Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psico-USF (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000300533 |
Resumo: | Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression. |
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Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School PerformanceAdolescent Social Skillssocial support appraisalmotivation to learnSchool AchievementAbstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2021-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000300533Psico-USF v.26 n.3 2021reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712021260311info:eu-repo/semantics/openAccessMedeiros,Humberto Claudio PasseriSoares,Adriana BenevidesMonteiro,Marcia Cristinaeng2021-12-03T00:00:00Zoai:scielo:S1413-82712021000300533Revistahttp://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:2021-12-03T00:00Psico-USF (Online) - Universidade São Francisco (USF)false |
dc.title.none.fl_str_mv |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance |
title |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance |
spellingShingle |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance Medeiros,Humberto Claudio Passeri Adolescent Social Skills social support appraisal motivation to learn School Achievement |
title_short |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance |
title_full |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance |
title_fullStr |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance |
title_full_unstemmed |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance |
title_sort |
Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance |
author |
Medeiros,Humberto Claudio Passeri |
author_facet |
Medeiros,Humberto Claudio Passeri Soares,Adriana Benevides Monteiro,Marcia Cristina |
author_role |
author |
author2 |
Soares,Adriana Benevides Monteiro,Marcia Cristina |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Medeiros,Humberto Claudio Passeri Soares,Adriana Benevides Monteiro,Marcia Cristina |
dc.subject.por.fl_str_mv |
Adolescent Social Skills social support appraisal motivation to learn School Achievement |
topic |
Adolescent Social Skills social support appraisal motivation to learn School Achievement |
description |
Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-01 |
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=S1413-82712021000300533 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000300533 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1413-82712021260311 |
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.26 n.3 2021 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 |
_version_ |
1748937789092659200 |