Relação entre inteligência e competências socioemocionais em crianças e adolescentes

Abstract

A combinação entre as habilidades cognitivas e socioemocionais tem sido foco de interesse da literatura científica, dado o impacto de ambas sobre resultados educacionais, mercado de trabalho e comportamento social. Diante desse quadro, a presente pesquisa teve como objetivo, investigar a relação entre os construtos. Participaram do estudo 362 estudantes brasileiros do 3 o ano (n=168) e 5 o ano (n=194) do Ensino Fundamental, com idades entre 8 e 15 anos (M=10.3 anos; DP=1.33), sendo 180 do gênero feminino. Os participantes responderam a cinco subtestes de raciocínio para avaliação da inteligência (verbal, abstrato, numérico, espacial e lógico) e uma escala para avaliação das habilidades socioemocionais (composta pelos fatores de abertura a novas experiências, consciencia, extroversão, amabilidade, lócus de controle e estabilidade emocional). Os resultados mostraram correlações significativas entre os seis fatores que compõem as competências socioemocionais e a pontuação total na medida de inteligência, de modo a confirmar a importância de que ambas sejam estimuladas nos diferentes contextos. Palavras-chave: aspectos afetivos, aspectos cognitivos, avaliação. Relationship between intelligence and socioeconomic competences in children and adolescents The combination of cognitive and socioemotional competencies has been a focus of interest in the scientific literature given the impact of both on educational outcomes, the labor market and social behavior. In light of this situation, the present research aimed to investigate the relationship between cognitive and socioemotional competencies. The study enrolled 362 Brazilian students from the 3rd year (n = 168) and the 5th year (n = 194) of elementary school, aged 8 to 15 years (M = 10.3 years, SD = 1.33, 180 females). Participants 1 Doutora em Psicologia pela PUC-Campinas. Docente do curso de pós-graduação stricto sensu em Psicologia da PUC-Campinas.

Sintomas depressivos na infância interferem na inteligência na idade adulta?

“…The explanatory variables observed in childhood were: sex (female; male), race/color (black; mixed/yellow/oriental; white); nutritional status: low weight (< 17 kg/m 2 ) or adequate (> 17 kg/m 2 ) 8 ; depressive symptoms: absent (≥ 17 points) or present (< 17 points) 15 ; education of the head of household and of the mother in full years (0–4 years; 5–8; 9 or more); family income in minimum wages (continuous numerical); occupation of the head of household (unskilled and unemployed manual; qualified and semi-skilled manual; non-manual); age of the mother (continuous numerical); presence of a partner (no; yes).…”

“…The development of cognitive skills, mainly represented by intelligence and academic performance, has been widely studied due to its impact on socially relevant outcomes such as leadership ability, success at work, and social life 1 , 2 .…”

Effects of a Portuguese social–emotional learning program on the competencies of elementary school students

“…Schools are in a pivotal position to foster students’ SES, as children and adolescents spend a significant amount of their time in these environments and face several challenges, both academic and social, during schooling that require SES for positive development and learning [ Greenberg et al, 2017 ; Nakano et al, 2019 ; Collaborative for Academic, Social, and Emotional Learning (CASEL), 2021 ]. Therefore, efforts to promote students’ SES through universal evidence-based SEL programs in schools are spreading around the world, including in Portuguese schools ( Pinto and Raimundo, 2016 ; Bowles et al, 2017 ).…”

Efectos de un programa de conducta prosocial en estudiantes universitarios

“…Para otros autores, el constructo de conducta prosocial está integrado por el comportamiento altruista, el comportamiento reactivo, el comportamiento emocional, el comportamiento público y el comportamiento en situaciones de emergencia (Auné et al, 2019). Por otro lado, si bien el desarrollo moral está ligado al desarrollo de la capacidad intelectual, las relaciones entre la inteligencia y las competencias socioemocionales o el juicio moral de los niños y adolescentes, no son del todo claras (Boone & Moulin, 2018;Cassia et al, 2019), ya que personas con una inteligencia superior pueden incurrir en conductas inmorales, actos ilícitos o actividades antisociales.…”