Abstract
Abstract The study aimed to investigate the association of risk and protection factors in the academic performance and life satisfaction of elementary school students. Participants included 400 students of both sexes, aged between 11 and 17 years, and 26 female teachers from public and private schools in the state of Rio de Janeiro. The instruments were: Social Skills Inventory for Adolescents, Social Support Perception Scale, Brazilian Youth Questionnaire and Maslach Burnout Inventory. Main results showed that exposure to family violence by the students, emotional exhaustion and low professional achievement by the teachers contribute to a poor performance of students in school. Students with indicators of social support by the family and the community and of self-control skills presented higher life satisfaction. This study reveals contextual and personal variables that affect students’ socio-emotional and academic development which prove subsidies for future interventions.
Highlights
Resumo O estudo investigou a associação de fatores de risco e de proteção sobre o desempenho escolar e a satisfação com a vida de estudantes do Ensino Fundamental
In view of the above, the present study investigated the association of risk and protection factors in school performance with life satisfaction of elementary school students
The aim of this study was to investigate the association of risk and protection factors with school performance and life satisfaction of elementary school students
Summary
In the evaluation of resilience processes in an educational context most studies focus on normative and external criteria to infer about students’ adjustment such as good school performance (Coimbra & Fontaine, 2015). This can be understood as the students’ ability to present and express what has been learned and acquired in terms of academic knowledge in the course of teaching-learning processes (Perrenoud, 2003). It is pertinent to consider subjective aspects of individuals in the face of adversities (Berger et al, 2011; Coimbra & Fontaine, 2015) when investigating resilience processes in the school environment
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