Abstract:In this cross-sectional study, we analyse the relationship between personality, which was operationalized in the PSY-5 dimensions of the Minnesota Multiphasic Personality Inventory -Adolescent (MMPI-A) and the way students live their lives at school, expressed through indicators of achievement, integration, and overall satisfaction. A total of 351 students, aged 14-18 years, participated in the study. Understanding the reasons that make individuals behave in a certain manner and to identify the factors contrib… Show more
“…This result is in line with the evidence about the influenceof that factor on several dimensions, such as student motivation, attitudes towards school and investment in learning, which by their turn lead to academic success (Chawla, 2012). The significant differences in results regarding students' social skills also underline the perspective that the quality of students' interpersonal relationships is a relevant factor for their academic achievement (Carvalho & Novo, 2013, 2014, and is considered pertinent by teachers when they assess the likelihood of their students' success.…”
Abstract:The relation between teachers' expectations and students' academic achievement has received considerable interest in the education and psychology domains. In this study, we analyze the extent to which the information about students influences the formulation of teachers' estimates about their achievement. The sample consisted of 491 Portuguese teachers, aged between 26 and 82 years old (M age = 43 years). To assess the teachers' estimates, we created excerpts containing information about hypothetical students, in relation to whom an estimate of academic success was required. Each excerpt had two versions (A and B), according to the more or less favorable information regarding students' intellectual, family, self-regulation, and previous performance variables. The results show moderate differences between the estimates of the participants that received version A and those that received version B. The results are discussed considering the importance of a set of student characteristics for the way teachers develop estimates about student performance.
Keywords: teacher expectations, academic achievement, student characteristics
Características dos Estudantes e Estimativas dos Professores acerca do seu Desempenho AcadêmicoResumo: A relação entre as expectativas dos professores e o desempenho acadêmico dos estudantes tem recebido muito interesse da investigação. Neste estudo, analisamos a extensão em que a informação sobre os estudantes influencia as estimativas docentes acerca do seu potencial desempenho acadêmico. A amostra consistiu em 491 professores, com idades entre 26 e 82 anos (M idade = 43). Para avaliar as estimativas, foram criados diferentes excertos contendo informação sobre estudantes hipotéticos, acerca dos quais era solicitada estimativa de sucesso escolar. Cada excerto tinha duas versões (A e B), conforme a informação sobre o estudante fosse mais ou menos favorável, relativamente a variáveis intelectuais, sociodemográficas, autorregulação e desempenho anterior. Os resultados mostram diferenças moderadas entre as estimativas dos participantes que receberam a versão A, comparativamente aos que receberam a versão B, permitindo concluir que aquelas características são relevantes na forma como os docentes desenvolvem estimativas acerca do desempenho acadêmico dos estudantes.
Palavras-chave: expectativas do professor, rendimento escolar, características do estudante
Características de los Estudiantes y la Estimación de sus Logros Académicos por los ProfesoresResumen: La relación entre las expectativas de los profesores y el rendimiento académico de los estudiantes ha sido investigada con gran interés. En este estudio se analiza la influencia de la información sobre los estudiantes, en la formulación de estimaciones docentes acerca de sus rendimientos académicos. La muestra estuvo compuesta por 491 profesores, comprendidos entre los 26 y 82 años de edad (M edad = 43). Para evaluar las estimaciones, fueron creados diferentes extractos con información sobre estudiantes hipotéticos, acerca de los cuale...
“…This result is in line with the evidence about the influenceof that factor on several dimensions, such as student motivation, attitudes towards school and investment in learning, which by their turn lead to academic success (Chawla, 2012). The significant differences in results regarding students' social skills also underline the perspective that the quality of students' interpersonal relationships is a relevant factor for their academic achievement (Carvalho & Novo, 2013, 2014, and is considered pertinent by teachers when they assess the likelihood of their students' success.…”
Abstract:The relation between teachers' expectations and students' academic achievement has received considerable interest in the education and psychology domains. In this study, we analyze the extent to which the information about students influences the formulation of teachers' estimates about their achievement. The sample consisted of 491 Portuguese teachers, aged between 26 and 82 years old (M age = 43 years). To assess the teachers' estimates, we created excerpts containing information about hypothetical students, in relation to whom an estimate of academic success was required. Each excerpt had two versions (A and B), according to the more or less favorable information regarding students' intellectual, family, self-regulation, and previous performance variables. The results show moderate differences between the estimates of the participants that received version A and those that received version B. The results are discussed considering the importance of a set of student characteristics for the way teachers develop estimates about student performance.
Keywords: teacher expectations, academic achievement, student characteristics
Características dos Estudantes e Estimativas dos Professores acerca do seu Desempenho AcadêmicoResumo: A relação entre as expectativas dos professores e o desempenho acadêmico dos estudantes tem recebido muito interesse da investigação. Neste estudo, analisamos a extensão em que a informação sobre os estudantes influencia as estimativas docentes acerca do seu potencial desempenho acadêmico. A amostra consistiu em 491 professores, com idades entre 26 e 82 anos (M idade = 43). Para avaliar as estimativas, foram criados diferentes excertos contendo informação sobre estudantes hipotéticos, acerca dos quais era solicitada estimativa de sucesso escolar. Cada excerto tinha duas versões (A e B), conforme a informação sobre o estudante fosse mais ou menos favorável, relativamente a variáveis intelectuais, sociodemográficas, autorregulação e desempenho anterior. Os resultados mostram diferenças moderadas entre as estimativas dos participantes que receberam a versão A, comparativamente aos que receberam a versão B, permitindo concluir que aquelas características são relevantes na forma como os docentes desenvolvem estimativas acerca do desempenho acadêmico dos estudantes.
Palavras-chave: expectativas do professor, rendimento escolar, características do estudante
Características de los Estudiantes y la Estimación de sus Logros Académicos por los ProfesoresResumen: La relación entre las expectativas de los profesores y el rendimiento académico de los estudiantes ha sido investigada con gran interés. En este estudio se analiza la influencia de la información sobre los estudiantes, en la formulación de estimaciones docentes acerca de sus rendimientos académicos. La muestra estuvo compuesta por 491 profesores, comprendidos entre los 26 y 82 años de edad (M edad = 43). Para evaluar las estimaciones, fueron creados diferentes extractos con información sobre estudiantes hipotéticos, acerca de los cuale...
“…In light of the relevance of FTP to positive school careers and considering its behavior stimulating capacity, the intent of this study is to evaluate if FTP, as a motivational dimension within the personality organization framework (McAdams & Olson, 2010), can influence the relationship between the more stable personality characteristics, namely the structural dimensions (traits), and the manner how adolescents live their school lives. In fact, personality traits have increasingly been identified as relevant to the variability of behavioral patterns in various contexts, namely social, academic or professional contexts (see Barrick, Mount, & Judge, 2001; Carvalho & Novo, 2014; Poropat, 2009). Research emphasizes the importance of structural characteristics, especially within the school context and during adolescence, at the level of impulse control and positive emotionality, not only concerning academic performance, but also for a broader set of adaptation indicators (Carvalho, 2012).…”
Section: Ftp and Adaptive Behaviormentioning
confidence: 99%
“…The general assumption was that FTP plays a mediating role in the influence of personality traits on behavior in a school context, as illustrated in Figure 1. More specifically, it was considered that FTP mediates the influence that traits connected with impulse control, introversion, low positive emotionality and aggressiveness – traits that have been identified as being more directly associated with behavior in a school context – have on performance and integration at school and, consequently, on satisfaction with the school career (Carvalho & Novo, 2014). Figure 1. Trajectories considered for the study.…”
Several studies provide evidence of the importance of future time perspective (FTP) for individual success. However, little research addresses the relationship between FTP and personality traits, particularly if FTP can mediate their influence on behavior. In this study we analyze the mediating of FTP in the influence of personality traits on the way adolescents live their life at school. Sample consisted in 351 students, aged from 14 to 18 years-old, at different schooling levels. Instruments were the Portuguese version of the MMPI-A, particularly the PSY-5 dimensions (Aggressiveness, Psychoticism, Disconstraint, Neuroticism, Introversion), a FTP questionnaire, and a survey on school life, involving several indicators of achievement, social integration, and overall satisfaction. With the exception of Neuroticism, the results show significant mediation effects (p < .001) of FTP on most relationships between PSY-5 dimensions and school life variables. Concerning Disconstraint, FTP mediated its influence on overall satisfaction (β = -.125) and school achievement (β = -.106). In the case of Introversion, significant mediation effects occurred for interpersonal difficulties (β = .099) and participation in extracurricular activities (β = -.085). FTP was also a mediator of Psychoticism influence in overall satisfaction (β = -.094), interpersonal difficulties (β = .057), and behavior problems (β = .037). Finally, FTP mediated the influence of Aggressiveness on overall satisfaction (β = -.061), interpersonal difficulties (β = .040), achievement (β = -.052), and behavior problems (β = .023). Results are discussed considering the importance of FTP in the impact of some personality structural characteristics in students' school adaptation.
“…The peculiarities of the cognitive and affective development of adolescents, of the transition in the way they relate to family in regard to achieving incisive social gain, are linked to intensive body changes and may or may not culminate in adaptive difficulties (Carvalho & Novo, 2014;Knobel, 1981;Outeiral, 1994;Paladino, 2005). The search to construct an identity tends to be central at this point, since they need to ensure greater independence and autonomy.…”
Section: Estudio Normativo Del Rorschach (Escuela De Paris) Para Adolmentioning
Among the projective methods of psychological assessment, the relevance of the Rorschach method stands out in the investigation of personality, albeit without normative references in the Parisian School for adolescents in Brazil. This study addresses this gap by developing normative standards of the Rorschach method (Parisian School) for this age group, evaluating specificities of production associated with sex, age and school system. The Rorschach tests were individually administered to 180 students aged from 15 to 17 years old, with typical signs of development. Data considering the 54 Rorschach's variables were descriptively and inferentially examined. The main average results were: (a) productivity: R = 17.7; (b) modes of apperception: G = 35.0%, D = 33.4%, Dd = 30.3% and Dd = 1.1%; (c) determinants and formal indexes: F% = 54.5%, F+% = 55.6% and F+ext% = 57.3%; (d) predominant content: A% = 51.0% and H% = 20.9%; (e) Ban = 17.0%. Specificities of production according to sex, age and school system were identified, which supports the analysis and interpretation of Rorschach's variables with contemporary Brazilian adolescents.
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