Envolvimento parental na escola e ajustamento em crianças do 1º ciclo do ensino básico

Abstract

The main purpose of the present work is the study of the relation between school parental involvement, perceived by parents and teachers, and child’s adjustment during the first cycle of compulsory schooling. Five hundred sixty three children, their teachers and their parents comprise the sample. Parental involvement was evaluated through two versions of the School Parent Involvement Questionnaire, for parents (QEPE-VPa) and for teachers (QEPE-VPr). Two dimensions of child adjustment were considered, academic achievement, evaluated by the teachers, and self esteem, evaluated by the children. The present work also describes the psychometric studies of the parent’s version of School Parent Involvement Questionnaire (QEPE-VPa). The results evidence good reliability and support the validity of this version. The results show a positive association between school parental involvement and children adjustment, even when controlling for the effect of children’s socio-economic status. However there is some variability in the strength of associations in terms of the informant of parental involvement and of the adjustment dimensions considered: teacher’s perception of school parental involvement shows the strongest associations with academic achievement and parent’s perception of school parental involvement reveals the strongest association with self-esteem.