| dc.description.abstract | The school performance is a multi-faceted phenomenon, which can be influenced by individual, family and social issues. Therefore it is necessary to conduct studies that attempt to understand these issues and how they interrelate. In this regard, this dissertation aims to address specifically the relationship between the dimensions of family environment (family cohesion, conflict, expressiveness, independence, assertiveness, cultural/intellectual interests and leisure, religion and level of organization and control) and school performance of adolescents enrolled in public schools of elementary education of São Leopoldo-RS. It is composed of three studies presented in the form of scientific articles. The first presents a systematic review of the literature on the relationship between the family environment and school performance in elementary and high education, considering the period from 2010 to 2014 in order to analyse the country of origin, factors and instruments used to assess the family environment and school performance, as well as methodological aspects. The second consists of a quantitative study, which aimed to compare the family environment of 24 parents and 18 adolescents with history of school failure, and 19 parents and adolescents without the same history who answered the Family Environment Scale. Finally the third study sought to characterize qualitatively the family environment of two teenagers with history of school failure and two teenagers without this history, through a semi-structured interview with the parents. It is hoped that understanding the relationship between the family environment and school performance will contribute for more encouragement from the education and health professionals for the families to get closer to the school context in order to promote a proper process of teaching and learning. | en |
