Autoconceito, autoestima e crenças de autoeficácia em alunos do 7º ano do 3º ciclo do ensino básico com dislexia

Abstract

The study of dyslexia has raised the interest of several professionals, in special the education, once the dyslexics’ teenagers have a normal level of cognitive development or often higher and great skill in certain areas. In contrast, their learning disabilities result in a discrepancy between their intellectual potential and school performance. The learning disabilities caused by dyslexia, can cause emotional implications, including low levels of self-esteem and self-concept and low self-efficacy beliefs, influencing, in turn, the motivation for learning. So, the present work point to contribute to the understanding of academic and personal perceptions, in other words, self-concept, self-esteem and self-efficacy beliefs, from the students of the 7th year of the 3rd cycle of basic education with dyslexia. To this follows a qualitative approach with the application of a socio-demographic questionnaire and a semi-structured interview. In the study participated 4 students, of the 3rd cycle of basic education with dyslexia, of both sexes, from a school of north the country. The results indicate, in general, that the students exhibit a positive self-esteem and self-concept, however recognize their difficulties, mainly resulting from dyslexia. Despite the difficulties identified, the majority of students believed to have competency for the resolution of academic projects and future professional’s projects. The study also points for the importance of support from the school context participants (teachers, psychologists, group of peers and family), for the consolidation of a positive selfconcept and self-esteem, as well as for maintenance of motivation to learn.

Date of Award	1 Jun 2016
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Ângela Azevedo (Supervisor)