Autoeficácia Percebida por Crianças com TEA, seus Pais/Cuidadores e Professores para a Realização de Atividades Vida Diária
DOI:
https://doi.org/10.17921/2447-8733.2025v26n1p91-99Resumo
Crianças com Transtorno do Espectro Autista (TEA) possuem características que podem interferir na percepção de autoeficácia e no desempenho funcional em atividades de vida diária (AVDs). Apesar de ser um constructo importante no processo de desenvolvimento de crianças com TEA, a autoeficácia percebida por crianças geralmente é mensurada apenas pelo relato dos pais, e não pela própria criança, ou por professores. Este estudo investigou a autoeficácia percebida para realização de AVDs entre crianças com TEA, seus cuidadores e professores. Para tal, 25 crianças, de cinco a nove anos, com diagnóstico de TEA foram avaliadas juntamente com seus pais/cuidadores e professores. A autoeficácia foi medida pelo Perceived Efficacy and Goal Setting System (PEGS-2) e os aspectos socioeconômicos pelo Critério de Classificação Econômica Brasil. Foi encontrada diferença significativa na autoeficácia geral da criança, pais/cuidadores e professor e nas áreas de desempenho de autocuidado, produtividade, lazer e produtividade/lazer. Na percepção de autoeficacia geral, cuidadores parecem perceber as crianças com TEA mais autoeficazes do que seus professores. Entre as áreas de desempenho, na produtividade, quanto melhor a percepção de autoeficácia do cuidador, melhor do seu professor. Não houve correlação significativa entre a idade da criança e sua própria percepção de autoeficácia, contudo, a percepção dos professores foi maior em crianças mais velhas. Conclui-se que a percepção de autoeficácia de crianças com TEA nas AVDs foi inferior à dos pais/cuidadores e superior a dos professores, evidenciando nesse grupo a importância de mais estudos e intervenções destinadas a melhorar a percepção de autoeficácia.
Palavras-chave: Infância. Transtorno. Autismo. Competência Percebida.
Abstract
Children with Autism Spectrum Disorder (ASD) have characteristics that can interfere with the perception of self-efficacy and functional performance in activities of daily living (ADLs). Despite being an important construct in the development process of children with ASD, self-efficacy perceived by children is generally measured only by parents' reports, and not by the children themselves, or by teachers. This study investigated perceived self-efficacy for performing ADLs among children with ASD, their caregivers and teachers. To this end, 25 children, aged five to nine years old, diagnosed with ASD were evaluated together with their parents/caregivers and teachers. Self-efficacy was measured by the Perceived Efficacy and Goal Setting System (PEGS-2) and socioeconomic aspects by the Brazilian Economic Classification Criteria. A significant difference was found in the general self-efficacy of the child, parents/caregivers and teacher and in the performance areas of self-care, productivity, leisure and productivity/leisure. In the perception of general self-efficacy, caregivers seem to perceive children with ASD as more self-efficacious than their teachers. Among the areas of performance, in productivity, the better the caregiver’s perception of self-efficacy, the better the teachers. There was no significant correlation between the child age and their own perception of self-efficacy, however, the teacher perception was greater in older children. It is concluded that the perception of self-efficacy of children with ASD in ADLs was lower than that of parents/caregivers and higher than that of teachers, highlighting in this group the importance of more studies and interventions aimed at improving the perception of self-efficacy.
Keywords: Childhood. Disorder. Autism. Perceived Competence.
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