Ambiente familiar e desempenho acadêmico de crianças do ensino fundamental / Family environment and academic performance of elementary school children

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The family core is, to the Psychology, enfolded by a capital importance, since it must be being the first psychosocial environment, prototype of the relations to be established with the world. However, theoretical studies of this area have evidenced that the family environment can either be a wellspring of resources to a healthy development, acting as a mechanism of protection to the child deals with the difficulties, or lead to unadapted reactions. Therefore, more and more, empirical studies have focused their attention on the analysis of the family environment connected with the child school life aspects. Taking these concepts into consideration, the aim of the present study is not only to analyze the material and human resources of the family environment through reports of the family members, and the family environment supports and resources through reports of the children from the elementary school, but also to verify if different levels of reading and writing comprehension correspond to the differences in the family environment resources. One hundred and forty-eight children of both genders, aged between eight and twelve years old, coming from the municipal schools of a city located in the state of São Paulo, took part in this study, as well as their respective family members. Four instruments to collect the data were applied. The children answered a Writing Evaluation Scale, a text elaborated according to the Cloze test technique to assess the reading comprehension, and a Questionnaire about The Family Environment Supports and Resources. The parents answered an Inventory about the Family Environment Resources. The results indicate significant values in the Spearman correlation test, evincing the relation between the reading comprehension and the writing performance with the family environment resources through the child report. The Kruskall-Wallis test revealed that there are meaningful differences of resources in the family environment according to the child perception, verified among the groups with different levels of reading comprehension and writing performance, while the Mann-Whitney test indicated the direction of these differences, showing that as the family environment resources increase, more noticeable are the differences in the child school performance. Therefore, it is concluded that the current research attests to na obvious relation between the family environment resources and the child school performance, enabling the knowledge of new elements to reflect the link between the family environment and the child?s learning.

ASSUNTO(S)

family and education ambiente familiar ensino fundamental academic performance familia e educação escrita family environment writing leitura elementary school desempenho academico reading

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