Emotional skills and promoting school success in the 3rd cycle : students perception
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.19/4095 |
Resumo: | Abstract The perceptions about the school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to establish the relationship between internalizing and externalizing behaviors, emotional skills and academic success of lower secondary education students. In order to promote students social and emotional skills, a pilot study in a School Grouping from the central region of Portugal was carried out. A diagnosis of disruptive behavior (ASEBA) was made and 6 children aged between 12 and 14 years old were identified and followed by 3 focus groups of students, parents, and teachers, respectively. Six students, mostly male, showing signs of externalizing behaviors and academic failure were identified. They didn’t like school and showed no learning motivation. The relationship between parents and teachers was conflictive. All parents had the utmost concern about academic success and teachers showed good practices but without success. This program is seen as a way to improve the educational agents’ action and to help them manage different environments and relationships. The results point out the importance of a systemic intervention program which aims are to improve the social and emotional competences and academic achievement. |
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Emotional skills and promoting school success in the 3rd cycle : students perceptionStudentsEmotional skillsSchool successAbstract The perceptions about the school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to establish the relationship between internalizing and externalizing behaviors, emotional skills and academic success of lower secondary education students. In order to promote students social and emotional skills, a pilot study in a School Grouping from the central region of Portugal was carried out. A diagnosis of disruptive behavior (ASEBA) was made and 6 children aged between 12 and 14 years old were identified and followed by 3 focus groups of students, parents, and teachers, respectively. Six students, mostly male, showing signs of externalizing behaviors and academic failure were identified. They didn’t like school and showed no learning motivation. The relationship between parents and teachers was conflictive. All parents had the utmost concern about academic success and teachers showed good practices but without success. This program is seen as a way to improve the educational agents’ action and to help them manage different environments and relationships. The results point out the importance of a systemic intervention program which aims are to improve the social and emotional competences and academic achievement.The European Proceedings of Social & Behavioural SciencesRepositório Científico do Instituto Politécnico de ViseuCampos, SofiaFerreira, ManuelaCardoso, Ana PaulaDuarte, JoãoFelizardo, SaraMargarida Correia Balula Chaves, Cláudia2017-01-25T14:21:55Z20162016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.19/4095engCampos, S., Ferreira, M., Cardoso, A. P., Duarte, J., Feizardo, S., & Chaves, C. (2016). Emotional skills and promoting school success in the 3rd cycle: students perception. The European Proceedings of Social & Behavioural Sciences EpBSB, 502-511. http://dx.doi.org/10.15405/epsbs.2016.11.512357-1330http://dx.doi.org/10.15405/epsbs.2016.11.51info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-01-16T15:27:01Zoai:repositorio.ipv.pt:10400.19/4095Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:42:47.398744Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Emotional skills and promoting school success in the 3rd cycle : students perception |
title |
Emotional skills and promoting school success in the 3rd cycle : students perception |
spellingShingle |
Emotional skills and promoting school success in the 3rd cycle : students perception Campos, Sofia Students Emotional skills School success |
title_short |
Emotional skills and promoting school success in the 3rd cycle : students perception |
title_full |
Emotional skills and promoting school success in the 3rd cycle : students perception |
title_fullStr |
Emotional skills and promoting school success in the 3rd cycle : students perception |
title_full_unstemmed |
Emotional skills and promoting school success in the 3rd cycle : students perception |
title_sort |
Emotional skills and promoting school success in the 3rd cycle : students perception |
author |
Campos, Sofia |
author_facet |
Campos, Sofia Ferreira, Manuela Cardoso, Ana Paula Duarte, João Felizardo, Sara Margarida Correia Balula Chaves, Cláudia |
author_role |
author |
author2 |
Ferreira, Manuela Cardoso, Ana Paula Duarte, João Felizardo, Sara Margarida Correia Balula Chaves, Cláudia |
author2_role |
author author author author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico de Viseu |
dc.contributor.author.fl_str_mv |
Campos, Sofia Ferreira, Manuela Cardoso, Ana Paula Duarte, João Felizardo, Sara Margarida Correia Balula Chaves, Cláudia |
dc.subject.por.fl_str_mv |
Students Emotional skills School success |
topic |
Students Emotional skills School success |
description |
Abstract The perceptions about the school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to establish the relationship between internalizing and externalizing behaviors, emotional skills and academic success of lower secondary education students. In order to promote students social and emotional skills, a pilot study in a School Grouping from the central region of Portugal was carried out. A diagnosis of disruptive behavior (ASEBA) was made and 6 children aged between 12 and 14 years old were identified and followed by 3 focus groups of students, parents, and teachers, respectively. Six students, mostly male, showing signs of externalizing behaviors and academic failure were identified. They didn’t like school and showed no learning motivation. The relationship between parents and teachers was conflictive. All parents had the utmost concern about academic success and teachers showed good practices but without success. This program is seen as a way to improve the educational agents’ action and to help them manage different environments and relationships. The results point out the importance of a systemic intervention program which aims are to improve the social and emotional competences and academic achievement. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016 2016-01-01T00:00:00Z 2017-01-25T14:21:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.19/4095 |
url |
http://hdl.handle.net/10400.19/4095 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Campos, S., Ferreira, M., Cardoso, A. P., Duarte, J., Feizardo, S., & Chaves, C. (2016). Emotional skills and promoting school success in the 3rd cycle: students perception. The European Proceedings of Social & Behavioural Sciences EpBSB, 502-511. http://dx.doi.org/10.15405/epsbs.2016.11.51 2357-1330 http://dx.doi.org/10.15405/epsbs.2016.11.51 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
The European Proceedings of Social & Behavioural Sciences |
publisher.none.fl_str_mv |
The European Proceedings of Social & Behavioural Sciences |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130895392702464 |