Auto-eficácia, raciocínio verbal e desempenho escolar em estudantes

Abstract

RESUMO -Este estudo analisa a relação entre auto-eficácia, raciocínio verbal e desempenho acadêmico em estudantes. Foram avaliados 57 alunos da rede particular de ensino do sexto e do sétimo ano do ensino fundamental de escolas particulares da cidade do Rio de Janeiro, com faixa etária variando de 10 a 14 anos; 34 do sexo masculino e 23 do sexo feminino. Os instrumentos utilizados foram o Roteiro de Avaliação de Auto-eficácia, a prova de raciocínio verbal da BPR-5 e as notas das avaliações escolares de Português e Redação. Os resultados mostram que tanto a auto-eficácia quanto o raciocínio verbal predizem o desempenho dos alunos. A auto-eficácia demonstra-se tão importante quanto as demais variáveis para um bom desempenho escolar.Palavras-chave: auto-eficácia; inteligência; desempenho acadêmico. Self-Efficacy, Verbal Reasoning and School Performance of PupilsABSTRACT -This study examines the relationship between self-efficacy, verbal reasoning and school performance. 57 primary school pupils (34 boys and 23 girls), with ages varying from 10 to 14 years, from private schools in Rio de Janeiro participated in the study. The following instruments were used: a test evaluating self-efficacy, a subtest of verbal reasoning from the BPR-5 test, and two Portuguese language grades obtained by school evaluations. Results show that both self-efficacy and verbal reasoning predict the school performance of the pupils. Feeling confident and able to face assessments seem to be as essential and important in attaining good school achievements as being intelligent and able to reason about the proposed problems.

School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

“…The results show that, according to the literature, school performance is related to different cognitive abilities, intelligence Dodonova & Dodonov, 2012;Lemos et al, 2008;Oliveira & Soares, 2011;Spinath et al, 2010), oral language (Capovilla & Dias, 2008;Dias & Seabra, 2012;Mokhtari & Niederhauser, 2013;Piccolo & Salles, 2013;Skibbe et al, 2008;Tenório & Ávila, 2012), and EF (Blair & Diamond, 2008;Diamond, 2013;Fonseca et al, 2015;Piccolo & Salles, 2013;Seabra et al, 2014). Attention was the only one that did not correlate with children school performance.…”

“…The first model showed that general intelligence is able to significantly explain the performance of children, which was expected, according to the review of previous studies in this area Lemos et al, 2008;Dodonova & Dodonov, 2012;Oliveira & Soares, 2011;Spinath et al, 2010;Zampieri et al, 2012). It is important to remember that the study sample did not include participants with intellectual disabilities; therefore, the analyses took into account the less extreme variations in this skill.…”

“…Intelligence has been one of the most widely studied cognitive constructs associated with academic achievement and consequently with school performance Dodonova & Dodonov, 2012;Oliveira & Soares, 2011;Spinath, Freudenthaler, & Neubauer, 2010). Despite the numerous theories of intelligence, including the general factor, g, proposed by Spearman and the hierarchical model of CattellHorn-Carroll, known as CHC (McGrew, 2009), the very definition of intelligence shows it is related to learning.…”

“…Evidence suggests that intelligence is a significant predictor of school performance in children and adolescents Dodonova & Dodonov, 2012;Oliveira & Soares, 2011). Although some specific components (e.g., verbal reasoning or numerical reasoning) have also been associated with performance of students, considerable importance can be attributed to the g factor in explaining school performance .…”

Autoeficácia na solução de problemas matemáticos e variáveis relacionadas

“…Alguns estudos fazem referência à autoefi cácia acadêmica (Arens, Craven, Yeung, & Hasselhorn, 2011;Rodrigues & Barreira, 2007;Soares & Oliveira, 2011), mas muitos se atêm a aspectos mais específi cos considerando, por exemplo, autoefi cácia matemática (Chen, 2003;Torisu & Ferreira, 2011).…”