Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress

Detalhes bibliográficos
Autor(a) principal: Correia-Zanini,Marta Regina Gonçalves
Data de Publicação: 2016
Outros Autores: Marturano,Edna Maria
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psico-USF (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000200305
Resumo: Abstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental achievements are consolidated in the 3rd year.
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spelling Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stresselementary educationschool transitionlongitudinalchild developmentadjustmentAbstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental achievements are consolidated in the 3rd year.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2016-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000200305Psico-USF v.21 n.2 2016reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712016210208info:eu-repo/semantics/openAccessCorreia-Zanini,Marta Regina GonçalvesMarturano,Edna Mariaeng2016-12-12T00:00:00Zoai:scielo:S1413-82712016000200305Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2016-12-12T00:00Psico-USF (Online) - Universidade São Francisco (USF)false
dc.title.none.fl_str_mv Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
title Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
spellingShingle Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
Correia-Zanini,Marta Regina Gonçalves
elementary education
school transition
longitudinal
child development
adjustment
title_short Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
title_full Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
title_fullStr Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
title_full_unstemmed Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
title_sort Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress
author Correia-Zanini,Marta Regina Gonçalves
author_facet Correia-Zanini,Marta Regina Gonçalves
Marturano,Edna Maria
author_role author
author2 Marturano,Edna Maria
author2_role author
dc.contributor.author.fl_str_mv Correia-Zanini,Marta Regina Gonçalves
Marturano,Edna Maria
dc.subject.por.fl_str_mv elementary education
school transition
longitudinal
child development
adjustment
topic elementary education
school transition
longitudinal
child development
adjustment
description Abstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental achievements are consolidated in the 3rd year.
publishDate 2016
dc.date.none.fl_str_mv 2016-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000200305
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712016000200305
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1413-82712016210208
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
dc.source.none.fl_str_mv Psico-USF v.21 n.2 2016
reponame:Psico-USF (Online)
instname:Universidade São Francisco (USF)
instacron:USF
instname_str Universidade São Francisco (USF)
instacron_str USF
institution USF
reponame_str Psico-USF (Online)
collection Psico-USF (Online)
repository.name.fl_str_mv Psico-USF (Online) - Universidade São Francisco (USF)
repository.mail.fl_str_mv edusf@saofrancisco.edu.br
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