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DIATHESIS-STRESS OR DIFFERENTIAL SUSCEPTIBILITY? THE MODERATING ROLE OF SHYNESS IN THE RELATIONS AMONG PRAISE AND PUNISHMENT FOR ACHEIVEMENT AND YOUTH ACADEMIC COMPETENCERabinowitz, Jill Alexandra January 2017 (has links)
Low income, urban adolescents are at risk for reduced academic competence and achievement. One feature that may increase risk for decreased scholastic competence and achievement is temperamental shyness. Indeed, adolescents higher in shyness may have more limited social-cognitive and communication skills, and experience greater peer rejection and internalizing symptoms than youth who are less shy. Nevertheless, not all adolescents higher in shyness exhibit decreased academic competence, suggesting that contextual features, such as parent and teacher praise for higher achievement and punishment for lower achievement, may influence these relations. Parent and teacher praise for adolescent academic achievement may help youth higher in shyness to seek academic assistance from peers and teachers and modulate distress in the face of stressors (e.g., academic challenges). Among youth that are shyer, exposure to parent and teacher punishment (e.g., criticizing poor achievement) may provide insufficient encouragement to approach individuals for academic help, impede their confidence to master academic challenges, or increase their risk for internalizing symptoms. Higher shyness may increase vulnerability for impaired academic competence in the context of higher levels of punishment for poor achievement and lower levels of praise for excelling academically, consistent with the diathesis-stress model. However, adolescents that are shy may also benefit more from higher levels of praise and lower levels of punishment for achievement in terms of their academic competence than adolescents lower in shyness, consistent with the differential susceptibility hypothesis. Nevertheless, no research to date has explored this possibility. In the present study, I addressed whether (a) shyness and academic competence predict each other using a cross-lagged model, (b) parent or teacher praise and punishment for level of achievement and shyness concurrently and prospectively predict academic competence, (c) youth shyness moderates the relation between parent and teacher praise and punishment for achievement levels and academic competence, and (d) moderation findings are consistent with the diathesis-stress model or differential susceptibility hypothesis. Participants were 612 youth (54% male, 85% African American). In seventh, eighth, and ninth grades, youth reported on parent and teacher praise and punishment and academic competence, and completed achievement tests. Teachers and parents reported on youth shyness. Teacher-reported shyness was negatively associated with academic competence in each grade, respectively; seventh grade teacher-reported shyness positively predicted eighth grade academic competence. Seventh grade academic competence negatively predicted eighth grade parent- and teacher-reported shyness, and eighth grade academic competence only positively predicted ninth grade teacher-reported shyness. Seventh and eighth grade praise was negatively associated with seventh and eighth grade academic competence, respectively, whereas seventh grade praise positively predicted eighth grade academic competence. Seventh, eighth, and ninth grade punishment was positively associated with academic competence in each grade, whereas seventh and eighth grade punishment negatively predicted ninth grade youth academic competence. None of the parent- or teacher-reported shyness and praise and punishment interactions predicted academic competence. Thus, results were not consistent with either the diathesis-stress model or differential susceptibility hypothesis. These findings highlight the importance of considering multiple informants of shyness and considering parent and teacher behaviors that may influence the academic competence among low income, urban youth. / Psychology
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Um estudo prospectivo sobre o percurso escolar de crianças nos primeiros anos do Ensino Fundamental / A prospective study of children´s scholastic course in the first three years of Basic EducationMarta Regina Gonçalves Correia-Zanini 06 December 2013 (has links)
Os anos iniciais do Ensino Fundamental são decisivos no sentido de que podem influenciar o desempenho acadêmico e psicossocial dos alunos ao longo da sua trajetória escolar. A maneira como um aluno vivencia esta inserção, assim como os desfechos resultantes deste momento, pode influenciar seu desenvolvimento em anos posteriores. Baseado em achados prévios, o presente trabalho, sob o enfoque do modelo Bioecológico de Desenvolvimento de Bronfenbrenner, foi concebido com o objetivo de investigar o percurso escolar de crianças nos três primeiros anos do ensino fundamental, tendo em consideração variáveis relacionadas: à Pessoa (Criança), ao Contexto (Família e Escola), ao Processo e ao Tempo. Seguindo metodologia longitudinal, as crianças no 1º ano (n=186), no 2º ano (n=176) e no 3º ano (n=151) do Ensino Fundamental foram avaliadas em termos de habilidades sociais, problemas de comportamento e competência acadêmica (Social Skills Rating System - SSRS-BR versão para professores), potencial cognitivo (Matrizes Progressivas colorida de Raven), sintomas de estresse infantil (Escala de Estresse Infantil), percepção de estressores escolares (Inventário de Estressores Escolares) e desempenho acadêmico (Provinha Brasil -2009). As famílias de 122 alunos responderam ao questionário Critério Brasil para levantamento do nível socioeconômico e ao Inventário sobre Recursos do Ambiente Familiar por ocasião do 1º ano. Também foram levantados o IDEB e a localização de cada escola. Como procedimento de análise de dados, foram utilizadas estatísticas descritivas, correlações, comparações, regressão e medidas repetidas. Considerando o conjunto dos resultados encontrados é possível inferir que os alunos acompanhados neste estudo, ao longo dos três primeiros anos do ensino fundamental, apresentam repertório social, poucos problemas de comportamento e no geral têm competência acadêmica acima da média, segundo a avaliação das professoras. Eles percebem poucas ocorrências ou intensidade de situações cotidianas da escola como estressoras, de forma estável nos três momentos em que foram avaliadas. O 2º ano apresentou maiores médias e também o maior percentual de crianças com sintomas de estresse, e o 3º ano, a menor média e também a melhor distribuição em termos de evolução dos sintomas. Tanto o potencial cognitivo, quanto a Provinha Brasil, foram melhorando as médias ao longo dos anos. Nas análises de comparação as meninas têm médias superiores em habilidades sociais, competência acadêmica e desempenho acadêmico. Os meninos apresentam, em média, mais comportamentos externalizantes. Alunos que frequentaram dois anos apresentam mais habilidades de autodefesa, maior competência acadêmica e desempenho acadêmico e menos sintomas de estresse infantil do que alunos que frequentaram um ano. Os recursos da família predizem o desempenho dos alunos nos três anos, salientando-se o RAF 1 Interação pai-criança, que aparece como preditor nos dois primeiros anos. No 2º ano, a localização da escola na periferia é um preditor negativo para desempenho acadêmico. Os resultados indicam que os recursos das crianças podem atuar como fatores de proteção nos anos iniciais da escolarização e sugerem que políticas públicas possam contribuir para o estímulo e desenvolvimento dessas habilidades e competências. / The early years of Basic Education are decisive as they may influence academic and psychosocial performance of students along their scholastic course. The manner that a student experiences this insertion, as well as the results obtained from this moment, may influence his development in years to come. Based on previous findings, the present study, from the standpoint of the Bronfenbrenner Bioecological Development model, was developed with the aim of investigating children´s scholastic course in the first three years of basic education, considering variables related to the Person (Child), Context (Family and School), Process and Time. Children were evaluated longitudinally in the 1st (n=186), 2nd (n=176) and 3rd year (n=151) of Basic Education in their social skills, behavior problems and academic competence (Social Skills Rating System - SSRS-BR - teachers version), cognitive potential (Ravens colored Progressive Matrices), stress symptoms (Scale of Child Stress), perception of school stressors (Inventory of School Stressors) and academic performance (Provinha Brasil 2009). The families of 122 students answered the Brazil Criterium questionnaire for socioeconomic status and answered to the Home Environment Resources Scale - HERS in their first year of Basic Education. The IDEB and location of each school were also taken into account. In the procedure for data analysis, descriptive statistics, correlations, comparisons, regressions and repeated measures were used. From the results as a whole it is possible to infer that the children followed in this study along the first three years of basic schooling present social repertoire, few behavioral problems, and in general they have an academic achievement above average, according to the teachers evaluation. The students perceive few everyday school situations as stressors, and the stressors appeared stable through the three occasions of evaluation. The 2nd year showed higher averages and also the biggest percentage of children with stress symptoms, and the 3° year, the lowest average and also the best distribution in symptoms evolution. Both the cognitive potential and the score on the Provinha Brasil improved throughout the years. Girls have shown higher averages in social skills, academic performance and academic competence. Boys present, in average, more externalizing behavior. Students who have been to preschool for two years show more self-defense skills, more academic competence and academic performance, and less symptoms of stress as compared to students who have been to preschool for only one year. Family resources predict the students performances in the three years of school, stressing that the factor Father-child Interaction appears as predictor in the first two years of school. In the 2° year, students from schools located in the citys outskirts showed a smaller academic performance compared to the schools located in the citys center. The results show that the childrens resources can act as protection factors in the early years of schooling and suggest that public policies may contribute to the stimulus and development of these skills and competences.
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Um estudo prospectivo sobre o percurso escolar de crianças nos primeiros anos do Ensino Fundamental / A prospective study of children´s scholastic course in the first three years of Basic EducationCorreia-Zanini, Marta Regina Gonçalves 06 December 2013 (has links)
Os anos iniciais do Ensino Fundamental são decisivos no sentido de que podem influenciar o desempenho acadêmico e psicossocial dos alunos ao longo da sua trajetória escolar. A maneira como um aluno vivencia esta inserção, assim como os desfechos resultantes deste momento, pode influenciar seu desenvolvimento em anos posteriores. Baseado em achados prévios, o presente trabalho, sob o enfoque do modelo Bioecológico de Desenvolvimento de Bronfenbrenner, foi concebido com o objetivo de investigar o percurso escolar de crianças nos três primeiros anos do ensino fundamental, tendo em consideração variáveis relacionadas: à Pessoa (Criança), ao Contexto (Família e Escola), ao Processo e ao Tempo. Seguindo metodologia longitudinal, as crianças no 1º ano (n=186), no 2º ano (n=176) e no 3º ano (n=151) do Ensino Fundamental foram avaliadas em termos de habilidades sociais, problemas de comportamento e competência acadêmica (Social Skills Rating System - SSRS-BR versão para professores), potencial cognitivo (Matrizes Progressivas colorida de Raven), sintomas de estresse infantil (Escala de Estresse Infantil), percepção de estressores escolares (Inventário de Estressores Escolares) e desempenho acadêmico (Provinha Brasil -2009). As famílias de 122 alunos responderam ao questionário Critério Brasil para levantamento do nível socioeconômico e ao Inventário sobre Recursos do Ambiente Familiar por ocasião do 1º ano. Também foram levantados o IDEB e a localização de cada escola. Como procedimento de análise de dados, foram utilizadas estatísticas descritivas, correlações, comparações, regressão e medidas repetidas. Considerando o conjunto dos resultados encontrados é possível inferir que os alunos acompanhados neste estudo, ao longo dos três primeiros anos do ensino fundamental, apresentam repertório social, poucos problemas de comportamento e no geral têm competência acadêmica acima da média, segundo a avaliação das professoras. Eles percebem poucas ocorrências ou intensidade de situações cotidianas da escola como estressoras, de forma estável nos três momentos em que foram avaliadas. O 2º ano apresentou maiores médias e também o maior percentual de crianças com sintomas de estresse, e o 3º ano, a menor média e também a melhor distribuição em termos de evolução dos sintomas. Tanto o potencial cognitivo, quanto a Provinha Brasil, foram melhorando as médias ao longo dos anos. Nas análises de comparação as meninas têm médias superiores em habilidades sociais, competência acadêmica e desempenho acadêmico. Os meninos apresentam, em média, mais comportamentos externalizantes. Alunos que frequentaram dois anos apresentam mais habilidades de autodefesa, maior competência acadêmica e desempenho acadêmico e menos sintomas de estresse infantil do que alunos que frequentaram um ano. Os recursos da família predizem o desempenho dos alunos nos três anos, salientando-se o RAF 1 Interação pai-criança, que aparece como preditor nos dois primeiros anos. No 2º ano, a localização da escola na periferia é um preditor negativo para desempenho acadêmico. Os resultados indicam que os recursos das crianças podem atuar como fatores de proteção nos anos iniciais da escolarização e sugerem que políticas públicas possam contribuir para o estímulo e desenvolvimento dessas habilidades e competências. / The early years of Basic Education are decisive as they may influence academic and psychosocial performance of students along their scholastic course. The manner that a student experiences this insertion, as well as the results obtained from this moment, may influence his development in years to come. Based on previous findings, the present study, from the standpoint of the Bronfenbrenner Bioecological Development model, was developed with the aim of investigating children´s scholastic course in the first three years of basic education, considering variables related to the Person (Child), Context (Family and School), Process and Time. Children were evaluated longitudinally in the 1st (n=186), 2nd (n=176) and 3rd year (n=151) of Basic Education in their social skills, behavior problems and academic competence (Social Skills Rating System - SSRS-BR - teachers version), cognitive potential (Ravens colored Progressive Matrices), stress symptoms (Scale of Child Stress), perception of school stressors (Inventory of School Stressors) and academic performance (Provinha Brasil 2009). The families of 122 students answered the Brazil Criterium questionnaire for socioeconomic status and answered to the Home Environment Resources Scale - HERS in their first year of Basic Education. The IDEB and location of each school were also taken into account. In the procedure for data analysis, descriptive statistics, correlations, comparisons, regressions and repeated measures were used. From the results as a whole it is possible to infer that the children followed in this study along the first three years of basic schooling present social repertoire, few behavioral problems, and in general they have an academic achievement above average, according to the teachers evaluation. The students perceive few everyday school situations as stressors, and the stressors appeared stable through the three occasions of evaluation. The 2nd year showed higher averages and also the biggest percentage of children with stress symptoms, and the 3° year, the lowest average and also the best distribution in symptoms evolution. Both the cognitive potential and the score on the Provinha Brasil improved throughout the years. Girls have shown higher averages in social skills, academic performance and academic competence. Boys present, in average, more externalizing behavior. Students who have been to preschool for two years show more self-defense skills, more academic competence and academic performance, and less symptoms of stress as compared to students who have been to preschool for only one year. Family resources predict the students performances in the three years of school, stressing that the factor Father-child Interaction appears as predictor in the first two years of school. In the 2° year, students from schools located in the citys outskirts showed a smaller academic performance compared to the schools located in the citys center. The results show that the childrens resources can act as protection factors in the early years of schooling and suggest that public policies may contribute to the stimulus and development of these skills and competences.
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Examining the Effects of a Strength-Based Therapeutic Assessment Process on Students’ Perceptions of Teacher-Student Relationship, Hope, and Academic CompetenceDuszlak, Teresa A. 01 May 2017 (has links)
One major purpose of school-based assessment approaches is to identify ways to intervene to promote positive school academic, social and well-being outcomes for all students. Although schools traditionally use assessment tools to identify students’ weaknesses and needs, they can also use strength-based assessment tools to guide intervention planning and to validate students’ and teachers’ positive views of student skills and characteristics. Sharing these strengths and how to use them may enhance a student’s perception of the teacher-student relationship, hope and academic competence. Likewise, a second approach to assessment, called Therapeutic Assessment (TA), has yielded similar child outcomes for youth in clinical settings. The purpose of this study was to evaluate the effects of a strength-based therapeutic assessment process on teacher-student relationship, hope, and academic competency beliefs of students as compared to students receiving assessment as usual in school settings.
Student participants were randomly assigned to one of two groups: the treatment group, which received a strength-based therapeutic assessment approach, or the control group, which received assessment as usual in school settings. Student-teacher relationship quality, student hope levels, and students’ academic competency beliefs were measured before and after experimental conditions were enacted.
Although no statistically significant differences were found between students in the treatment and control groups on any of the dependent variables (teacher-student relationship quality, student hope levels, and student-reported academic competency beliefs), a medium strength effect size (d = 0.55) was found for the Children’s Hope Scale (CHS). This indicates that the treatment condition may have moderate practical significance in increasing student hope levels. Additionally, a small, but meaningful effect size (d = -0.38) was found for the Competence Beliefs and Subjective Task Values Questionnaire (CBSTVQ) average math variable. This indicates that the treatment condition is moderately associated with students experiencing a decrease in perceived math competence. Future research on this topic should use a larger sample size in order to better determine whether or not the treatment condition has statistically significant effects on the dependent variables of teacher-student relationship quality, student hope levels, and academic competency beliefs.
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Adolescent Behavioral Adjustment in Girls Adopted from China: Examining Pre-adoption and Post-adoption FactorsPowers, Derek Justin 18 July 2014 (has links)
Despite research that indicates that internationally adopted children are at greater risk for poor developmental outcomes than their non-adopted peers (Bimmel, Juffer, IJzendoorn, Bakermans-Kranenburg, 2003; Juffer, & van IJzendoorn, 2005), girls adopted from China into Western culture tend to thrive, exhibiting high self-esteem, low behavior problems (i.e., both externalizing and internalizing), and excelling academically (Rojewski, Shapiro, & Shapiro, 2000; Tan & Jordan-Arthur, 2012). However, few studies have examined whether this trend continues into adolescence, as well as to what factors lead to these positive outcomes. The purpose of this study was to investigate predictors of mental health outcomes among internationally adopted adolescent Chinese girls, particularly factors that predicted levels of internalizing pathology (e.g., depression and anxiety) in adolescence. To fulfill this purpose, a secondary data analysis (N = 167) of information collected as part of a longitudinal study of U.S. international adoptions of Chinese children (2005-present) was completed using a hierarchical regression approach. Overall, these variables (e.g., age at adoption, pre-adoption adversity, family stress, parenting style, adolescent self-esteem, and academic competence) predicted 35% of the variance in internalizing behavior outcomes. The positive adjustment that has been seen in childhood continued to adolescence in this study, with 88% of the adolescent girls reporting Total Internalizing T-scores of less than 60 (i.e., in the normal range) on the Youth Self-Report form on the Child Behavior Checklist (Achenbach & Rescorla, 2001b). Authoritative parenting style and self-esteem showed the strongest relations to internalizing behaviors. Implications of the study for practice and discussion of future research based on these findings are explored.
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A dynamic simulation assessment of english as a second language students' academic readinessBalizet, S. "Sha" G. 01 January 2005 (has links)
AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external measures.Results showed the CLEAR knowledge test functions well at the item level although overall scores are only moderately consistent.
The essay scoring consistency was satisfactory, perhaps partly due to the purpose-built scoring tool Good support for content-related validity claims was found for the dynamic simulation overall, for the stimulus materials, for the knowledge test items, for the essay prompt, and for the essay scoring tool. The concurrent measure of teacher ratings correlated with the knowledge test, but not with the content-based essay. Concerning construct-related claims of validity, support was evinced through the literature review as well as through inter-subtest correlation. External measures suggested some discriminant evidentiary support. Examinees perceived that the CLEAR closely resembled the target environment, they judged the CLEAR quality to be a key feature, and they would recommend the CLEAR to a friend for the growth experience.
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The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students.Hernandez-Gutierrez, Josie 08 1900 (has links)
This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourth grade TAKS reading test. This quantitative study used a quasi-experimental design to answer the research questions. The final data results did not indicate that the implementation of interventions significantly increased TAKS reading scores at the p > .05 level. In addition, there were no significant increases at the p > .05 level between the ACES pretests and posttests. Although there were no significant gains on the TAKS or ACES, there are implications the interventions had a positive effect on teacher perceptions of their students' academic competence and some growth was evident for the treatment groups on both TAKS and ACE.
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A Dialogical Approach of Group Identity Salience and the Academic Competence of Nontraditional College StudentsThally, Robert 01 January 2013 (has links)
As of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs otherwise immaterial to younger, traditional learners. However, it is important to recognize the complex dynamic of conflicting roles as challenges to the academic competence of nontraditional college students. This research examined the vague definition of the nontraditional student and the factors that influence the learning and engagement processes. Through the lens of Hermans and Gieser's (2012) dialogical self-theory and higher education discourse, a novel examination of group role identity salience is proposed as a useful model for improving the educational and social realities of the adult learner.
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Habilidades sociais de meninas e meninos no ensino fundamental I: associação com problemas de comportamento e desempenho escolar / Social skills of girls and boys in elementary school I: association with behavior problems and school performanceMárcia Viana Amaral 05 November 2018 (has links)
As habilidades sociais (HS) dizem respeito a comportamentos necessários para a manutenção de uma relação interpessoal bem-sucedida, conforme parâmetros típicos dentro de um contexto culturalmente determinado. As HS são sistematicamente reconhecidas como recursos indispensáveis para o desenvolvimento infantil, além de serem consideradas importantes para o ajustamento social e sucesso no ambiente escolar, constituindo-se, portanto, em um fator de proteção e adaptação psicossocial. O objetivo geral deste estudo foi caracterizar as HS, problemas de comportamento e desempenho escolar de meninas e meninos de escolas públicas municipais no Ensino Fundamental (EF) I e verificar relações previamente sugeridas em pesquisas empíricas. Participaram 833 crianças, sendo 390 meninas e 443 meninos, com média de idade de 8 anos e 5 meses, alunos do 1º ao 5º ano do ensino fundamental de 17 escolas públicas municipais pertencentes à rede municipal de ensino de duas cidades de pequeno e médio porte do interior paulista. Foram selecionadas randomicamente salas do 1° ao 5° ano de cada município, totalizando 418 participantes do Município A e 415 participantes do Município B. Também participaram, como informantes, 46 professoras. As crianças foram avaliadas quanto às HS, problemas de comportamento e competência acadêmica por meio do Social Skills Rating System (SSRS-BR), versão para professores; quanto ao desempenho escolar, utilizou-se o Teste de Desempenho Escolar (TDE), a Provinha Brasil e a Prova Brasil. Também foram levantados o IDEB e a localização das escolas, os quais foram classificados em categorias. Para a análise de dados, foram utilizadas estatísticas descritivas, comparações, correlações e regressão linear múltipla. Os resultados apontaram que as meninas obtiveram maior escore em HS do que os meninos, bem como apresentaram menos problemas de comportamento, conforme indicado pelo teste t. Não foram verificadas diferenças significativas entre os sexos quanto ao desempenho escolar. Nas comparações entre os anos escolares, as análises de variância apontaram que houve diferença significativa entre os anos escolares em relação às variáveis asserção positiva, cooperação com pares, comportamentos problemáticos totais, externalizantes e internalizantes. Também foram encontradas diferenças entre os anos em relação ao desempenho escolar, sugerindo aumento progressivo no decorrer dos anos do EF. A análise da localização das escolas sugeriu desempenho superior das escolas não periféricas em relação às periféricas. Correlações p de Pearson apontaram associação moderada entre a maioria das variáveis. Foram identificadas correlações negativas entre HS e problemas de comportamento e entre competência acadêmica e problemas de comportamento, além de correlação positiva entre HS e competência acadêmica. O modelo de regressão testado indicou que o desempenho escolar avaliado pelo TDE foi predito, de forma positiva e com significância estatística, pelas HS. Em relação ao desempenho escolar avaliado pela Prova Brasil, a localização da escola e os comportamentos externalizantes foram as variáveis preditoras significativas e apresentaram uma associação negativa com o desempenho. Os resultados encontrados podem contribuir para instrumentalizar o planejamento de programas voltados ao desenvolvimento de competências socioemocionais em crianças no processo de escolarização e, sobretudo, favorecer estratégias de intervenção e prevenção das dificuldades na aprendizagem e dos problemas de comportamento / Social skills (SS) relate to necessary behaviors for the maintenance of a successful interpersonal relationship, according to typical parameters within a culturally determined context. SS are systematically recognized as indispensable resources for children\'s development, besides being considered important for the social adjustment and success in the school environment, thus constituting a factor of protection and psychosocial adaptation. The general objective of this study was to characterize SS, behavioral problems and school performance of girls and boys from municipal public schools in Elementary School and to verify different associations among the variables previously suggested in empirical research. A total of 833 children participated of this research, being 390 girls and 443 boys, with an average age of 8 years and 5 months, students from the 1st to 5th grade of elementary school from 17 municipal public schools belonging to the municipal school network of two small and medium-sized country town of state of São Paulo. The classes were randomly selected from the 1st to the 5th grade of each municipality, totalizing 418 participants from Municipality A and 415 participants from Municipality B. As well, 46 teachers participated as informants. The children were evaluated for SS, behavioral problems and academic competence through the Social Skills Rating System (SSRS-BR), version for teachers; Regarding school performance, the School Performance Test (TDE), Provinha Brasil and Prova Brasil were used. The IDEB and the location of the schools were also collected, which were classified into categories. For the data analysis, descriptive statistics, comparisons, correlations and multiple linear regression were used. The results showed that the girls had a higher HS score than the boys, as well as girls showed fewer behavior problems, as indicated by the t test. There were no significant differences between the genders in school performance. In the comparisons between school grades, the analysis of variance showed that there was a significant difference between the school grades in relation to the variables positive assertion, cooperation with peers, total problematic behaviors, externalizing and internalizing. Differences were also found between the grades in relation to school performance, suggesting a progressive increase during the grade of the Elementary School. The analysis of the location of schools suggested superior performance of non-peripheral schools in relation to peripheral schools. Pearson\'s correlations indicated a moderate association between most of the variables. Negative correlations between SS and behavior problems and between academic competence and behavior problems were identified, besides a positive correlation between SS and academic competence. The regression model tested indicated that the school performance assessed by the TDE was predicted, in a positive way and with statistical significance, by the SS. In relation to the school performance evaluated by Prova Brasil, the school location and the externalizing behaviors were the significant predictors variables and presented a negative association with the performance. The results found can contribute to instrumentalize the planning of programs aimed to the development of socioemotional skills in children in the schooling process and, above all, to favor intervention strategies and prevention of learning difficulties and behavior problems
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Habilidades sociais de meninas e meninos no ensino fundamental I: associação com problemas de comportamento e desempenho escolar / Social skills of girls and boys in elementary school I: association with behavior problems and school performanceAmaral, Márcia Viana 05 November 2018 (has links)
As habilidades sociais (HS) dizem respeito a comportamentos necessários para a manutenção de uma relação interpessoal bem-sucedida, conforme parâmetros típicos dentro de um contexto culturalmente determinado. As HS são sistematicamente reconhecidas como recursos indispensáveis para o desenvolvimento infantil, além de serem consideradas importantes para o ajustamento social e sucesso no ambiente escolar, constituindo-se, portanto, em um fator de proteção e adaptação psicossocial. O objetivo geral deste estudo foi caracterizar as HS, problemas de comportamento e desempenho escolar de meninas e meninos de escolas públicas municipais no Ensino Fundamental (EF) I e verificar relações previamente sugeridas em pesquisas empíricas. Participaram 833 crianças, sendo 390 meninas e 443 meninos, com média de idade de 8 anos e 5 meses, alunos do 1º ao 5º ano do ensino fundamental de 17 escolas públicas municipais pertencentes à rede municipal de ensino de duas cidades de pequeno e médio porte do interior paulista. Foram selecionadas randomicamente salas do 1° ao 5° ano de cada município, totalizando 418 participantes do Município A e 415 participantes do Município B. Também participaram, como informantes, 46 professoras. As crianças foram avaliadas quanto às HS, problemas de comportamento e competência acadêmica por meio do Social Skills Rating System (SSRS-BR), versão para professores; quanto ao desempenho escolar, utilizou-se o Teste de Desempenho Escolar (TDE), a Provinha Brasil e a Prova Brasil. Também foram levantados o IDEB e a localização das escolas, os quais foram classificados em categorias. Para a análise de dados, foram utilizadas estatísticas descritivas, comparações, correlações e regressão linear múltipla. Os resultados apontaram que as meninas obtiveram maior escore em HS do que os meninos, bem como apresentaram menos problemas de comportamento, conforme indicado pelo teste t. Não foram verificadas diferenças significativas entre os sexos quanto ao desempenho escolar. Nas comparações entre os anos escolares, as análises de variância apontaram que houve diferença significativa entre os anos escolares em relação às variáveis asserção positiva, cooperação com pares, comportamentos problemáticos totais, externalizantes e internalizantes. Também foram encontradas diferenças entre os anos em relação ao desempenho escolar, sugerindo aumento progressivo no decorrer dos anos do EF. A análise da localização das escolas sugeriu desempenho superior das escolas não periféricas em relação às periféricas. Correlações p de Pearson apontaram associação moderada entre a maioria das variáveis. Foram identificadas correlações negativas entre HS e problemas de comportamento e entre competência acadêmica e problemas de comportamento, além de correlação positiva entre HS e competência acadêmica. O modelo de regressão testado indicou que o desempenho escolar avaliado pelo TDE foi predito, de forma positiva e com significância estatística, pelas HS. Em relação ao desempenho escolar avaliado pela Prova Brasil, a localização da escola e os comportamentos externalizantes foram as variáveis preditoras significativas e apresentaram uma associação negativa com o desempenho. Os resultados encontrados podem contribuir para instrumentalizar o planejamento de programas voltados ao desenvolvimento de competências socioemocionais em crianças no processo de escolarização e, sobretudo, favorecer estratégias de intervenção e prevenção das dificuldades na aprendizagem e dos problemas de comportamento / Social skills (SS) relate to necessary behaviors for the maintenance of a successful interpersonal relationship, according to typical parameters within a culturally determined context. SS are systematically recognized as indispensable resources for children\'s development, besides being considered important for the social adjustment and success in the school environment, thus constituting a factor of protection and psychosocial adaptation. The general objective of this study was to characterize SS, behavioral problems and school performance of girls and boys from municipal public schools in Elementary School and to verify different associations among the variables previously suggested in empirical research. A total of 833 children participated of this research, being 390 girls and 443 boys, with an average age of 8 years and 5 months, students from the 1st to 5th grade of elementary school from 17 municipal public schools belonging to the municipal school network of two small and medium-sized country town of state of São Paulo. The classes were randomly selected from the 1st to the 5th grade of each municipality, totalizing 418 participants from Municipality A and 415 participants from Municipality B. As well, 46 teachers participated as informants. The children were evaluated for SS, behavioral problems and academic competence through the Social Skills Rating System (SSRS-BR), version for teachers; Regarding school performance, the School Performance Test (TDE), Provinha Brasil and Prova Brasil were used. The IDEB and the location of the schools were also collected, which were classified into categories. For the data analysis, descriptive statistics, comparisons, correlations and multiple linear regression were used. The results showed that the girls had a higher HS score than the boys, as well as girls showed fewer behavior problems, as indicated by the t test. There were no significant differences between the genders in school performance. In the comparisons between school grades, the analysis of variance showed that there was a significant difference between the school grades in relation to the variables positive assertion, cooperation with peers, total problematic behaviors, externalizing and internalizing. Differences were also found between the grades in relation to school performance, suggesting a progressive increase during the grade of the Elementary School. The analysis of the location of schools suggested superior performance of non-peripheral schools in relation to peripheral schools. Pearson\'s correlations indicated a moderate association between most of the variables. Negative correlations between SS and behavior problems and between academic competence and behavior problems were identified, besides a positive correlation between SS and academic competence. The regression model tested indicated that the school performance assessed by the TDE was predicted, in a positive way and with statistical significance, by the SS. In relation to the school performance evaluated by Prova Brasil, the school location and the externalizing behaviors were the significant predictors variables and presented a negative association with the performance. The results found can contribute to instrumentalize the planning of programs aimed to the development of socioemotional skills in children in the schooling process and, above all, to favor intervention strategies and prevention of learning difficulties and behavior problems
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