Percepção do Estresse pelas Crianças do Primeiro Ano do Ensino Fundamental

Stasiak, Gisele Regina; Weber, Lídia Natália Dobrianskyj

doi:10.15600/2236-9767/impulso.v23n56p35-45

Cited by 4 publications

(10 citation statements)

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“…However, unlike the findings found in this study, other studies (Marturano et al, 2009;Stasiak & Weber, 2013) identified that the greatest source of school stressors perceived by students was related to interpersonal relationships, especially in relation to peers. These differences may be due to the fact that such researches focused on the transition to the 1st grade of MS.…”

Section: Discussioncontrasting

confidence: 99%

“…Facing this context, it is important that both parents and teachers act as networks of socio-affective support for adolescents at this time in academic life (Lane et al, 2015). However, the Final Years of MS have been poorly focused in the Brazilian context compared to studies that focus on the transition to the 1st grade (Bolsoni-Silva & Mariano, 2014;Cadima et al, 2010;Correia-Zanini & Marturano, 2015;Leme & Marturano, 2014;Marturano et al, 2009;Stasiak & Weber, 2013), which also makes it difficult the discussion with previous data.…”

Section: Discussionmentioning

confidence: 99%

“…In the national context, studies have evidenced the importance of investigating children's resources (for example, social skills) and their contexts (positive educational practices) to facilitate interpersonal and academic adaptation in the transition to the 1st grade of Elementary Education (Bolsoni-Silva & Mariano, 2014;Correia-Zanini & Marturano, 2015;Leme & Marturano, 2014;Marturano, Trivellato-Ferreira, & Gardinal, 200;Stasiak & Weber, 2013). But it seems obvious that the 6th grade of the MS, like the 1st grade, demands adaptation by the students to the various structural, academic and relational changes (Dawes & Xie, 2016;Lane et al, 2015;Sebanc, Guimond, & Lutgen, 2016).…”

Section: Influencia De Las Habilidades Sociales Y Factores De Estrés mentioning

confidence: 99%

“…The literature review indicated that most of the research has prioritized the MS Initial Years (Bolsoni-Silva & Mariano, 2014;Cadima et al, 2010;Correia-Zanini, 2013;Correia-Zanini & Marturano, 2015;Leme & Marturano, 2014;Marturano et al, 2009;Marturano & Pizato, 2015;Stasiak & Weber, 2013), with little emphasis on the transition to the MS Final Years. Among these, only Correia-Zanini (2013) and Marturano and Pizato (2015) jointly evaluated the variables school stress, social skills and academic achievement.…”

Section: Influencia De Las Habilidades Sociales Y Factores De Estrés mentioning

confidence: 99%

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Influence of Social Skills and Stressors on Academic Achievement in the Sixth-Grade

Jovarini

Leme

Correia-Zanini

2018

Paidéia (Ribeirão Preto)

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Transition to middle school (MS) expressions changes in interpersonal relations and academic demands that can influence the academic achievement of students. This study aimed to evaluate the influence of social skills and perception of school stressors of students as predictors of academic achievement in the transition to the 6th grade of the MS. 214 students (aged 11 to 17 years) participated, of both genders of the 6th grade, of the state of Amazonas. Students answered the Social Skills Inventory for Adolescent and the Inventory of School Stressors. The predictive model indicated that the social skills of assertiveness, empathy and emotional approach and school stressors related to stress related to the student’s role predicted 18% of the academic achievement. The survey data can be used in future interventions with students, their families and teachers.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Influencia De Las Habilidades Sociales Y Factores De Estrés mentioning

confidence: 99%

Section: Influencia De Las Habilidades Sociales Y Factores De Estrés mentioning

confidence: 99%

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Influence of Social Skills and Stressors on Academic Achievement in the Sixth-Grade

Jovarini

Leme

Correia-Zanini

2018

Paidéia (Ribeirão Preto)

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“…Previous studies that investigated the presence of signs of stress in children with learning problems found an association between the presence of stress and poor school performance [8][9][10][11] . On the other hand, other studies have not found this association 12,13 , since there were no statistically significant differences in childhood stress indicators between the groups with and without learning disorders.…”

Section: Introductionmentioning

confidence: 94%

Sinais sugestivos de estresse infantil em escolares com transtorno de aprendizagem

et al. 2016

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Purpose: to compare suggestive signs of stress in children with learning disorders (with and without speech-language intervention) and in children without learning problems, and to identify suggestive signs of stress among groups according to the gender of the participants. Methods: the study included 25 children with learning disorder. Of these children, 10 were diagnosed, but without intervention and 15 children were receiving speech-language intervention. Also 25 children without any learning problems participated in the study. In all groups, a children's stress scale was applied.Results: it was observed that 43% of children with learning problems without intervention, 56% of children with learning problems in intervention and 83% of children without learning problem, showed warning signs for child stress. These differences were not statistically significant. In addition, ware not found differences between genders. Conclusion: in all groups, there was a high frequency of warning signs for child stress, showing that this may not be a determining factor in academic achievement in the study sample. Keywords: Stress, Psychological; Learning; Learning Disorders RESUMO Objetivo: comparar sinais sugestivos de estresse entre crianças com transtornos de aprendizagem (com e sem intervenção fonoaudiológica) e em crianças sem qualquer dificuldade escolar, além de verificar sinais sugestivos de estresse entre os grupos de acordo com o sexo dos participantes. Métodos: participaram do estudo 25 crianças com transtorno de aprendizagem, 10 com diagnóstico, porém sem intervenção e 15 em intervenção fonoaudiológica, e 25 crianças sem queixas de aprendizagem. Em todos os grupos foi aplicada uma escala de estresse infantil.Resultados: observou-se que 43% das crianças com transtorno de aprendizagem sem intervenção, 56% das crianças com transtorno de aprendizagem em terapia e 83% das crianças sem o transtorno, apresentaram sinais de alerta. Estas diferenças não foram estatisticamente significantes. Também não foi encontrada esta diferença entre os sexos. Conclusão: nos dois grupos houve alta frequência de sinais de alerta para o estresse infantil, mostrando que este pode não ser um fator determinante no desempenho escolar na amostra estudada.

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Habilidades sociais, problemas de comportamento e competência acadêmica de crianças de famílias nucleares e recasadas

2014

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Percepção do Estresse pelas Crianças do Primeiro Ano do Ensino Fundamental

Cited by 4 publications

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Influence of Social Skills and Stressors on Academic Achievement in the Sixth-Grade

Influence of Social Skills and Stressors on Academic Achievement in the Sixth-Grade

Sinais sugestivos de estresse infantil em escolares com transtorno de aprendizagem

Habilidades sociais, problemas de comportamento e competência acadêmica de crianças de famílias nucleares e recasadas

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