Engajamento Escolar: Revisão de Literatura Abrangendo Relação Professor-Aluno e Bullying

Abstract

Resumo Foi realizada uma revisão sistemática da literatura acerca da influência da relação professor-aluno e do envolvimento em bullying no engajamento escolar dos alunos, baseando-se no Protocolo PRISMA. Consultou-se as bases de dados ERIC, LILACS, PsycINFO, Scielo, Scopus, Web of Science e o Portal de Periódicos da CAPES. Foram analisados 35 artigos, apontando que a relação professor-aluno e o envolvimento em bullying estão associados ao engajamento escolar, podendo predizê-lo. Alunos que possuem relações positivas com professores tendem a apresentar maior engajamento escolar, enquanto alunos que possuem relações conflituosas com professores ou que se envolvem em bullying tendem a apresentar menor engajamento escolar. Os resultados foram inconsistentes acerca da combinação de efeitos da relação professor-aluno e do envolvimento em bullying no engajamento escolar.

Student-Teacher Relationships and Human Flourishing: Preliminary Findings from Brazil

“…The hierarchical regression analysis reveals that the quality of student-teacher relationships significantly contributes to students' flourishing, accounting for an additional 9% of the variance beyond age and gender. This result underscores the vital role teachers play in students' wellbeing, supporting previous research emphasizing the importance of positive student-teacher relationships for various positive outcomes, including flourishing [18][19][20][21][22]. The study's contextspecific findings align with the existing literature, providing evidence from a majority-world context about these processes.…”

“…The student-teacher relationship thus becomes a cornerstone not only for cognitive development but also for social and emotional growth. Examples of the benefits of a positive studentteacher bond include a reduction in the incidence of depressive symptoms and maladaptive behaviours during adolescence, the promotion of autonomy, the cultivation of character strengths, and the achievement of other desirable outcomes [20][21][22]. While an increasing number of studies emphasize the significance of the connection between student-teacher relationships and flourishing [23,24], much of this research has been conducted in a limited set of high-income countries, as evident in the review [25].…”

Relações entre a motivação escolar e o hábito de leitura entre alunos de ensino médio

“…familiares, os aspectos socioeconômicos, entre outros (COSTA; LIMA; PINHEIRO, 2010;SOARES et al, 2015;VALLE;WILLIAMS, 2021).…”

Escala de Engajamento dos Alunos na Escola Inferido por Professores para o Ensino Fundamental

“…Another justification is that the proposal of a teacher-inferred scale seeks to minimize inconsistencies in the assessment of the construct, given that the scale is intended for children in the literacy process and that self-report measures depend on the student's reading comprehension and the validity of responses depends on the level of that comprehension (Fredricks et al, 2019). Furthermore, from an applied point of view, assessing student engagement in school can contribute to the prevention of truancy (Archambault et al, 2019) and bullying (Valle & Williams, 2021).…”