Inteligência, habilidades sociais e expectativas acadêmicas no desempenho de estudantes universitários

Abstract

Resumo AbstractThis study aimed to assess the variables that could affect academic performance by studying correlations between intelligence, social skills, and academic expectations and how such factors affect academic performance of university students in their fi rst year in college. The sample consisted of 196 students (156 women and 40 men) aged from 17 to 59. Abstract Reasoning (BPR-5s) tests, the Social Skills Inventory (IHS-Del-Prette), and the Academic Involvement Questionnaire (AIQ) -Expectations version were used. Results showed there are correlations among social skills, academic expectations, and academic performance. Intelligence, however, was not related to academic performance neither to social skills.

The Predictors of Graduation: Social Skills, Mental Health, Academic Characteristics

“…As verified, most studies on this theme had correlational designs (Artino et al, 2012;Fernandez et al, 2012;Nuñez Del Arco, 2005;Oyarzún Iturra, 2012;Victoroff & Boyatzis, 2013), while only the studies by Gomes and Soares (2013) and Ihm et al (2013) used predictive methods. Ihm et al (2013) adopted social skills and academic performance measures at different moments in the course and Gomes and Soares (2013) assessed only the start of the course, indicating the need for further research on the temporal scope of the relations between the social skills repertoire and academic performance.…”

“…Some studies indicate a positive relation between a good social skills repertoire and satisfactory academic performance (Aguilar, 2008;Artino et al, 2012;Fernandez et al, 2012;Oyarzún Iturra et al, 2012;Victoroff & Boyatzis, 2013). In the study by Nuñez Del Arco (2005), no significant correlation as identified between these variables and Gomes and Soares (2013) identified that the relation between social skills and academic performance varied according to specific social skills factors. Students with higher mean scores in the factor Coping and Self-assertion with risk obtained higher mean academic performance scores, while students with higher mean scores in the factor Conversation obtained lower mean academic performance scores.…”

“…Although this study is not focused on professors' pedagogical practices, the students' academic difficulties in the field of exact sciences would be one of the research variables. A literature analysis reveals that a range of academic performance measures are investigated: grades (Aguilar, 2008;Artino et al, 2012;Costales & Neira, 2011;Fernandez et al, 2012;Gomes & Soares, 2013;Ihm et al, 2013;Nuñez Del Arco, 2005;Oyarzún Iturra et al, 2012;Victoroff & Boyatzis, 2013); verbal report on academic performance (Hernández-Pozo et al, 2008;Turner et al, 2012); approval in a specific subject (Garzella, 2013;Martí Ballester, 2012) and attending the classes (Castaño-Perez & Calderon-Vallejo, 2014). Studies are lacking that looked at the end product as a performance measure, which would be the graduation within the expected deadline.…”

“…In this scenario, other variables have been considered relevant to understand the academic performance, such as social skills (Aguilar, 2008;Artino et al, 2012;Fernandez, Salamonson, & Griffiths, 2012;Gomes & Soares, 2013;Ihm, Lee, Kim, Jang, & Jin, 2013;Oyarzún Iturra, Estrada Goic, Pino Astete, & Oyarzún Jara, 2012;Victoroff & Boyatzis, 2013); mental health conditions, such as anxiety (Costales & Neira, 2011;Hernández-Pozo, Coronado Álvarez, Araújo Contreras, & Cerezo Reséndiz, 2008), depression (Gonçalves, Zidan, Issa, & Barah, 2012;Turner, Thompson, Huber, & Arif, 2012) and drugs use (Bajwa et al, 2013;Castaño-Perez & Calderon-Vallejo, 2014); besides academic variables like knowledge areas (Garzella, 2013) and courses (Martí Ballester, 2012).…”

“…Ihm et al (2013) adopted social skills and academic performance measures at different moments in the course and Gomes and Soares (2013) assessed only the start of the course, indicating the need for further research on the temporal scope of the relations between the social skills repertoire and academic performance.…”