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Influência do suporte parental e da autoeficácia na exploração de carreira e na estruturação dos interesses em domínios STEM (Ciências, Tecnologia, Engenharia e Matemática)
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Abstract(s)
A literatura vocacional tem vindo a salientar a importância da família, e em especial das figuras parentais, no desenvolvimento vocacional, designadamente na estruturação dos interesses. Neste contexto, a literatura remete para a importância de se promover intervenções que ajudem os jovens a seguir carreiras STEM, sendo crucial a colaboração com da família, sobretudo na consolidação de crenças que dizem respeito à matemática e a outras disciplinas científicas, considerados fatores facilitadores de carreiras STEM.
A presente investigação teve como objetivo estudar a influência do suporte parental e da autoeficácia na exploração de carreira e na estruturação dos interesses em domínios STEM (Ciências, Tecnologia, Engenharia e Matemática). Para tal, recorreu-se a uma amostra de alunos adolescentes do 9 º ano de escolaridade do ensino básico. Na extensão do objetivo geral deste estudo, pretendeu-se ainda analisar o efeito das variáveis sociodemográficas, como o sexo, a idade dos participantes, e as habilitações literárias do pai e da mãe, nos interesses STEM.
Os resultados sugerem associações entre suporte parental e interesses STEM, sobretudo nas áreas Ciência e Matemática. Foram ainda observadas diferenças significativas, favoráveis aos rapazes, na área das Tecnologias. As habilitações dos pais explicam as diferenças observadas nos interesses em Matemática. Por fim, são discutidas as implicações destes resultados na intervenção vocacional.
Vocational literature has been emphasizing the importance of the family, and especially of parental figures, in vocational development, namely in the structuring of interests. In this context, the literature points to the importance of promoting interventions that help young people to follow STEM careers, with collaboration with the family being crucial, especially in the consolidation of beliefs regarding mathematics and other scientific disciplines, considered factors that facilitate STEM careers. The present investigation aimed to study the influence of parental support and self-efficacy on career exploration and the structuring of interests in STEM domains (Sciences, Technology, Engineering and Mathematics). To this end, a sample of adolescent students from the 9th grade of elementary school was used. Extending the general objective of this study, it was also intended to analyze the effect of sociodemographic variables, such as gender, the age of the participants, and the educational qualifications of the father and mother, on STEM interests. The results suggest associations between parental support and STEM interests, especially in the areas of Science and Mathematics. Significant differences were also observed, favorable to boys, in the area of Technologies. Parents qualifications explain the differences observed in mathematical interests. Finally, the implications of these results for vocational intervention are discussed.
Vocational literature has been emphasizing the importance of the family, and especially of parental figures, in vocational development, namely in the structuring of interests. In this context, the literature points to the importance of promoting interventions that help young people to follow STEM careers, with collaboration with the family being crucial, especially in the consolidation of beliefs regarding mathematics and other scientific disciplines, considered factors that facilitate STEM careers. The present investigation aimed to study the influence of parental support and self-efficacy on career exploration and the structuring of interests in STEM domains (Sciences, Technology, Engineering and Mathematics). To this end, a sample of adolescent students from the 9th grade of elementary school was used. Extending the general objective of this study, it was also intended to analyze the effect of sociodemographic variables, such as gender, the age of the participants, and the educational qualifications of the father and mother, on STEM interests. The results suggest associations between parental support and STEM interests, especially in the areas of Science and Mathematics. Significant differences were also observed, favorable to boys, in the area of Technologies. Parents qualifications explain the differences observed in mathematical interests. Finally, the implications of these results for vocational intervention are discussed.
Description
Keywords
Suporte parental Exploração de carreira Autoeficácia Interesses e domínios stem