental
• Palavras-chave em Inglês: School achievement; Elementary school; Self-esteem
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Resumo em Inglês: School achievement is the focus of much discussion in the field of Education. This is due to the fact that there are several questions on the subject, especially regarding the execution of strategies to assist in the promotion of a didactic that favors the teaching-learning process, in order to improve the academic performance of the students. School achievement is the sum of all contextual factors within the academic ambit. The motivations of this research were linked to the detection of problems presented by the students in relation to self-esteem and learning level. However, many factors that influence school performance are related to the school context itself, but other characteristics that are pertinent to the student's favorable subjectivity must also be considered, since this subject is the focus of the teaching-learning process. Also, elements that are part of the personality can influence the school performance of learners. Thus, the present study aims to identify the relations of one of the fundamental elements of personality, self-esteem, with school achievement. In this ambit, it is worth emphasizing that socioemotional competences in education refer to the insertion of factors on the formation of the student's personality. The research is justified by the need to conduct exploratory studies on issues that can positively influence students' academic performance, given the current conjecture that many analyzes on the subject cover only statistical data. Self-esteem is associated with the motivation and well-being of people, and many authors classify it as a fundamental element for the successful accomplishment of diverse activities inserted in all contexts of people's lives, including in the field of learning. It is the perception that the subject has of its own value in taking into account the various signs internalized by its social, cultural and historical context. The main focus is the investigation of the existence of positive or non-positive relations between students' self-esteem and school achievement. For the accomplishment of the study a qualitative theoretical research and a field research with the adolescents of the classes of the 8th and 9th grade of Elementary School II were executed. The research identified that there is prevalence of less favored social classes in the sample of the field research consulted. It was ascertained that socioeconomic aspects influence self-esteem and school performance and that there are students with negative attitudes about their own self-esteem. Most respondents present themselves with self-esteem that is not wholly satisfactory. A comparison was made between the two variables of the study, through a simple explanatory statistical analysis, with relational notes between the two constructs surveyed, which present evidence of associations in the 8th grade classes; and insufficient and irrelevant evidence of interrelationship in the of the 9th grade, but there is reasoning that explains this.
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2533

School achievement is the focus of much discussion in the field of Education. This is due to the fact that there are several questions on the subject, especially regarding the execution of strategies to assist in the promotion of a didactic that favors the teaching-learning process, in order to improve the academic performance of the students. School achievement is the sum of all contextual factors within the academic ambit. The motivations of this research were linked to the detection of problems presented by the students in relation to self-esteem and learning level. However, many factors that influence school performance are related to the school context itself, but other characteristics that are pertinent to the student's favorable subjectivity must also be considered, since this subject is the focus of the teaching-learning process. Also, elements that are part of the personality can influence the school performance of learners. Thus, the present study aims to identify the relations of one of the fundamental elements of personality, self-esteem, with school achievement. In this ambit, it is worth emphasizing that socioemotional competences in education refer to the insertion of factors on the formation of the student's personality. The research is justified by the need to conduct exploratory studies on issues that can positively influence students' academic performance, given the current conjecture that many analyzes on the subject cover only statistical data. Self-esteem is associated with the motivation and well-being of people, and many authors classify it as a fundamental element for the successful accomplishment of diverse activities inserted in all contexts of people's lives, including in the field of learning. It is the perception that the subject has of its own value in taking into account the various signs internalized by its social, cultural and historical context. The main focus is the investigation of the existence of positive or non-positive relations between students' self-esteem and school achievement. For the accomplishment of the study a qualitative theoretical research and a field research with the adolescents of the classes of the 8th and 9th grade of Elementary School II were executed. The research identified that there is prevalence of less favored social classes in the sample of the field research consulted. It was ascertained that socioeconomic aspects influence self-esteem and school performance and that there are students with negative attitudes about their own self-esteem. Most respondents present themselves with self-esteem that is not wholly satisfactory. A comparison was made between the two variables of the study, through a simple explanatory statistical analysis, with relational notes between the two constructs surveyed, which present evidence of associations in the 8th grade classes; and insufficient and irrelevant evidence of interrelationship in the of the 9th grade, but there is reasoning that explains this.