Personalidade e comportamentos problema: um estudo comparativo com adolescentes em contexto escolar

Abstract

ResumoNeste estudo transversal analisámos a relação entre os comportamentos problema ao nível da indisciplina, desrespeito e confl ituosidade dos adolescentes, em contexto escolar, e a personalidade e a psicopatologia, operacionalizadas nas dimensões PSY-5 do MMPI-A. Participaram no estudo 351 estudantes do 9º ao 12º ano, com idades compreendidas entre os 14 e os 18 anos, distribuídos em três grupos diferentes, de acordo com o reporte da frequência de comportamentos problema. Os instrumentos foram a versão experimental portuguesa do MMPI-A e um questionário sobre diferentes dimensões do percurso escolar, em que se incluem os comportamentos problema. Através de análise estatística multivariada, verifi cámos diferenças signifi cativas entre os grupos nas dimensões PSY-5, num padrão em que o grupo de maior frequência de comportamentos problema apresenta resultados superiores no MMPI-A. Os resultados são interpretados numa perspetiva que sublinha a relevância da personalidade na adaptação à vida escolar, bem como a importância da existência de técnicas de avaliação psicológica de forma a detetar, em contexto de normalidade, estudantes em risco de desenvolvimento de trajetórias inadaptativas. Palavras-chave: Personalidade, ajustamento escolar, externalização, MMPI-A. AbstractIn this cross-sectional study we analyzed the relationship between problem behaviors in school context, such as indiscipline, disrespect or confl ictuality, and personality and psychopathology, which were operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory--Adolescent (MMPI-A). Participants were 351 students from 9 th to 12 th grades, aged from 14 to 18 years old, and distributed in three different groups, according to their report of problem behavior frequency. Instruments were the Portuguese experimental version of the MMPI-A and a questionnaire on several school dimensions, including problem behaviors. Multivariate statistical analysis of variance indicates signifi cant differences between the groups in PSY-5 dimensions, in a pattern in which the group presenting the highest frequency of problem behaviors has higher results in the MMPI-A. Results are interpreted under a perspective that underlines the importance of personality in the comprehension of adaptation to school, as well as the relevance of psychological assessment techniques that make possible to detect, within normality contexts, students at risk of developing non-adaptive developmental pathways. Keywords: Personality, school adjustment, externalization, MMPI-A.Os padrões de comportamento, particularmente a existência de perturbações, correspondem a um marcador relevante da adaptação à escola e do sucesso académico, pelo que devem ser considerados quando analisamos o percurso escolar (Carvalho & Novo, 2010). Os comportamentos problema dos estudantes podem expressar-se em diversas categorias, como o comportamento antissocial, problemas de conduta e perturbações de oposição ou

Indiscipline at Public School: Teachers’ Conceptions on Causes and Intervention

“…With regard to the "individual problems" mentioned by the participants, the following were among those listed: emotional and affective Absence and tardiness difficulties presented by the students; lack of attention, concentration, disinterest, laziness, not understanding the curricular content, personality characteristics, developmental stage, innate impulse and necessity to defend himself/herself. The relationship between individual aspects such as personality and behaviour at school has been researched and correlates with the adaptation of adolescents in different contexts (Carvalho & Novo, 2014). We agree that the individual characteristics are important in understanding the students' behaviour at school and other contexts with regard to obeying the rules; however, we think that these idiosyncrasies should be seen from the social relationships and the meanings built around them.…”

“…From different perspectives, the literature points out the relationship between indiscipline in the school context and variables such as gender, age, schooling level, motivation, behaviour, personality and pedagogical practices (Bustillo, Pérez & Martí, 2006;Carvalho & Novo, 2014;Gutiérrez & López, 2012;Granero-Gallegos et al 2015;Silva & Matos, 2014). Other research uses quantitative or qualitative procedures to approach indiscipline through the teachers' and students' perceptions, violence, bullying, and power relations, as well as the analysis of discourse and narratives from disciplinary events occurring at school (Aquino, 2011;Archakis, 2012;Asare & Adzrolo, 2013;Dominguez, Viviane, Gol & Cazetta, 2014;Moreira & Santos, 2004;Watson, 2005).…”

The Diagnostic Accuracy of Delayed Development in Adolescents

“…The clinical indicator outsourcing behavior confirms delayed development in adolescents. Outsourcing behavior is related to emotional problems, impulsiveness, personality, and the search for intense experiences (Carvalho & Novo, 2014). This type of behavioral problem is very common, affecting one in five children and adolescents (Carter et al, 2010).…”