Utilize este identificador para referenciar este registo: http://hdl.handle.net/10451/17650
Título: Promoting students’ engagement in school: Effects of the eclectic communication model
Autor: Veiga, Feliciano
García, F.
Abreu, S.
Miranda, V.
Galvão, D.
Palavras-chave: Students engagement in school
Interpersonal communication
Teacher-student relationship
Teachers’ effectiveness
Data: 2014
Editora: Instituto de Educação da Universidade de Lisboa
Citação: Veiga, F. H., Garcia, F., Abreu, S., Miranda, V., & Galvão, D. (2014). Promoting students’ engagement in school: Effects of the eclectic communication model. In F. Veiga (Coord.), Envolvimento dos Alunos na Escola: Perspetivas Internacionais da Psicologia e Educação / Students’ Engagement in School: International Perspectives of Psychology and Education (pp. 877-892). Lisboa: Instituto de Educação da Universidade de Lisboa.
Resumo: This investigation includes a quasi-experimental study whose purpose was to analyze the effects of the use, by teachers, of a communication intervention program supervised by the school psychologist, on students’ engagement in school and on their academic performance. The sample involved 7th and 9th grade students, in a total of four classes, two of those forming the experimental groups (n = 52) and the other two the control groups (n = 47). Student Engagement in School-A Four-Dimensional Scale (SES-4DS) was used to assess engagement. The eclectic communicational program was applied to the experimental group whereas the control group was subject to the formerly existent teacher-student relationship. In each of the 4 classes, the operation was preceded by a pre-test using the SES-4DS sale as well as of assessment tests to measure their performance in mathematics and in Portuguese language. The experiment lasted for 6 and half months during the school year. At the end, the above mentioned scale was applied again and performance tests were performed once more. The results indicated the effectiveness of the communication intervention program on students’ engagement and on their performance, thus being consistent with previous studies. An implication is that psychologists and teachers, working together and taking an intervention perspective, may play an important role in projects to promote students’ engagement as well as their grades.
Descrição: Este E-Book reúne um conjunto de investigações apresentadas no “I Congresso Internacional Envolvimento dos Alunos na Escola: Perspetivas da Psicologia e Educação” (ICIEAE), organizado no âmbito do “Projeto PTDC/CPE-CED/114362/2009 - Envolvimento dos Alunos na Escola: Diferenciação e Promoção” (EAE-DP), financiado pela Fundação para a Ciência e a Tecnologia (FCT).
Peer review: yes
URI: http://hdl.handle.net/10451/17650
ISBN: 978-989-98314-8-3
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