Efeitos de Idade e Sexo no Autoconceito de Crianças Pré-Escolares

Abstract

ResumoPoucas são as investigações sobre o autoconceito realizadas com crianças de idade pré-escolar. Neste estudo procuramos contribuir para uma melhor compreensão do desenvolvimento normativo do autoconceito, no período pré-escolar, nomeadamente, através da análise dos efeitos que o sexo e a idade têm no mesmo. Tratando-se de um estudo longitudinal, a amostra foi composta por 83 crianças portuguesas, avaliadas no seu autoconceito aos quatro e aos cinco anos de idade, através da Pictorial Scale of Perceived Competence and Social Acceptance for Young Children -PSPCSA. As crianças apresentaram resultados muito elevados em todos os domínios do autoconceito, em ambas as idades Os dados parecem indicar que os elevados valores do autoconceito começam a declinar já no fi m do período pré-escolar, pelo menos em alguns domínios, sugerindo, dessa forma, um desenvolvimento diferenciado do autoconceito, consoante os diferentes domínios avaliados. Finalmente, parecem existir diferenças no autoconceito relacionadas com o sexo das crianças, favorecendo os rapazes. Os nossos resultados contribuem para uma melhor compreensão do processo de desenvolvimento do autoconceito. Palavras-chave: Autoconceito, pré-escolar, género. AbstractThere are few investigations on the self-concept of preschool children. The aim of this study is to contribute to a better understanding of the normative development of self-concept in preschool children, particularly by analyzing the effects of gender and age. In a longitudinal study, our sample consisted of 83 Portuguese children, and data were collected at four and fi ve years old. Self-concept was measured by the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children -PSPCSA. Children presented very high results in all areas of self-concept at both ages. Data seem to indicate that self-concept starts to decline towards the end of the preschool period, at least in some areas. Results suggest a differentiated process of self-development, according to the different domains assessed. Finally, there seem to be differences in self-concept related to the children's gender, favoring boys. Our results contribute to a better understanding of the developmental process of self-concept.

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

“…However, to our knowledge, no studies have focused on the role of participation practices or process quality on children's self-concept, although research has, for example, documented associations between developmentally appropriate practices and children's self-concept (e.g., Jambunathan, 2012). In addition, research has documented mixed findings regarding the associations (i.e., either positive or negative) between self-concept and children's age (Ackerman & Dozier, 2005;Mantzicopoulos, 2004;Pinto et al, 2015) and gender (e.g., Bird & Reese, 2006;Mantzicopoulos, 2004;Pinto et al, 2015), and positive associations with verbal achievement (e.g., Marsh et al, 2002).…”

Everyday memory questionnaire [13-items]: European Portuguese translation and psychometric characterization

“…To our knowledge, there are only two instruments for assessing SMCs in Portuguese population: Questionário de Lapsos de Memória (Pinto, 1990) and Subjective Memory Complaints (Ginó et al, 2007) with limited psychometric properties. So, with this project we aimed to: (1) translate and present preliminary psychometric data of the Everyday Memory Questionnaire [13-items;Royle & Lincoln, 2008; adapted by Ribeiro et al, 2023] for Portuguese population; (2) explore factors that influence SMCs (i.e., age, depression, anxiety;Dux et al, 2008;Elfgren et al, 2009;Ginó et al, 2010;Sousa et al, 2015).…”