Title:	O capital cultural nas interações familiares e a sua relação com o desempenho acadêmico dos alunos
Authors:	Nunes, Alexandre Chaves
Orientador(es)::	Andrade, Josemberg Moura de
Assunto::	Capital cultural Psicometria Psicologia social Aprendizagem social Desempenho acadêmico Educação
Issue Date:	13-Mar-2025
Data de defesa::	28-Aug-2024
Citation:	NUNES, Alexandre Chaves. O Capital Cultural nas Interações Familiares e a sua Relação com o Desempenho Acadêmico dos Alunos. 2024. 123 f. Tese (Doutorado em Psicologia Social do Trabalho e das Organizações) — Universidade de Brasília, Brasília, 2024.
Abstract:	The main objective of this thesis is to verify the relationship that cultural capital, acquired from interactions that occur in the family environment, has on students' academic performance. To achieve this objective, it was also necessary to develop and obtain evidence of validity of an instrument created for this specific purpose. The instrument was constructed based on two dimensions of cultural capital, namely: Static Cultural Capital (SCC) and Relational Cultural Capital (RCC). In the process of construction and search for evidence of validity based on the content, the instrument was submitted to analysis by judges, in which they classified the items according to the relevance and pertinence in each dimension. Semantic analysis and analysis with the target audience were also carried out. Of the 26 items that made up the instrument, 16 underwent some type of review, always seeking to improve the instrument as a whole. The next step was to verify whether there was evidence of validity based on the internal structure. Parallel Analysis indicated the two predicted factors: SCC and RCC. To verify the internal consistency of each dimension, Guttmam's lambda 2 was calculated assuming values of 0.702 and 0.845, respectively. We calculated the UniCO indexes = 0.787, ECV = 0.669 and MIREAL = 0.318. We used Exploratory Factor Analysis and Partial Confirmatory Factor Analysis. The adjustment indexes CFI = 0.946 and TLI = 0.935, and the residual index RMSEA = 0.053, the analyses of internal consistency, determinacy and replicability of the factor scores indicated evidence of validity for the use of the Cultural Capital Scale in Family Interactions. The instrument was applied electronically to 11,795 students in the 5th grade of Elementary School who belonged to a network of schools present in all five (5) major regions of Brazil. Along with the cultural capital scale, students completed an assessment of their knowledge of Portuguese and mathematics and answered a sociodemographic questionnaire. Students were classified according to the level of cultural capital they had in each dimension. The categories were: levels of cultural capital, in each of the two dimensions: G1 – Critical, G2 – Low, G3 – Medium and G4 – High. Statistical analyses such as ANOVA, Student's t-test and factorial design showed the relationship of cultural capital in the combination of the different groups with the subjects of Portuguese and mathematics. The results led us to conclude that: 1) cultural capital, in both dimensions, predicts students' academic performance, both in Portuguese, F(3, 11764) = 9.516 with p < 0.001 and η2 = 0.002, F(3, 11764) = 42.349, with p < 0.001 and η2 = 0.011, and in mathematics, F(3, 11764) = 13728, with p < 0.001 and η2 = 0.003, and F(3, 11764) = 28.138, with p < 0.001 and η2 = 0.007, and; 2. that relational cultural capital linearly predicts student performance as static cultural capital increases, F(9, 11771) = 1.869, with p = 0.052 and η2 = 0.001. Finally, we considered cultural capital collectively, comparing the variability of cultural capital among the schools participating in the research. To do so, we performed a multilevel regression analysis. The results showed that collective relational cultural capital accounted for 9.4% of the variance in mathematics performance and 9.2% of Portuguese language performance. The study also found that when we added other contextual variables to the equation, such as gender, parents' education, the fact that parents live with their children, and the time the student had been studying at the school, the variance in performance increased to 18.2% and 13.5% in mathematics and Portuguese, respectively. Thus, we realized that collective cultural capital, associated with contextual variables, account for part of students' academic performance. Thus, we conclude that cultural capital from family interactions is a predictor of students' academic performance.
metadata.dc.description.unidade:	Instituto de Psicologia (IP) Departamento de Psicologia Social e do Trabalho (IP PST)
metadata.dc.description.ppg:	Programa de Pós-Graduação em Psicologia Social, do Trabalho e das Organizações
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
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