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      Preditores do Desempenho Escolar ao final do Ensino Fundamental: Histórico de Reprovação, Habilidades Sociais e Apoio Social Translated title: Los Predictores de Rendimiento Académico al final de la Educación Primaria: Historial de la Desaprobación, Habilidades Sociales y Apoyo Social Translated title: Predictors of Academic Achievement at the End of Middle School: History of Repetition, Social Skills and Social Support

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          Abstract

          Resumo A literatura tem indicado que o desenvolvimento socioemocional dos alunos pode ser associado a seu repertório de habilidades sociais e percepção de apoio social, enquanto a experiência de reprovação parece influenciar negativamente esse desenvolvimento e o desempenho escolar ao final do Ensino Fundamental (E.F.). Diante desse contexto, o presente estudo teve por objetivo testar um modelo de predição para o desempenho escolar, tendo como variáveis independentes as habilidades sociais, a percepção de apoio social da família, professores e pares e o histórico de reprovação dos estudantes. Participaram 311 alunos do 8º e 9º ano do E.F., provenientes de escolas públicas do Estado do Rio de Janeiro. Os instrumentos utilizados na coleta de dados foram: Inventário de Habilidades Sociais para Adolescentes e Escala de Percepção de Apoio Social. O histórico de reprovação, as habilidades sociais e percepção de apoio social do professor predisseram o desempenho escolar dos alunos. A partir desses resultados, discute-se a importância dos recursos dos alunos e do seu contexto que poderão ser utilizados na escola através de programas de prevenção e promoção do bom desempenho escolar com os alunos, as famílias e os professores.

          Translated abstract

          Resumen La literatura ha demostrado que el desarrollo socio-emocional de los estudiantes se puede asociar con su repertorio de habilidades sociales y la percepción de apoyo social, mientras que la experiencia de la desaprobación parece influir negativamente en este desarrollo y el rendimiento académico al final de la educación primaria. En este contexto, el presente estudio tuvo como objetivo poner a prueba un modelo de predicción de rendimiento académico, teniendo como variables independientes las habilidades sociales, la percepción de apoyo social de la familia, los maestros y los compañeros y la historial de la desaprobación de los estudiantes. 311 estudiantes participaron en el grado 8 y 9 de la educación primaria, de las escuelas públicas en el estado de Río de Janeiro. Los instrumentos utilizados en la recogida de datos con los estudiantes fueron: Inventario de Habilidades Sociales para Adolescentes y la Escala de percepción de apoyo social. La experiencia de la desaprobación, habilidades sociales y profesor de apoyo social percibido predice el rendimiento académico de los estudiantes. A partir de estos resultados, se discute la importancia de los recursos de los estudiantes y su contexto que se pueden utilizar en la escuela a través de la prevención y la promoción de programas de actuación buena escuela con estudiantes, familias y profesores.

          Translated abstract

          Abstract The literature has shown that the socio-emotional development of students can be associated with their repertoire of social skills and perception of social support, while the school repetition experience seems to negatively influence their development and academic achievement at the end of Middle School. In this context, the present study aimed to test a prediction model for academic achievement, having social skills, perception of social support from family, teachers and peers and history of school repetition of students as independent variables. The participants were 311 at the end of Middle School (8th and 9th grade), from public schools in the state of Rio de Janeiro. The data were collectively obtained using the Social Skills Inventory for Adolescents and the Social Support Appraisal Scale. The experience of school repetition, social skills and perceived social support from teachers predicted the academic achievement of students. From these results, the importance of the resources of students and of their context is discussed. These can be used in the school through programs of prevention and promotion of good academic achievement with students, families and teachers.

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          Adolescents' Perceptions of School Environment, Engagement, and Academic Achievement in Middle School

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            Social Support from Parents, Friends, Classmates, and Teachers in Children and Adolescents Aged 9 to 18 Years: Who Is Perceived as Most Supportive?

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              The social support appraisals (SS-A) scale: Studies of reliability and validity

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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                tpsy
                Trends in Psychology
                Trends Psychol.
                Sociedade Brasileira de Psicologia (Ribeirão Preto, SP, Brazil )
                2358-1883
                March 2018
                : 26
                : 1
                : 215-228
                Affiliations
                [3] Ribeirão Preto orgnameUniversidade de São Paulo Brazil
                [1] Niterói Rio de Janeiro orgnameUniversidade Salgado de Oliveira Brazil
                [2] Rio de Janeiro Rio de Janeiro orgnameUniversidade do Estado do Rio de Janeiro Brazil
                Article
                S2358-18832018000100215
                10.9788/tp2018.1-09pt
                8932d920-810b-49a3-8532-5025e75b7682

                This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

                History
                : 28 February 2017
                : 28 June 2016
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 58, Pages: 14
                Product

                SciELO Brazil


                reprovação,Ensino Fundamental,Habilidades sociales,apoyo social,rendimiento académico,desaprobación,educación primaria,Social skills,social support,academic achievement,school repetition,middle school,Habilidades sociais,percepção de apoio social,desempenho escolar

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