Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/23014 https://doi.org/Franco M.G., Beja M.J., Candeias A.A. & Santos N. (2017). Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Frontiers in Psychology. 8:1376. https://doi.org/10.3389/fpsyg.2017.01376. https://doi.org/10.3389/fpsyg.2017.01376 |
Resumo: | This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. |
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Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugalemotion understandingsocio-emotional competenceschool achievementelementary schoolstructural equational modelThis study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.Frontiers in Psychology2018-03-16T16:37:46Z2018-03-162017-08-15T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/23014https://doi.org/Franco M.G., Beja M.J., Candeias A.A. & Santos N. (2017). Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Frontiers in Psychology. 8:1376. https://doi.org/10.3389/fpsyg.2017.01376.https://doi.org/10.3389/fpsyg.2017.01376http://hdl.handle.net/10174/23014https://doi.org/10.3389/fpsyg.2017.01376porCIEPgloria@uma.ptmaria.joao.beja@staff.uma.ptaac@uevora.ptnd681Franco, M.G.Beja, M.J.Candeias, A.C.Santos, N.info: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:RCAAP2024-01-03T19:14:44Zoai:dspace.uevora.pt:10174/23014Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:13:54.741724Repositório 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 |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal |
title |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal |
spellingShingle |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal Franco, M.G. emotion understanding socio-emotional competence school achievement elementary school structural equational model |
title_short |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal |
title_full |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal |
title_fullStr |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal |
title_full_unstemmed |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal |
title_sort |
Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal |
author |
Franco, M.G. |
author_facet |
Franco, M.G. Beja, M.J. Candeias, A.C. Santos, N. |
author_role |
author |
author2 |
Beja, M.J. Candeias, A.C. Santos, N. |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Franco, M.G. Beja, M.J. Candeias, A.C. Santos, N. |
dc.subject.por.fl_str_mv |
emotion understanding socio-emotional competence school achievement elementary school structural equational model |
topic |
emotion understanding socio-emotional competence school achievement elementary school structural equational model |
description |
This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-08-15T00:00:00Z 2018-03-16T16:37:46Z 2018-03-16 |
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/10174/23014 https://doi.org/Franco M.G., Beja M.J., Candeias A.A. & Santos N. (2017). Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Frontiers in Psychology. 8:1376. https://doi.org/10.3389/fpsyg.2017.01376. https://doi.org/10.3389/fpsyg.2017.01376 http://hdl.handle.net/10174/23014 https://doi.org/10.3389/fpsyg.2017.01376 |
url |
http://hdl.handle.net/10174/23014 https://doi.org/Franco M.G., Beja M.J., Candeias A.A. & Santos N. (2017). Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Frontiers in Psychology. 8:1376. https://doi.org/10.3389/fpsyg.2017.01376. https://doi.org/10.3389/fpsyg.2017.01376 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
CIEP gloria@uma.pt maria.joao.beja@staff.uma.pt aac@uevora.pt nd 681 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Frontiers in Psychology |
publisher.none.fl_str_mv |
Frontiers in Psychology |
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 |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799136621178650624 |