Sociometria e habilidades sociais em alunos do ensino médio

Bartholomeu, Daniel; Montiel, José María; Pessotto, Fernando

doi:10.5433/2236-6407.2011v2n2p211

Cited by 10 publications

(15 citation statements)

References 3 publications

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“…On one hand, this might happen due to the larger variability both of social skills groups and of performance in writing and mathematics in these school years. On the other hand, it strengthens the evidence that a larger group of social skills tends to facilitate learning in different areas, as suggested in other research with this regard (Bartholomeu et al, 2009;Bartholomeu, Montiel, et al, 2011;Del Prette & Del Prette, 2003;Montiel et al, 2011;Stone & La Greca, 1990;Vaughn & Hogan, 1990;Vaughn et al, 1991). Note.…”

supporting

confidence: 57%

“…Even though some correlations had been low, these results could be refl ected in terms of group cohesion, since social skills consist in some of the characteristics that ensure a better group cohesion mainly based on the decrease of social rejection (Bartholomeu, Carvalho, Silva, Miguel, & Machado, 2011;Bartholomeu, Montiel, et al, 2011;Gifford-Smith & Brownell, 2003). Furthermore, studies have showed that a good group cohesion usually facilitates school performance (Gifford-Smith & Brownell, 2003).…”

Section: Final Considerationsmentioning

confidence: 99%

“…Different studies focused on the evaluation by friends also showed that students with lower school performance are less accepted than their friends without such diffi culties (Bartholomeu, Montiel, & Pessotto, 2011;Stone & La Greca, 1990;Vaughn & Hogan, 1990;Vaughn, McIntosh, & Spencer-Rowe, 1991). According to the notes of Gresham, Lane, MacMillan, Bocian and Ward (2000), and Kavale and Forness (1996) mention classmates as an important source of information on the social group of children with behavior problems and school diffi culties.…”

mentioning

confidence: 99%

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Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Bartholomeu¹,

Montiel²,

Néia³

et al. 2016

Temas Psicol.

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In this study, the relations between social skills and academic performance were studied. We posed associations between social skills and performance in writing and mathematics as well as between conversational skills and these two academic performance measures in girls. In boys we posed associations between assertiveness and academic performance in the two areas. Participants were 196 elementary school children from two schools in the state of São Paulo, with ages ranging 8-10 years, 52% females were evaluated by means of the Test of Social Skills in Children and Adolescents in school situation (THAS-C) and Test of academic performance in writing and maths. The results pointed out that greater social skills tend to be achieved in later schooling years and appear to facilitate performance in different areas of academic performance. In this sense, we suggest that the behaviors are associated with specifi c diffi culties in writing and mathematics, and that the course of these associations varies within sex and age. Furthermore, is indicated the importance of the evaluation of social skills in the academic context given the associated educational connections.Keywords: Academic assessment, school performance, social skills. Habilidades Sociais e Desempenho Escolar em Português e Matemática em Estudantes do Ensino Fundamental ResumoNo presente trabalho verifi cou-se a relação das habilidades sociais e desempenho escolar em diferentes anos escolares e por sexo, visando fornecer evidências de validade para o Teste de Habilidades Sociais em Crianças e Adolescentes em situação escolar (THAS-C

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supporting

confidence: 57%

Section: Final Considerationsmentioning

confidence: 99%

mentioning

confidence: 99%

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Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Bartholomeu¹,

Montiel²,

Néia³

et al. 2016

Temas Psicol.

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“…Por outro, fortalece a evidência de que um maior repertório de habilidades sociais tende a facilitar o aprendizado em diferentes áreas como sugerem outras pesquisas neste âmbito (Bartholomeu et al, 2009;Bartholomeu, Montiel, et al, 2011;Del Prette & Del Prette, 2003;Montiel et al, 2011;Stone & La Greca, 1990;Vaughn & Hogan, 1990;Vaughn et al, 1991).…”

Section: Habilidades Sociais E Desempenho Escolar Em Português E Mateunclassified

“…Diferentes estudos enfocando a avaliação pelos colegas também demonstraram que os alunos com menor desempenho escolar são menos aceitos que seus colegas sem essas difi culdades (Bartholomeu, Montiel, & Pessotto, 2011;Stone & La Greca, 1990;Vaughn & Hogan, 1990;Vaughn, McIntosh, & Spencer-Rowe, 1991 (Elliott, Pring, & Bunning, 2002;Gresham, 2009;Swanson & Malone, 1992). Deste modo, Gresham (1992) sugere três hipóteses que podem nortear os estudos entre habilidades sociais e difi culdades escolares: a hipótese causal, na qual os défi cits em habilidades sociais e a incapacidade de aprendizado seriam atribuídos à disfunção do sistema nervoso central; a hipótese da concomitância entre deficiência em habilidades sociais e difi culdades de aprendizado; e a hipótese correlacional, ou seja, uma tendência de parte dos alunos com maiores escores em habilidades sociais apresentarem melhor rendimento escolar.…”

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Habilidades sociais e desempenho escolar em português e matemática em estudantes do ensino fundamental

Bartholomeu¹,

Montiel

Néia

et al. 2016

Temas Psicol.

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ResumoNo presente trabalho verifi cou-se a relação das habilidades sociais e desempenho escolar em diferentes anos escolares e por sexo, visando fornecer evidências de validade para o Teste de Habilidades Sociais em Crianças e Adolescentes em situação escolar (THAS-C). Foram avaliadas 196 crianças do Ensino Fundamental de duas escolas do interior do estado de São Paulo, com idades que variaram de 8 a 10 anos, sendo 52% do sexo feminino. Foi aplicado o Teste de Habilidades Sociais para crianças em situação escolar e o Teste de Desempenho de Escrita, Leitura e Matemática. Dentre os resultados, se verifi cou que um repertório maior de habilidades sociais tende a ser acessado em anos escolares mais avançados e parecem facilitar o desempenho em diferentes áreas de desempenho igualmente. Os resultados apresentam consonância com a literatura, indicando a necessidade de se ampliar as informações acerca do repertório social em crianças com diferentes desempenhos escolares. Neste sentido, pode-se aferir que as condutas se associam às difi culdades específi cas em escrita, leitura e matemática e, que o curso destas associações varia em razão do sexo e idade. Além disso, se verifi cou a importância da avaliação e consideração de estudos sobre as habilidades sociais, dadas as implicações educacionais associadas. Palavras-chave:Avaliação escolar, desempenho escolar, défi cits em habilidades sociais. Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students AbstractIn this study, the relations between social skills and academic performance were studied. We posed associations between social skills and performance in writing and mathematics as well as between conversational skills and these two academic performance measures in girls. In boys we posed associations between assertiveness and academic performance in the two areas. Participants were 196 elementary school children from two schools in the state of São Paulo, with ages ranging 8-10 years, 52% females were evaluated by means of the Test of Social Skills in Children and Adolescents in school situation (THAS-C) and Test of academic performance in writing and maths. The results pointed out that greater 1 Endereço para correspondência: R. Leonita

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Predictive Power of Parenting Styles on Children’s Social Skills

et al. 2016

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The aim of this study was to investigate the relationship between parenting styles and children's social skills, establishing significant correlations between those two constructs. A total of 202 children, 7 to 10 years old, male and female, attending second to fourth year of government schools in São Paulo, Brazil, were participants of this research. They collectively completed Children's Social Skills Test (THAS-C) and Parental Styles Inventory (IEP). Results suggest that positive parental styles are predictors of altruism, while negative parental styles are predictors of assertiveness, conversation, and social confidence. Regarding general social skills, variables that offered the best probable model were positive monitoring, lax discipline, moral behavior, and physical abuse (the higher the general social skill, the lesser the abusive parenting styles). As a conclusion, it seems that different social skills are related to positive and negative parenting styles, reinforcing the idea of a social skill as an attribute of behavior.

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Sociometria e habilidades sociais em alunos do ensino médio

Cited by 10 publications

References 3 publications

Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students

Habilidades sociais e desempenho escolar em português e matemática em estudantes do ensino fundamental

Predictive Power of Parenting Styles on Children’s Social Skills

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