标题：Variáveis familiares e escolares determinantes do rendimento acadêmico no ensino médio no Estado de Rondônia, Amazônia, Brasil Family and school variables as determinants of academic performance in high school in Rondônia, Brazil
其他标题：Variáveis familiares e escolares determinantes do rendimento acadêmico no ensino médio no Estado de Rondônia, Amazônia, Brasil Family and school variables as determinants of academic performance in high school in Rondônia, Brazil
出版社：Universidade do Estado de Santa Catarina - UDESC
摘要：Apresentamos neste trabalho investigativo, as variáveis familiares e escolares determinantes do rendimento acadêmico no ensino médio do estado de Rondônia acerca da avaliação dos processos, estilos e abordagens de aprendizagem. Os dados foram obtidos junto a uma amostra de 1.144 estudantes das três séries do ensino médio, de escolas públicas e privadas, localizadas na capital, e no em quatro municípios do interior do estado e tratados estatisticamente no laboratório de psicologia evolutiva da Universidade de A Coruña, Espanha. Os dados demonstram como as relações familiares podem afetar o comportamento dos estudantes frente ao processo de estudo e aprendizagem, traduzindo em ações efetivas de estudo que conduzem à obtenção por parte do estudante do alto ou baixo rendimento acadêmico ou escolar, da aprendizagem significativa e perene ou da aprendizagem de memorização, efêmera. PALAVRAS-CHAVE: Relações família/escola. Rendimento acadêmico. Processo de estudo/aprendizagem. Aprendizagem significativa. Relação educativa. This investigative project presents the family and school variables that are determining factors in academic performance in high schools in Rondonia State, in relation to the evaluation of educational processes, styles and methods. The data were obtained from a sample of 1,144 students from three high school grades, in public and private schools, located in the capital city, and in four municipalities in the interior of the state. The data was collected in 2000 and 2001 using the QDPFA scale and were statistically analyzed with SPSS.11 from 2002-2003 at the evolutive psychology laboratory of the University of Coruña, Spain. They demonstrate how family relations can affect the behavior of students in the study and learning process, and can encourage effective study practices that lead to strong or weak academic performance by the part of students - either significant and on-going learning or ephemeral and rote learning. KEY-WORDS: School-family relationship. Academic progress. Study-learning process. Significant learning. Educational relations.
其他摘要：This investigative project presents the family and school variables that are determining factors in academic performance in high schools in Rondonia State, in relation to the evaluation of educational processes, styles and methods. The data were obtained from a sample of 1,144 students from three high school grades, in public and private schools, located in the capital city, and in four municipalities in the interior of the state. The data was collected in 2000 and 2001 using the QDPFA scale and were statistically analyzed with SPSS.11 from 2002-2003 at the evolutive psychology laboratory of the University of Coruña, Spain. They demonstrate how family relations can affect the behavior of students in the study and learning process, and can encourage effective study practices that lead to strong or weak academic performance by the part of students - either significant and on-going learning or ephemeral and rote learning.
关键词：Relações família/escola. Rendimento acadêmico. Processo de estudo/aprendizagem. Aprendizagem significativa. Relação educativa. This investigative project presents the family and school variables that are determining factors in academic performance in high schools in Rondonia State; in relation to the evaluation of educational processes; styles and methods. The data were obtained from a sample of 1;144 students from three high school grades; in public and private schools; located in the capital city; and in four municipalities in the interior of the state. The data was collected in 2000 and 2001 using the QDPFA scale and were statistically analyzed with SPSS.11 from 2002-2003 at the evolutive psychology laboratory of the University of Coruña; Spain. They demonstrate how family relations can affect the behavior of students in the study and learning process; and can encourage effective study practices that lead to strong or weak academic performance by the part of students - either significant and on-going learning or ephemeral and rote learning. KEY-WORDS: School-family relationship. Academic progress. Study-learning process. Significant learning. Educational relations.
