The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning

Detalhes bibliográficos
Autor(a) principal: MUNIZ, Monalisa
Data de Publicação: 2023
Outros Autores: SEABRA, Alessandra Gotuzo, PRIMI, Ricardo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/8204
Resumo: The aim of the study was to verify the predictive power for learning potential in inductive reasoning as assessed by the Dynamic Assessment Approach of children’s inductive reasoning regarding academic performance. A total of 317 children, of both genders, from the 1st to 5th grades participated in the study. The sample was submitted to the Dynamic Assessment Approach and Abstract Reasoning subtest of the Test Battery of Child Reasoning. The children’s final achievement scores were also collected. Additionally, their teachers indicated, according to their perception, which students were more and less capable of learning. The results indicated several positive correlations, moderate and low, between the Dynamic Assessment Approach and academic performance. A linear regression analysis was performed using Abstract Reasoning, which pointed to incremental validity to the Dynamic Assessment Approach. The data showed evidence of validity of the Dynamic Assessment Approach and its ability to predict academic performance
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spelling The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoningA relação entre potencial de aprendizagem e desempenho acadêmico: predição pelo Teste Dinâmico Informatizado de Raciocínio Indutivo para CriançasIntelligencePsychometricsAcademic achievementInteligênciaPsicometriaRendimento escolarThe aim of the study was to verify the predictive power for learning potential in inductive reasoning as assessed by the Dynamic Assessment Approach of children’s inductive reasoning regarding academic performance. A total of 317 children, of both genders, from the 1st to 5th grades participated in the study. The sample was submitted to the Dynamic Assessment Approach and Abstract Reasoning subtest of the Test Battery of Child Reasoning. The children’s final achievement scores were also collected. Additionally, their teachers indicated, according to their perception, which students were more and less capable of learning. The results indicated several positive correlations, moderate and low, between the Dynamic Assessment Approach and academic performance. A linear regression analysis was performed using Abstract Reasoning, which pointed to incremental validity to the Dynamic Assessment Approach. The data showed evidence of validity of the Dynamic Assessment Approach and its ability to predict academic performanceO objetivo deste estudo foi verificar a predição do potencial de aprendizagem do raciocínio indutivo, avaliado pelo Teste Dinâmico Informatizado de Raciocínio Indutivo para Crianças, em relação ao desempenho acadêmico. Participaram do estudo 317 crianças de ambos os sexos, que cursavam da 1ª à 5ª série. A amostra foi submetida à aplicação do Teste Dinâmico, da Prova de Raciocínio Abstrato da Bateria de Provas de Raciocínio Infantil, bem como foi coletada a média final referente às matérias estudadas pelos alunos. Adicionalmente os professores indicaram, segundo sua percepção, os alunos com maior ou menor capacidade para aprender. Os resultados encontrados indicaram diversas correlações positivas, moderadas e baixas, entre o Teste Dinâmico e o desempenho acadêmico. Utilizando a prova de Raciocínio Abstrato efetuou-se uma análise de regressão linear, que apontou validade incremental para o Teste Dinâmico. Por meio desses dados pode-se constatar evidência de validade para o Teste Dinâmico e sua predição para o desempenho acadêmico.Núcleo de Editoração - PUC-Campinas2023-04-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/8204Psychological Studies; Vol. 32 No. 3 (2015): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 32 Núm. 3 (2015): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 32 n. 3 (2015): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPporhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/8204/5726Copyright (c) 2023 Monalisa MUNIZ, Alessandra Gotuzo SEABRA, Ricardo PRIMIhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess MUNIZ, Monalisa SEABRA, Alessandra Gotuzo PRIMI, Ricardo2023-04-13T14:50:00Zoai:ojs.periodicos.puc-campinas.edu.br:article/8204Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-04-13T14:50Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
A relação entre potencial de aprendizagem e desempenho acadêmico: predição pelo Teste Dinâmico Informatizado de Raciocínio Indutivo para Crianças
title The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
spellingShingle The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
MUNIZ, Monalisa
Intelligence
Psychometrics
Academic achievement
Inteligência
Psicometria
Rendimento escolar
title_short The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
title_full The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
title_fullStr The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
title_full_unstemmed The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
title_sort The relationship between learning potential and academic performance: Prediction by the Dynamic Assessment Approach of children’s inductive reasoning
author MUNIZ, Monalisa
author_facet MUNIZ, Monalisa
SEABRA, Alessandra Gotuzo
PRIMI, Ricardo
author_role author
author2 SEABRA, Alessandra Gotuzo
PRIMI, Ricardo
author2_role author
author
dc.contributor.author.fl_str_mv MUNIZ, Monalisa
SEABRA, Alessandra Gotuzo
PRIMI, Ricardo
dc.subject.por.fl_str_mv Intelligence
Psychometrics
Academic achievement
Inteligência
Psicometria
Rendimento escolar
topic Intelligence
Psychometrics
Academic achievement
Inteligência
Psicometria
Rendimento escolar
description The aim of the study was to verify the predictive power for learning potential in inductive reasoning as assessed by the Dynamic Assessment Approach of children’s inductive reasoning regarding academic performance. A total of 317 children, of both genders, from the 1st to 5th grades participated in the study. The sample was submitted to the Dynamic Assessment Approach and Abstract Reasoning subtest of the Test Battery of Child Reasoning. The children’s final achievement scores were also collected. Additionally, their teachers indicated, according to their perception, which students were more and less capable of learning. The results indicated several positive correlations, moderate and low, between the Dynamic Assessment Approach and academic performance. A linear regression analysis was performed using Abstract Reasoning, which pointed to incremental validity to the Dynamic Assessment Approach. The data showed evidence of validity of the Dynamic Assessment Approach and its ability to predict academic performance
publishDate 2023
dc.date.none.fl_str_mv 2023-04-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/8204
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/8204
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/8204/5726
dc.rights.driver.fl_str_mv Copyright (c) 2023 Monalisa MUNIZ, Alessandra Gotuzo SEABRA, Ricardo PRIMI
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Monalisa MUNIZ, Alessandra Gotuzo SEABRA, Ricardo PRIMI
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 32 No. 3 (2015): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 32 Núm. 3 (2015): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 32 n. 3 (2015): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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