Discussão dos Resultados
5.3. Limitações do estudo e sugestões de novas investigações
Como limitações do estudo efetuado refere-se a multiplicidade de definições e de operacionalizações encontradas para as mesmas dimensões do construto, tornando a compreensão e integração do tema mais difícil e morosa.
A utilização de questionários respondidos por alunos é também uma limitação do estudo, pois apesar de consistir numa metodologia justificavel para a medição das perceções dos alunos sobre motivação e envolvimento (Green, Martin, Herbert, 2007; Bong, 2001; Lam et al., 2012), implica o risco de má interpretação ou de obtenção de respostas que não correspondam à verdade, mas sim ao socialmente expectável. O recurso a diferentes fontes de informação (e.g. pais, professores, registos escolares) e a diferentes metodologias de recolha de dados (e.g. entrevistas, observações) teria certamente permitido, não só a validação dos resultados obtidos como também uma melhor compreensão do EAE.
Pelo facto de se ter tratado de um estudo correlacional e não experimental não se puderam extraír relações causais, e o seu caráter transversal não permitiu estudar diferenciações temporais do EAE. O facto de não ter sido estudada a dimensão comportamental do EAE constituiu, também, uma limitação, uma vez que poucos são os estudos que contemplam as três dimensões do constructo.
Por outro lado, a presente investigação prestou o seu contributo para a compreensão do envolvimento de alunos portugueses na escola ao nível das suas componentes cognitiva e afetiva, relativamente mais difíceis de observar, e segundo a perspetiva do aluno. Utilizou indicadores das dimensões do EAE, descompactados dos facilitadores internos (perceção dos alunos relativa ao apoio da família e dos pares na sua aprendizagem, à relação professor-aluno, aos objetivos e aspirações futuras, e ao controlo e relevância escolar) e dos resultados (rendimento escolar), permitindo
111 perceber como se distribuíam os alunos pelas dimensões do envolvimento, e qual a relação existente entre os antecedentes e o EAE e, também, entre o EAE e um dos seus resultados (rendimento escolar).
Das limitações deste estudo derivam sugestões de continuidade do mesmo.Dando resposta à necessidade de investigação em Portugal, poderiam ser exploradas diferenciações na distribuição do EAE e na importância relativa dos fatores contextuais que influenciam esse envolvimento, entre os alunos dos vários ciclos do ensino básico e do secundário, de escolas públicas ou privadas, de meios rurais ou citadinos, e diferentes contextos sócio-culturais.
Uma vez que o inquérito, do qual derivou o questionário Envolvimento dos Alunos na Escola – Versão de Estudo, foi também aplicado a alunos do 6º. e do 10º. anos de escolaridade, seria interessante ampliar o estudo do EAE considerando estes dois novos anos de escolaridade (6º. e 10º. anos) e focar as diferenças no EAE nos anos de transição de ciclo (do 6º. para o 7º.ano, do 9º. para o 10º. ano).
Como nota final, reforça-se que um maior entendimento da dinâmica do envolvimento escolar dos alunos e da sua promoção com recurso à manipulação dos fatores escolares, possibilitará aos professores e aos psicólogos escolares uma planificação de processos e de intervenções destinadas a reforçar a participação da escola (Veiga, 2010) e a prolongar a carreira escolar dos nossos alunos.
112
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