DISCUSSÃO DOS RESULTADOS E CONCLUSÕES
7.3. Limitações do estudo e sugestões de novas investigações
A elaboração deste estudo apresentou algumas limitações, situação esta que afetou o desenvolvimento de todo o processo de investigação. No que diz respeito à revisão de literatura, esta foi baseada na investigação a nível internacional, visto que esta temática não está muito desenvolvida em Portugal. Espera-se que esta dissertação constitua uma base para o desenvolvimento da investigação no nosso país, quer sobre a autorregulação, quer como sobre a agressividade entre pares. Para além desta situação, o período para a recolha de dados foi relativamente reduzido, limitando assim a escolha o método utilizado para este efeito. Realizou-se um estudo de uma amostra de forma transversal, perdendo-se a hipótese de se
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avaliar a evolução do desenvolvimento das competências de autorregulação nas mesmas crianças ao longo do tempo. Seria importante que surgissem estudos mais longitudinais nesta área, para que fosse possível tiver conclusões mais fidedignas.
Outra limitação assentou no facto de não terem sido incluídos os dados referentes às famílias das crianças como variáveis associadas ao desenvolvimento destas competências. Neste estudo apenas foram recolhidos dados relativos ao nível socioeconómico (habilitações literárias dos pais), mas também seria importante averiguar e avaliar os estilos parentais. A investigação tem mostrado que estes têm uma grande influência no desenvolvimento da criança (Papalia, Olds & Feldman, 2001, 2006), e como tal, supõe-se que estes influenciem também o desenvolvimento das suas competências pessoais e sociais. Na mesma linha, seria interessante que a investigação nesta área avaliasse também alguns dados relativos aos educadores de infância, não apenas em relação a dados pessoais, mas sobretudo no que concerne às suas práticas pedagógicas, à forma como se promovem estas competências nos jardins-de-infância.
Relativamente aos resultados deste estudo, a relação da autorregulação com o género das crianças revelou-se diferente do que a investigação internacional tem mostrado até então. Seria importante compreender o porquê desta situação, se de facto, a razão assentará no facto das diferenças entre géneros se estarem a diluir atualmente. Seria então importante realizar mais estudos para averiguar se o mesmo aconteceria com uma amostra mais alargada. Na análise correlacional, alguns itens não mostraram associações significativas entre a autorregulação e a agressividade entre pares. Posteriores estudos poderão clarificar esta situação.
A adaptação da escala “Teacher ratings of behavioral self-regulation in preschool children” (ECA) (Kashiwagi, 1988; Olson e Kashiwagi, 2000), no presente estudo (Veiga & Fernandes, 2012) poderá dar origem a novas investigações em Portugal. A nível do jardim-de- infância, os educadores poderão utilizá-la como instrumento para avaliar os efeitos da sua prática nas aprendizagens e comportamentos das crianças, mas também como forma de identificar possíveis problemas de desenvolvimento ou de aquisição das competências de autorregulação e de interação entre pares.
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