Relações entre atenção e maturidade para a escolha profissional de estudantes do ensino técnico profissionalizante

• Ano de defesa: 2018
• Autor(a) principal: Oliveira, Izabel Cristina de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia; Centro de Ciências Humanas e Naturais; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Dificuldades atencionais; Maturidade vocacional; Estudantes do ensino médio; Ensino técnico profissionalizante; Attentional difficulties; Vocational maturity; High-school students; Vocational education; Psicologia
• Link de acesso: http://repositorio.ufes.br/handle/10/17880

Attentional alterations may occur due to several factors and in several clinical conditions. However, when these alterations persist and cause damage in different life contexts of an individual throughout his and her development, we are faced with attentional difficulties. As some studies have shown, there are evidences that adolescents with attentional difficulties might have a harder time choosing a career, as well as entering the labor market in comparison to their asymptomatic peers. In the face of such evidences, this study had as an aim to investigate if the presence of attentional difficulties´ signs could influence the maturity level for professional choices made by vocational schools students. One hundred and forty three students (16 to 21 years old), enrolled in three vocational courses integrated into the high school program of a Vocational and Higher Education Federal Institution of the state of Espírito Santo participated in the study. All the participants answered the Psychological Battery for Attention Assessment (BPA), the Adult Self Report Scale (ASRS) and the Maturity Scale for Professional Choices. Among all those that participated in the study, fourteen were selected for an interview using a semi-structured guideline. All interviews were conducted based on the Piaget´s Clinical Method. After having corrected and tabulated the data from the tests and scales, an analysis was carried out using descriptive and inferential statistics tests. The interviews´ data were analyzed qualitatively, having as a result a category analysis. As a whole, the correlation analysis´ results between the attention general measure and the maturity total measure has shown that there is not sufficient evidence to affirm that there is a relation among both variables. The presence of attentional difficulties does not seem to influence the maturity level concerning the professional choices made by these students. On the other hand, during the interviews, the students explained their perceptions about the possible relations between attention and professional choices. Concluding, from the point of view of the statistical analysis applied there are not enough elements to affirm how influential the presence of attentional difficulties can be regarding the maturity level for the professional choices made by the students. However, the qualitative analysis demonstrated that according to the perceptions of some interviewees the presence of such condition may reflect upon the planning, organization and professional choices made by the students experiencing such difficulties