Variables associated with cognitive, behavioral and emotional development: a cohort of schoolchildren

Saur, Adriana Martins; Correia, Sabrina Kerr Bullamah; Bettiol, Heloísa; Barbieri, Marco Antônio; Loureiro, Sônia Regina

doi:10.1590/s1413-82712014000100013

Cited by 2 publications

(1 citation statement)

References 24 publications

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“…Os problemas emocionais e de comportamento têm sido amplamente estudados devido sua incidência e impacto que podem causar ao desenvolvimento infanto-juvenil (Grigorenko, Geiser, Slobodskaya, & Francis, 2010;Malinauskienea, Vosylis, & Zukauskienea, 2011;Saur, Correia, Bettiol, Barbieri, & Loureiro, 2014). De acordo com who (World Health Organization, 2001), há duas categorias específicas de transtornos mentais na infância e adolescência classificadas como transtornos do desenvolvimento psicológico e transtornos emocionais e de comportamento.…”

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Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

Borba¹,

Marin²

2017

Rev. colomb. psicol.

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Excepto que se establezca de otra forma, el contenido de esta revista cuenta con una licencia Creative Commons "reconocimiento, no comercial y sin obras derivadas" Colombia 2.5, que puede consultarse en: http://creativecommons.org/licenses/by-nc-nd/2.5/co Impacts of Emotional Problems and Behavior Indicators on Performance at School AbstractThis study investigates to what extent emotional and behavioral problems impact on and explain the academic performance of adolescents. 70 students, 70 families and 21 teachers participated in the study, completing the Youth Self-Report (ysr), the Child Behavior Checklist (cbcl) and the Teacher Report Form (trf). School performance was assessed using the final grade in Portuguese and mathematics. The evaluation of adolescents, families and teachers shows that attention problems explain low school performance, in addition to the externalization of problems indicated by the adolescents and the isolation or depression indicated by the teachers. The article highlights the importance of attention to these variables, given their influence on adolescents' learning.Keywords: behavior disorders, educational attainment level, adolescence. Contribución de los Indicadores de Problemas Emocionales y de Comportamiento al Rendimiento EscolarResumen Este estudio investiga en qué medida los indicadores de problemas emocionales y conductuales contribuyen y explican el rendimiento académico de los adolescentes. En la investigación participaron 70 estudiantes, 70 familias y 21 maestros, que respondieron el Autoinforme para jóvenes (ysr, por sus siglas en inglés), el Inventario de conductas de niños y adolescentes (cbcl, por sus siglas en inglés) y el Informe del educador (trf, por sus siglas en inglés). El rendimiento escolar se evaluó a partir de la media final en las disciplinas de portugués y matemáticas. En la evaluación de los adolescentes, sus familias y los maestros se destaca que los problemas de atención explican el bajo rendimiento escolar, además de la externalización de los problemas indicados por los adolescentes y los síntomas de aislamiento o depresión señalados por los profesores. Se resalta la importancia de prestar atención a este tipo de indicadores, dada su influencia sobre el aprendizaje de los adolescentes.Palabras clave: trastornos de la conducta, rendimiento escolar, adolescencia.

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Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

Borba¹,

Marin²

2017

Rev. colomb. psicol.

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Dysfunctions in the Socio Emotional Development of Infants and Its Related Factors: An Integrative Review

Silva

Mello

Mazza

et al. 2019

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Objective: to synthesize factors related to dysfunctions in the socioemotional development of infants. Method: integrative review carried out between April and August 2016 with defined criteria for inclusion and exclusion of studies, search strategies, extraction and synthesis of data. The exposure factors underwent categorical thematic analysis and systematization according to the levels of the context (Microsystem, Mesosystem, Exosystem and Macrosystem) of the Bioecological Model of Human Development. Results: in the context of the Microsystem and Mesosystem, the factors found were: limitations in care; adversities in family relationships and in the social support and illness situation of the caregivers that influence the proximal processes. In the Exosystem and the Macrosystem, they were: social vulnerabilities of caregivers and fragilities of public policies that determine the material and social conditions of the family. Conclusion: the synthesis of evidence on exposure factors favors the construction of measurement scales of the contextual elements related to the social emotional development of young children. Beyond the milestones, present or not, in the evaluation of a child, these technologies can be predictive, with great potential of anticipation of the factors of exposure and prevention of developmental dysfunctions.

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Variables associated with cognitive, behavioral and emotional development: a cohort of schoolchildren

Cited by 2 publications

References 24 publications

Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

Contribuição dos Indicadores de Problemas Emocionais e de Comportamento para o Rendimento Escolar

Dysfunctions in the Socio Emotional Development of Infants and Its Related Factors: An Integrative Review

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