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A promoção de competências pessoais e emocionais em contexto escolar: contributos da técnica da meditação transcendental em sala de aula
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Advisor(s)
Abstract(s)
A Meditação Transcendental (MT) pretende provar que é eficaz na promoção da
aprendizagem inclusiva e na capacitação do aluno para obter sucesso na educação e
desenvolver o seu pleno potencial, independentemente das origens socioeconômicas, ao
mesmo tempo que ajuda os professores a lidarem com a diversidade. Apesar da técnica
da MT existir já há muitos anos, ainda é pouco praticada, principalmente em contexto
escolar, nomeadamente no mundo ocidental. Ainda com poucas investigações empíricos
em Portugal, este estudo tem a intenção de estudar os contributos da prática da MT em
contexto escolar na autoeficácia e no sucesso académico em estudantes do ensino básico
português. Assim, avaliamos os contributos da técnica “Quiet Time” ou “Tempo de
Silêncio” em contexto escolar, na melhoria de variáveis associadas ao processo de
aprendizagem (por exemplo, hábitos de estudo, satisfação com a escola) e no incremento
da autoeficácia, nomeadamente na autoeficácia para a aprendizagem autorregulada e para
a autoeficácia para o sucesso académico. Ainda, os seus benefícios para o incremento da
satisfação com a vida e para o aumento da experiência emocional positiva. Por último,
com a melhoria de competências sociais e de relação interpessoal em contexto escolar.
Este estudo tem um cariz longitudinal com um desenho metodológico quasi-exprimental
com dois momentos (pré-teste; pós-teste), com um intervalo de seis meses. A amostra
para esta investigação é constituída por 53 alunos do ensino básico, dos 1.º a 3.º ciclos,
organizados em dois grupos, um grupo experimental e um grupo de controlo.
Transcendental Meditation (TM) aims to prove that it is effective in promoting inclusive learning and empowering students to succeed in education and develop their full potential, regardless of socioeconomic background, while helping teachers to cope with diversity. Although the TM technique has existed for many years, it is still little practiced, especially in the school context, particularly in the Western world. Although there are still few empirical investigations in Portugal, this study intends to study the contributions of TM practice in a school context to self-efficacy and academic success in Portuguese primary school students. Thus, we evaluated the contributions of the “Quiet Time” or “Silent Time” technique, in a school context, in improving variables associated with the learning process (for example, study habits, satisfaction with school) and in increasing self-efficacy, namely in self-efficacy for self-regulated learning and self-efficacy for academic success. Also, its benefits for the increase of satisfaction with life and for the increase of the positive emotional experience. Finally, with the improvement of social skills and interpersonal relationships in the school context. This study is longitudinal in nature with a quasi-experimental methodological design with two moments (pre-test; post-test), with an interval of six months. The sample for this investigation consists of 53 primary school students, from 1st to 3rd cycles, organized into two groups, an experimental group and a control group.
Transcendental Meditation (TM) aims to prove that it is effective in promoting inclusive learning and empowering students to succeed in education and develop their full potential, regardless of socioeconomic background, while helping teachers to cope with diversity. Although the TM technique has existed for many years, it is still little practiced, especially in the school context, particularly in the Western world. Although there are still few empirical investigations in Portugal, this study intends to study the contributions of TM practice in a school context to self-efficacy and academic success in Portuguese primary school students. Thus, we evaluated the contributions of the “Quiet Time” or “Silent Time” technique, in a school context, in improving variables associated with the learning process (for example, study habits, satisfaction with school) and in increasing self-efficacy, namely in self-efficacy for self-regulated learning and self-efficacy for academic success. Also, its benefits for the increase of satisfaction with life and for the increase of the positive emotional experience. Finally, with the improvement of social skills and interpersonal relationships in the school context. This study is longitudinal in nature with a quasi-experimental methodological design with two moments (pre-test; post-test), with an interval of six months. The sample for this investigation consists of 53 primary school students, from 1st to 3rd cycles, organized into two groups, an experimental group and a control group.
Description
Keywords
Meditação transcendental Autoeficácia Bem-estar subjetivo Afetividade positiva Satisfação com a vida